Wrapping up the Learning Layers experience – Part Four: Interpreting the impact and drawing scenarios
With my three previous blogs I have started a series of posts to wrap up the experiences of our EU-funded Learning Layers (LL) project. As I have indicated, we are preparing contributions for the concluding deliverable of our project. In my previous post I discussed, how we are showing impact of our project with Impact Cards. Then I discussed, how this can lead to a particularisation of the picture. As a contrast, I tried to bring together the messages of different cards to show, how our interventions in the Construction pilot have had impact in terms of promoting digital transformation. However, my examples remained at the level of presenting local and context-specific success stories and progress reports. This gives rise to the question, what is the value of these achievements in terms of promoting the presented innovations. And this then leads to the question, on what grounds we can interpret this potential.
Below I will discuss these issues in the light of the two Learning Scenarios that we have prepared on the basis of the Construction pilot. In both examples we introduce firstly an exemplary case on the use of Learning Toolbox (LTB). On the basis of such a case we then draw scenarios for further work with LTB and for dissemination of the innovation. And with both examples we can demonstrate the role of research and of our theoretical work in interpreting the impact.
LTB on construction site – the scenario on the work with multiplier networks
In the first “Learning Scenario” on cross-organisational learning with used as a starting point Thomas Isselhard’s presentation on the use of LTB as support for coordination of the work at a construction site and for real-time communication on plans, orders and reports. In the two videos recorded on his presentation Thomas gives a picture, how the use of LTB can help to avoid communication gaps between different parties involved (video 1) and how to get new users accustomed to work with LTB (video 2). The background text in the ‘Learning Scenario’ draws attention to the way in which the the functionality of LTB help to overcome the gaps. In a similar way the text draws attention to the benefits of LTB as an integrative toolset – customised for the users and by the users with their own sets of context-specific stacks and content tiles. Furthermore, the videos and the text give insights into the ways in which new users are introduced to using LTB while getting their instructions for the construction work.
This exemplary case shows the potential of making interactive use of LTB as a common integrative toolset for sharing knowledge and information between different parties at a construction site. In the ‘Scenario’ part of the document we step out from the site and shift the emphasis to different organisations and networks involved in construction sector. Thomas Isselhard is a member in several networks on ecological construction work and these networks have a wide range of specialised cooperation partners. In this respect the ‘Scenario’ outlines a spectrum of activities via which these networks can promote the use of LTB in sharing knowledge and promoting cooperation in ecological construction work and in different campaigns for awareness-raising.
LTB as support for apprentice training – the scenario on supporting learning in special learning areas
In another “Learning Scenario” document we draw attention to the way in which full-time trainers (Lehrwerkmeister) in the intermediate training centre Bau-ABC Rostrup have used LTB to support their training. In the background sections the document gives insights into the transition from working with paper-based materials to creating web-based resources that are available via trade-specific stacks and content tiles.
In further sections we present results from field visits in which researchers have had interview sessions with the trainers and focus groups with apprentices. Here we found an interesting difference between otherwise similar approaches:
- Trainers who follow a problem-oriented training strategy tend to equip learners with comprehensive resources. The apprentices need to search as self-organised learners to find the problem-relevant information. In a nutshell, the LTB can be characterised as a ‘well’.
- Trainers who follow an interest-oriented training strategy tend to provide in the beginning fewer resources and only gradually open access to new resources. The learners are nurtured step-by-step with new impulses and challenges once they have started to find their own solutions and ways of working. In this case, the LTB can be characterised as a ‘watering can’.
In the ‘Scenario’ part we stepped out of the trade-specific contexts of apprentice training and shifted the emphasis to specific challenges in the training of Bau-ABC. One issue that the Bau-ABC trainers had raised already at an early stage of the project was, how to make training in Health and Safety (Arbeitssicherheit und Gesundheitsschutz) more inspiring. Another issue was, how to provide easy and filtered access to DIN norms that are relevant for skilled workers. For both cases it is possible to provide interim solutions by providing an overview on the sets of resources via Moodle (or similar platform). Then linking LTB to the respective Moodle application (or similar application) the users could find the resources easier (‘LTB as a well’). However, in the training with these resources it would be possible to introduce some kind of ‘gamification’ to guide the learners from tasks that require general knowledge to more demanding cases that require special expertise (‘LTB as a watering can’).
We have also used these documents to highlight the role of our theoretical work in interpreting the impact demonstrated in these exemplary cases (as a basis for the scenarios):
- We have interpreted the first case – the use of LTB at the construction site in Verden – as a micro-case that demonstrates organisational and cross-organisational learning in a local context. Here we underline that ‘organisational learning’ is not merely a result of good management skills or good consultancy. Instead, the key point is in finding the way to promote interactivity and responsiveness between site manager, craftsmen and stakeholders involved. This point has also been highlighted in the concept ‘work process knowledge’ that we have discussed in the project on several occasions.
- We have interpreted the second case – the Bau-ABC trainers’ transition to use LTB – as an example of gradual digital transformation and as enhancement of their pedagogy. Here, it is worthwhile to emphasise that the trainers have challenged apprentices to become self-organised learners and to take ownership on their learning. With the use of LTB they have seen more possibilities – and the learners have felt themselves more empowered. In this way the use of LTB has strengthened the training and learning culture based on action-oriented learning in Bau-ABC.
- We worked out these interpretations in the latter case by combining the empirical findings of a visiting evaluation researcher, the process-related knowledge of a ‘local’ accompanying researcher and the insights into instructional designs provided by an educational technology researcher. In this way way came to interpret the changes in Bau-ABC as indications of a digital transformation based on step-by-step transitions – not as an abrupt digital revolution with great leaps to unknown. Moreover, we could conclude these changes as contributions to the Bau-ABC approach that celebrates action-oriented learning – not as a radical paradigm shift in pedagogy.
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I think this is enough of our work with the ‘Learning Scenarios’ and altogether on the theme ‘digital transformation’. In the coming days our deliverables will take shape and will be made available in due time. There is some more work to be done, but most of the Learning Layers experience is getting wrapped up. Then we have to prepare ourselves for the follow-up.
More blogs to come …