Archive for the ‘online learning’ Category

A German top politician visits Bau-ABC Rostrup – Great praise for the training of apprentices

August 30th, 2019 by Pekka Kamarainen

Earlier this week Ministerpräsident Stephan Weil (prime minister of the Federal State of Lower Saxony) made a field visit to the North-German training centre Bau-ABC Rostrup. As the readers of this blog know, Bau-ABC played a vital role in our EU-funded project Learning Layers (2012-2016) as the main application partner of the Construction pilot of the said project. During the project researchers, technical partners and trainers of Bau-ABC worked together to develop an integrative toolset – the Learning Toolbox (LTB) to support vocational and workplace-based learning. Now, some time after the end of the project, it was interesting to see, how the prime minister perceived the training and learning that was presented to him. Let us start with prime minister Weil’s comment on his Facebook page and then give more information on the visit.

Prime minister Weil on the training and learning at Bau-ABC Rostrup

On his Facebook page prime minister Weil published the following, highly inspired update (see below). And another picture shows that he was involved in hands-on training during the field visit (see below).

Weil Facebook 2019-08-28 Hands-on-training 2019-08-28

The comment that prime minister Weil made in his Facebook-update above was the following (translated into English by me):

“Today I have visited the training centre Bau-ABC Rostrup and I can only say the following: They have a strong case – I have not seen anything similar before. They are training young people from all over Germany in two dozen training workshops and in very practical way to master 22 different construction trades, Digitization is solidly integrated in all curricula. And on top oft hat they have a broad-based provision of continuing training schemes. This is really impressive.”

And as we can see from the pictures, he took time to inform himself by trainers, apprentices and managers. And he also egaged himself in discussions and in hands-on training.

Reporting on the field visit in a journal article

The field visit was covered by the article of Christian Qapp “Ein Ministerpräsident als Azubi” published in NWZ Online. The article made the point that the prime minister took the role of apprentice (guided by an experienced apprentice) on the drilling grounds. And at different training sites the apprentices had a major role in presenting the training in their trades.

From the perspective of promoting digital competences in vocational education and training (VET) the article makes an interesting point (translated into English by me):

“The apprentices in carpentry, Vanessa Hermes, and in pipeline-building, Linus Köneking, explained the Learning Toolbox. The App for Smartphones and Tablet-PCs was developed in collaboration with Bau-ABC. Now it is being used there from the very first day of apprentice training on. On the one hand it contains practical information for apprentices on travel arrangements, Accommodation and on the daily menu of the canteen. But equally it presents learning tasks with three-dimensional models, digital measurements and with creating lists of necessary construction materials. With all this the apprentices can deal with by taking the gadget from their pocket. And, moreover, they themselves can  document their own work with the help of the app.”

Reflective commentary

For us, who had been involved in the project work that led to the development of the Learning Toolbox, it is very rewarding to hear such comments from a top politician and to read such news reports. They deliver to us the message that the use of the digital toolset Learning Toolbox has become lived practice. Moreover, it is clear that the apprentices are in the best position to tell, how thwy can benefit from using it. We are happy to follow the progress of Bau-ABC Rostrup and others who are working with the Learning Toolbox. It is very inspiring to learn more from the users.

More blogs to come …

Finding strategies to promote digital competences of teachers and trainers – Part One: The Four-Step Model of TACCLE4-CPD

June 4th, 2019 by Pekka Kamarainen

In my recent posts I have reported of my fieldwork for our EU-funded TACCLE4-CPD project. The aim of this project is to develop training models and pedagogic approaches to promote digital competences of teachers and trainers in different educational sectors. In my blog posts I have mainly emphasised the specific characteristics of my work that focuses on the field of vocational education and training (VET). With this series of posts I will try to link my work to the general framework of the project and to the work of other partners in other educational sectors (general education, adult education) and with school-based learning. The starting point is provided by the Four-Step Model that was developed in the recent project meeting in Bucharest (in which I couldn’t participate). In this first post I will present the outline of the model (as it was explained to me afterwards) and how it can be applied in schools and adult education providers. In the subsequent blogs I will discuss, how the model can be adapted to the field of VET and to my recent findings in the fieldwork.

The Four-Step Model for finding/developing strategies to promote digital competences

The Four-Step Model for finding/developing strategies was shaped in the project meeting in Bucharest, when the TACCLE4-CPD partners had workshops with interested schools. When analysing the experiences of the workshops the partners came up with the model that is visualised below.

Four-Step Model of TACCLE4-CPD

Figure 1: The Four-Step Model for finding/developing strategies to promote digital competences in educational contexts (credit to Graham Attwell and Angela Gerrard)

As we see, the left hand side presents the process steps with key questions and related options, how to proceed. In the middle we see the reference materials that can be used in the process. And on the right hand side we see the underlying questions that clarify, where the questions and answers lead us.

My interpretation of the four-step model (as it stands now)

As I read this model, it speaks out to school managers, educational authorities and curriculum developers. They are challenged to consider, whether their organisation(s) is/are following a policy for promoting digital competences. In this respect they are advised to inform themselves of the European DigCompOrg frameworks (prepared by the Joint Research Centre (JRC) of the European Union). In the next phase they are challenged to consider their strategic approach in terms of action plans and needs analyses. Here they are advised to have a closer look at the DigComgEdu framework (also by JRC) for specifying their strategic orientation. Then, in the next phases the model invites to discuss, how continuing professional development (CPD) can be organised and delivered. Here the model refers to  earlier TACCLE resources (Routemap) and to the new Handbook that is being prepared for the TACCLE4-CPD.

As I see it, this model suits very well school-based educational contexts. However, when we discuss the field of VET, we are dealing with a more complex policy environment and institutional/organisational landscape. Moreover, we are dealing with diversity of learning venues (schools, enterprises, intermediate training centres) and with domain-specific characteristics (different occupational fields, different production and service contexts). Therefore, it is appropriate to discuss the Four-Step Model in the light of these challenges. That is the task for my next blog post in this series.

More blogs to come …

Trainers’ views on introducing digital tools to vocational learning – Part Three: Insights into special areas of learning

May 23rd, 2019 by Pekka Kamarainen

With my previous post I started a series to report on interviews with vocational teachers, trainers and supporting researchers or consultants for the TACCLE4-CPD project. The project seeks to develop  continuing professional development (CPD) of teachers and trainers – with focus on enhancing digital competences. As I have mentioned, my work concentrates on the field of vocational education and training (VET). In my two previous posts I have summarised some of the pedagogic points raised by the trainers and their general views on the use of Learning Toolbox (LTB) as support for apprentice training. With this third post I want to draw attention to the role of LTB as support for two special areas of learning. Here I am reporting directly from an interview with an expert partner in health and safety and in supporting language learning on foreign apprentices. Here it is worthwhile to note that in both areas the use of LTB was started at the end of Learning Layers (LL) project and the trainers of Bau-ABC have been developing their own solutions.

Using Learning Toolbox (LTB) to support training in health and safety

Concerning the area of health and safety, trainers from different trades worked as an informal working group. This effort supported the creation of a coherent LTB stack and helped the trainers to prepare their domain-specific instructions in a coherent way. Now, that the trainers and apprentices in all trades are using LTB, it makes the health and safety material present in a new way – it is no longer info sheets in a folder. The LTB can be accessed by trainers and by apprentices at any time. This has helped to make the training in health and safety more creative and situation-adjusted – as lived practice.

Using Learning Toolbox (LTB) to support foreign apprentices’ language learning

The LTB-stack to support Spanish apprentices in learning occupational vocabulary has been created together with trainers and an external language teacher. It has been enriched with quiz tasks that have made the learning more exciting. Also, this stack has included health and safety terminology. The stack has been helpful in preparing the apprentices for their tests and it will be developed and updated regularly. The usability has been greatly enhanced by the fact that Spanish is provided by LTB as an optional language.

I think this is enough of these examples. Altogether these interviews have given me a good feeling that the main result of our joint LL project – the Learning Toolbox – has been used actively. Moreover, it has become clear that the LTB has not been whatever digital tool among others. Instead, in the context of vocational learning it has proven to be a strategic toolset to promote digital competences and to enhance vocational learning. But we need to work further with these themes.

More blogs to come …

Why we need technology for training teachers

October 5th, 2018 by Graham Attwell

I have been doing some research on the training of teachers, particularly in Sub-Saharan Africa. The figures make sober reading. A report ‘Digital Learning: Reforming Teacher Education to Promote Access, Equity and Quality in Sub-Saharan Africa’ by Bob Moon and Charmaine Villet points to the scale of the issue:

UNESCO’s Institute of Statistics (UNESCO, 2015b) has estimated that, globally, 25.8 million extra teachers will need to be recruited by 2030 to meet EFA targets (to put that in context, this is equivalent to the population of Ghana).

Of these, 3.2 million would be filling new posts and 22.6 million would be replacing teachers retiring or leaving the profession. There were 59 million children out of school in 2015. To have them all in school would require the recruitment of 2.7 million teachers if pupil-teacher ratios are not to exceed 40:1.According to the Institute’s forecasts, without such recruitment, 33 countries will not have enough teachers to achieve universal primary education (UPE) by 2030.

Sub-Saharan Africa faces the biggest challenge. of any major world region in this respect. For every 100 children beginning school in 2015, there will be 142 in 2030. And the figure is projected to continue growing at this rate through the middle years of the century. Of the 3.2 million posts to be filled worldwide, Sub-Saharan Africa will need 2.2 million to deal with this growth and, at a conservative estimate, 3.9 million teachers will be required to replace those leaving the profession.

Pretty clearly there is little chance of meeting these targets through scaling up traditional teacher training institutions, nor even through school based teacher training. That is why there is increasing interest in using technology – Open and Distance Learning, MOOCs, video and multi media, Open Educational Resources – in Sub-Saharan Africa. This development is often being led through different aid programmes run by UNESCO, the Commonwealth of Learning, USAid and other organisations. Early evaluations seem promising – although the real challenge will be in scaling up, mainstreaming and sustaining development projects. But researchers and developers working on initial and continuing teacher education in Europe and other richer countries could do well to look at what is happening in Africa.

 

Digitalisation in / of Vocational Education and Training

August 20th, 2018 by Graham Attwell

Last November I facilitated a workshop at the European Skills Week event on research in vocational education and training. The workshop was entitled digitalisation in /of vocational education and training. There were some five of us in the workshop and we had about two hours to answer a series of questions based on the following framework.

vet research framework

Despite the too short time, I think what we came up with is a good starting point and the discussion will continue in a round table session at the European Conference on Educational Research in Bolzano, Italy in September.

Research Desiderata & Questions

The following central research questions and / or desiderata in this field were identified:

  • How do processes of digital transitions and transformations impact on VET and what are the mediation processes and artefacts involved?
  • Digital technologies are changing the nature and organisation of work, and the skills and competences required. This is happening simultaneously at a sectoral level and a global level. The new skills and competences are mediated in interactions between different actors but also between actors and objects. These processes of mediation to a large extent shape the practices of using digital technologies.
  • In a critical appraisal of digitalisation in VET, what are the different possibilities for the future: What is and more importantly what could be?
  • There is a tendency to take technologies and replicate past paradigms – hence for instance the idea of a ‘digital classroom’. Yet digital technologies open new possibilities for vocational education and training. To understand what ‘could be’ requires a critique of existing practices in VET and of the early adoption of technologies for teaching and learning.
  • How do digital technologies and transformations affect the creation and meaning of work at a sectoral and global level?
  • As technologies such as robotics and artificial intelligence are fast being adopted in different sectors and occupations, the future form of work and work organisation is being questioned. Alongside the digital transformations impacting in many sectors, sections of capitalism have advocated digital disruption based on new business models. The use of technology in this way raises Issues of social justice and values. What should be the role of VET in providing the skills and competences to shape the meaning and values of future work and innovation?

Explanation & Justification

Analytical Level

Macro Level

The changing nature of work due to the emergence of new technologies can potentially be shaped. To an extent how technology impacts on work is dependent on values. Equally digital transformations can build on existing skills and competences and older forms of knowledge. To understand these processes requires research at a sector level.

Technological unemployment should not be viewed as simply an issue requiring upskilling, but as questioning forms and organisation of work within society. Life skills are equally important in developing resilience for future employment.

We need a greater understanding of how old knowledge forms are transformed into new knowledge in the digital age.

Meso Level

Institutions mediate processes of skill and competence formation related to digitalisation. What is the relation between specific digital skills required in different sectors and occupations to basic and transversal digital skills? How can skills and knowledge acquired formally or informally in the workplace be linked to education and training in VET institutions.

At the same time, digitalisation provides new possibilities for teaching and learning, for example through augmented reality. This in turn requires the adoption of new pedagogic approaches for VET. Present practices in the adoption of Learning Management Systems form socio-tech systems and may prioritise or marginalise different skills and knowledge.

Micro Level

What are the skills and knowledge required not only to deal with and shape technology in the workplace (in different occupations and sectors) but also for living in the digital age? How does technology transform the work identity of individuals and how do individuals change their own identity for dealing with the changing world of work? What are the life skills that develop the residence required by individuals to deal with digitalisation at a societal level?

Analytical Focus

Learners / Students

Understanding the processes of digital transformation is critical to developing future oriented curricula for learners and students. At the same time, emergent technologies – such as robotics and artificial technologies – call into question existing societal forms of wage labour – once more requiring new curricula for life skills.

We need to focus not only on formal initial training in VET, but on informal learning in the work process leading to identity transformations.

Object / Process

Objects and artefacts play a key role in mediating learning in VET. These artefacts are themselves becoming transformed through digital technologies.

The use of technology opens up new possibilities and contexts for learning, including directly in the workplace. It also potentially empowers processes of social learning, with learners themselves acting as facilitators for other people’s learning and for developing and sharing knowledge within social settings.

This requires research for understanding how such social learning processes can be developed, how new forms of knowledge are acquired and what role objects and artefacts play in these processes.

Trainers / Teachers

There are many examples of good practice in the use of technology for learning in VET and of teachers and trainers sharing knowledge and experiences online. However, many teachers and trainers also feel left behind by the rapid changes in technologies both within occupations and for teaching and training.

Research suggests that best practices are not being generalised because existing models of professional development for teachers and trainers do not scale to meet needs.

An understanding of the possibilities for future VET, requires an understanding by teachers and trainers of the potentials of using technology in their own practice.

Highlights from the Pontydysgu Studio – Learning lessons from key projects

April 20th, 2018 by Pekka Kamarainen

In my previous post I wrote down some memories of the so-called Pontydysgu Studio in Bremen, now that that ‘studio’ has been closed and the Pontydysgu activities are continued mainly in Wales (Pontydysgu Ltd) and in Spain (Pontydysgu SL). With that post I tried to give an overview on the work with multimedia (in general) and as a part of our joint projects. With this post I want to give the floor to key actors of Pontydysgu – Jenny Hughes and Graham Attwell. In the year 2012 I made some video interviews for my project of that time. In the interviews with Jenny and Graham I asked them to tell what they had learned in some of their key projects and how these lessons could be taken further to possible successor projects.

Jenny: The continuing learning process through different TACCLE projects

Among the Pontydysgu-led or -supported projects the series of TACCLE projects is a clear success story. It started with the first TACCLE project (Teachers’ Aids on Creating Content for Learning Environments) that prepared an E-learning handbook for teachers classroom teachers. In the Taccle2 project the work was differentiated to address different subject areas and alongside them the primary education teachers. In the Taccle3 the emphasis on teaching programming and coding for school children. And the (so far) newest project Taccle4 focuses on developing materials and media to support continuing professional development of teachers and trainers in different educational sectors. The following two interviews were recorded already in 2012, so the it was not quite clear, in what order the successor projects would come up, but the vision was clear – this work merits to be continued.

Graham: Lessons from predecessor projects – conclusions for the Learning Layers project

In the videos above  Jenny discussed a clear continuum of projects and a training and learning strategy that was developed further in the successive steps. In this respect the interviews with Graham were somewhat different. Firstly, they covered a longer period and a wider range of projects in which very different experiences could be made. Secondly, in the latter videos they focused on comparing the predecessor projects with the forthcoming Learning Layers project. Therefore, I have selected the two latest videos for this post – the discussion on the immediate predecessor project and the shift of emphasis to the new project. Here it is worthwhile to note what challenges Graham brought into discussion and how he expected us to meet the challenges.

I think this is enough of these highlights. To me, both sets of videos have very timely messages for our current projects. I Jenny’s case we are talking of the Taccle4 project to support continuing professional development of teachers and trainers. In Graham’s case we are talking about the successor activities of the Learning Layers project and its construction pilot – now that we can build upon the Learning Toolbox (LTB) that was developed in the project. Yet, the message  – that we have to meet the challenges of the construction sector partners in their complexity – is very valid. And at the same time we have to be able to address these needs by customising the LTB and by complementary measures – training, introduction of additional software solutions and by participative co-design processes. This work is still going on.

More blogs to come …

Bye bye “Pontydysgu Studio” – good luck Pontydysgu Ltd & Pontydysgu SL!

April 20th, 2018 by Pekka Kamarainen

Pontydysgu headquarters in Pontypridd, Wales and ‘Pontydysgu Studio’ as its filial in Bremen – that is how we have experienced it quite a long time. The name “Pontydysgu Studio” was used by Graham Attwell and Dirk Stieglitz when they worked with projects that had a radio program as its major contribution. Altogether, the years when that ‘studio’ was used, they were to a great extent characterised by multimedia, radio and video productions, e-learning … all this as a support for learning in the context of work. But then came the time for changes. Pontydysgu Ltd will continue as usual, but next to it there is the Valencia-based Pontydysgu SL. And alongside these changes the “Pontydysgu Studio” was closed. This week Graham and several friends have emptied it and closed that chapter of Pontydysgu history. Bye bye Pontydysgu Studio, good luck with Pontydysgu Ltd and Pontydysgu SL! I give the word to Paul McCartney to spell out his greetings:

Memories of the “Pontydysgu Studio” and of our joint activities of that era

My earliest memories on working in and with this Pontydysgu Studio go to the years 2004-2005 just before I started working in ITB and the University of Bremen (but had already got the status of Visiting Fellow). Graham had already become a renown blogger with his “Wales-Wide-Web” and he was promoting Open Source software in Education. We remember the pioneering project SIGOSSEE that brought several key actors together. And in the next phase the successor project Bazaar started to look at possibilities to spread out Open Educational Resources by different stalls under the common umbrella of the Bazaar. However, the greatest success story of this project was the radio program “Sounds of the Bazaar” that was continued in several successor projects. And it was then followed by other similar radio initiatives like the conference radio programs for Online Educa Berlin (OEB) or European Conference on Educational Research (ECER). During these years several radio interviews were also made with international guests visiting the Pontydysgu Studio – I still remember the interviews with Ji Li and Tien Je from Beijing, Nikitas from Athens, Lewis and Libby from Melbourne and several others.

But our cooperation was not only about multimedia, there were many research & development projects and initiatives in the field of vocational education and training (VET). Here it is worthwhile to mention that Graham had been recognised as a life-time Visiting Fellow (Gastwissenschaftler) of ITB. So, research in VET had a high priority. However, thanks to Graham and Dirk, the web and multimedia components started to play a greater role in these projects – one after another. And when these components started to become increasingly important, the projects became ‘learning laboratories’ for the research partners as well. Here I try to give a more or less comprehensive overview of projects or initiatives in which we (me and my ITB colleagues) have worked together with Pontydysgu during those years. After the acronym of the project and a nutshell description I have added in brackets the work with multimedia and web resources:

  • WLP – Workplace Learning Partnerships (Project website that was enriched with project blog, project wiki and a gallery of video interviews and external video clips);
  • TTplus – Framework for training of trainers (Conceptual and field-oriented project, summarised in a project wiki);
  • iKoopNet – Initiative for a networked project to introduce e-portfolios and digital tools to vocational learning (was given up because the leading industrial partner was hit severely by the economic crisis);
  • “Trainers in Europe” (EuroTrainer 2) – A network activity based on a Europe-wide consortium to promote networking among workplace trainers and trainers of training centres (Creation of a network platform with many communication and sharing functions);
  • “Consultation seminars” – Europe-wide series of ‘regional’ consultation seminars (for different stakeholders) to discuss the role of common frameworks for promoting professional development of trainers (Web platform to bring together the results of different regional workshops; enriched with video material from the latest workshops);
  • Euronet-PBL – promoting practice-based learning as a work-related learning component in higher education with focus on three domains – engineering, business management, vocational teacher education (Web platform enriched with project blog and a number of video interviews with partners and students);
  • Politics – promoting learning about politics by means of storytelling, media commentaries and informal learning (Creation of a single platform with sections using multiple languages and with different kinds of ‘educational resources’, ‘competitions’ and storytelling components);
  • Coop-PBL in VET – transnational project for sharing knowledge on problem- and project-based learning in VET with support of specific learning software and ‘virtual community’ section (Pontydysgu was not a partner but supported me in producing a large section of video interviews into the ‘virtual community’);
  • Learning Layers – Major European research, technology and development (RTD) project funded from EU FP7 with a several technical, research-oriented and intermediate partners as well as application partners from two pilot sectors (construction and healthcare); the aim was to support learning and knowledge processes in SMEs with the help of widely usable digital tools (that networked web resources and were available as mobile apps). (Pontydsygu was leading the work package in which the digital toolset “Learning Toolbox (LTB” was initiated, developed and piloted in a highly participative and interactive process).

I guess this is enough of the memories and of the project history. A lot of working and learning was involved in those activities that in many respects were linked to this famous “Pontydysgu Studio” (and to its extension, the “Pontydysgu Meeting Room” further down at Horner Strasse). Those were the days, but times – they are a-cha-anging as the old song tells us. So, we say goodbye to the Pontydysgu Studio with good memories in our minds and wish all the best to Pontydysgu Ltd and Pontydysgu SL in the new situation.

More blogs to come …

 

Taking further steps with the TACCLE4-CPD project – Part Three: Mapping the approaches and contributions of parallel ITB projects

March 16th, 2018 by Pekka Kamarainen

With my two latest blogs I have been started a series of  posts with which I want to take further steps with the ongoing EU-funded TACCLE4-CPD project. In the first post I gave a nutshell description, how our institute (Institut Technik & Bildung, ITB) positions itself in the current TACCLE project as the partner responsible for the field of vocational education and training (VET). With the next post I summarised the legacy of the predecessor project Learning Layers (LL), and how we have been able to continue the work with the Learning Toolbox (LTB) – the main result from the LL Construction pilot – in its successor activities. With this post I will give a brief overview on the neighbouring ITB projects that focus on introducing digital media and web tools in the field of VET and on training of teachers and trainers.

Mapping the neighbouring projects – what for?

We started our discussions on the approach that ITB should take in the TACCLE4-CPD project with the question, how we could at best support for continuing professional development (CPD) activities in the field of VET. Our earlier activities in the LL project had brought us quite far in a strong multiplier-organisation in the construction sector (the training centre Bau-ABC Rostrup). Also, in the follow-up activities we had been able to witness, how practitioners in VET are ready to use the Learning Toolbox (LTB) in different contexts. Yet, we were short of an overview, what else is going on in projects that promote the use of digital media and web tools to support vocational learning and/or (informal) learning in organisational contexts. In order to fill this gap I interviewed several of my ITB colleagues and prepared a similar moodle-based overview as I had done on the training activities in the LL project and on the shaping and further use of the Learning Toolbox. The newest overview has the title “Digital Media, Web Tools & Training of Trainers – Overview of current projects alongside TACCLE4-CPD” and can be accessed via the following link (using the guest login):

http://moodle.itb.uni-bremen.de/course/view.php?id=14

Below I will give brief characterisations on the projects that I have explored and on their neighbourhood relations with the ongoing TACCLE4-CPD project.

Research-intensive projects with focus on the pedagogy of VET and workplace learning

The exemplary projects for this theme are in particular the following ones:

  • The DieDa project studies empirically, how patterns of self-organised learning are developing in continuing vocational training for ecological construction work (and in parallel cases of CVT provisions in other sectors).
  • The INTAGT project studies vocational learning and issues on health & safety in companies that introduce ‘Industry 4.0’ and draws conclusions for the development of VET provisions.

With these projects I experienced the closest neighbourhood relation to TACCLE4-CPD and also the greatest interest to work with the Learning Toolbox (LTB) as support for training the trainers.

Support for digital strategies and creative learning designs in vocational schools

The exemplary projects for this theme are in particular the following ones:

  • The STRIDE project supports the development of digital strategies in partner schools in Ireland, Italy, Turkey and Poland. The partners from Germany (ITB) and Spain serve as expert partners that coordinate the studies and the training workshops.
  • The RISE project promotes Design thinking and creative learning arrangements in vocational schools. The three partner schools and three expert organisations from Germany (ITB, Wilhelm Wagenfeld Schule), Spain and Slovenia develop concepts of ‘social enterprises’ and ‘innovation hubs’ to promote such concepts and validate the ideas in several workshops.

With these projects the working concepts are somewhat different but there are common interests – also concerning the use of the Learning Toolbox (LTB).

Support for learning and knowledge processes in specific occupational contexts

The exemplary projects for this theme are the following ones:

  • The NABUS project for supporting training in ecological construction and renovation work.
  • The MeMoApp project for supporting the use of mobile apps and digital tools in the logistic and transport occupations.
  • The LiKa 4.0 project for promoting innovation transfer from the previous Kompetenzwerkstatt projects to craft trades.
  • The LaSiDig project for promoting health and safety awareness in the logistic and transport occupations.

Here the projects were rather heterogeneous and some of them were at the beginning stage, whilst others had very dedicated software solutions. Therefore, further talks were needed to clarify the cooperation prospects.

I guess this is already enough for a first look at the neighbourhood. I will get back to most of the projects in April to specify, how we can develop further cooperation.

More blogs to come …

Taking further steps with the TACCLE4-CPD project – Part Two: Revisiting the legacy of the Learning Layers project

February 26th, 2018 by Pekka Kamarainen

With my latest blog I started a series of blog posts with which I want to take further steps with the ongoing EU-funded TACCLE4-CPD project. Already in December I had posted of our kick-off meeting and shared some links to videos that presented the work of earlier TACCLE projects (that equipped teachers with capability to use digital tools and to create online content for their teaching). Now, the current TACCLE project – the fourth one – is focusing on continuing professional development (CPD). The partners from different countries focus also on different educational sectors (general education, adult education, vocational education and training (VET)). Moreover, the partners bring into the project different background experiences in introducing digital tools and web resources as well as enabling the practitioners to reach e-maturity in their own context.

In my previous post I gave a nutshell description, how our institute (Institut Technik & Bildung, ITB) positions itself in the project as the partner responsible for the field of VET. With this post I try to give an idea, how we worked in the predecessor project Learning Layers (LL), and how we have been able to build on the legacy of the project and its successor activities. In particular I will highlight the training activities and the piloting with the digital toolset – the Learning Toolbox (LTB).

The role of training campaigns in promoting e-maturity – the case of Bau-ABC

Initially the Learning Layers (LL) project was launched primarily as an ambitious co-design project – with a Europe-wide consortium and with multiple development agendas to be implemented in the pilot sectors Construction and Healthcare. The key impulses were given in the first Design Conference in Helsinki, in which also the idea of digitisation of training and learning materials of Bau-ABC was taken on board. However, in practice the co-design process turned out to be more complicated than expected (see below).

In the light of the above it was of vital importance for the Construction pilot that we started the Multimedia training activities in Bau-ABC at a relatively early phase – with a smaller number of pioneering trainers who volunteered to participate in training workshops that took place on Friday afternoons and Saturday mornings. In the first phase of these training sessions the participating trainers got an overview on the most important digital tools and enhanced their skills in producing and editing videos. For a short interim period they continued to engage themselves with digital media in Friday afternoon sessions. Then, at a crucial phase in the project work the trainers initiated a training scheme for the whole organisation – based on the idea of “Theme Rooms” to be visited in a series of workshops. This idea was put into practice at the end of the year 2015 as a joint effort of ITB researchers and the pioneering trainers. In the final phase of the project we knew that these training campaigns were of vital importance for the co-design process and for the pilot activities. Therefore, I produced already in 2016 a digital overview on the evolution of the training activities – using a moodle ‘course’ as the means of presenting the different phases and respective actions. Below I share the link to this moodle overview:

The “Theme Room” training in Bau-ABC Rostrup – from the origins to the implementation in 2015

(Please use the guest login to access the overview.)

Learning Toolbox – from digitisation of training materials to a flexible toolset with many applications

As has been mentioned above, the co-design process in the Construction pilot (and in particular in the Bau-ABC) started with the idea to digitise the training and learning materials – hitherto collected into the “White Folder”. However, after a rather short explorative phase, the process took a new course – to develop a digital toolset (that can be used with mobile devices) – the Learning Toolbox (LTB). Here, it is worthwhile to not that the explorative phase helped to put an emphasis on supporting workplace-based learning of the users. This process was carried out – parallel to the training campaigns – and completed with a viable product that the Bau-ABC trainers could use.  Primarily they presented working & learning tasks, share relevant knowledge resources and managed training-related communication. Parallel to this, the first applications were developed, in which LTB was used to support the coordination and management of construction work and related communication on a construction site.

Based on this founding phase, Bau-ABC has continued with its internal follow-up activities, whilst new challenges have come to picture in projects that extend the use of LTB to construction work in decentralised work organisations (and decentralised training and learning within continuing vocational training).

Moreover, a very different context for using LTB has been discovered in the conferences of former LL partners. In the Helsinki conference of the Association for Medical Education in Europe (AMEE) in 2017 the LTB was used to reshape the poster area and to shift the emphasis from paper posters to ePosters that were shaped with the LTB. In some other conferences in 2017 a different approach is introduced with a limited number of hybrid posters or hybrid presentations that are linked to LTB-stacks. In this way the use of LTB is spreading to other contexts.

For our present discussions in the TACCLE4-CPD project I have prepared a similar moodle-based overview on these developments. Below I share the link to this latter moodle overview:

Learning Toolbox (LTB) pilot and follow-up (2014 – …)

(Here again, please use the guest login to access the overview.)

I guess this is enough of the legacy we bring to the TACCLE4-CPD project from the predecessor project Learning Layers. In particular the latter overview shows that the Learning Toolbox (LTB) is not only viable but also transferable – in the original contexts and in new ones. Therefore, I have to keep my eyes open to see, what all we can learn from the transfer activities.

More blogs to come …

Taking further steps with the TACCLE4-CPD project – Part One: Setting the scene for project activities in the field of VET

February 21st, 2018 by Pekka Kamarainen

In December 2017 I wrote a blog on the kick-off meeting of the EU-funded TACCLE4-CPD project that took place in our institute ITB at the University of Bremen. In that blog I described the background of TACCLE projects and presented the achievements of the pioneering TACCLE1 and TACCLE2 projects. I also drew attention to the legacy of the recently completed EU-funded Learning Layers project (2012-2016) upon which our institute can draw in the present project. As we see it, the Learning Layers’ Construction pilot was in many respects a predecessor of the present project in the field of vocational education and training (VET). Now it is time to have a closer look at our context of work and make more specific plans for the forthcoming activities. I will start this with an updated description of the TACCLE4-CPD project that I prepared fro the ITB website and then move on with the stock-taking (with focus on the Learning Layers’ successor activities and with the project neighbourhood that I have found from our own institute).

TACCLE4-CPD in a nutshell: What is it about?

The ErasmusPlus project TACCLE4-CPD promotes strategies for integrating digital technologies into teaching/learning processes. From this perspective the project supports teacher trainers and organisations that develop teachers’ and trainers’ digital competences. The project builds upon the digital tools, web resources and training concepts that have been created in prior TACCLE projects or other predecessor activities. From the ITB point of view, this project provides an opportunity to work further with the Learning Toolbox (LTB), a key result from the Learning Layers project.

TACCLE4-CPD in a closer look: What is it trying to achieve?

The TACCLE4-CPD project is funded by the ErasmusPlus programme as a ‘strategic partnership’.  It promotes educational strategies for integrating digital technologies into teaching/learning processes in different educational sectors. From this perspective the project puts the emphasis on supporting teacher trainers and/or organisations that develop teachers’ and trainers’ digital competences. When doing so, the project builds upon the digital tools,  web resources and training concepts that have been created in earlier TACCLE projects and other predecessor projects.

Regarding the earlier TACCLE projects the current project can make use of the TACCLE Handbook (that will be updated), the TACCLE2 websites and the separate TACCLE courses. Regarding the Learning Layers project the current project can build upon the work with the Learning Toolbox (LTB) and on the Multimedia training schemes (that were organised with construction sector partners).

Whilst the previous TACCLE projects have been working directly with pioneering teachers, the TACCLE4-CPD project addresses now the training of trainers.  In the same way the emphasis is shifted from particular teaching/learning innovations to shaping models for continuing professional development. In this respect the partners promote community-development among professionals and organisations that support the delivery of digital competences and their integration into learning culture. Regarding ITB, it has a specific possibility to develop cooperation and synergy between ongoing European and German projects – in particular between TACCLE4-CPD and the parallel projects STRIDE and DMI.

I think this is enough of the starting points of the TACCLE4-CPD and how I interpret our task in the project. In my next blogs I will continue by looking more closely what we can bring into the project from the Learning Layers’ follow-up and from the neighbouring projects.

More blogs to come …

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