Last autumn, we undertook a survey of how apprentices in the German construction industry use mobile devices. This was undertaken as part of the Learning Layers project. We produced a report on this work in December, when some 581 apprentices had completed the survey. Now we have more than 700 replies. We plan to update our analysis to include those who responded after that date. However a number of people have asked me for access to the report as it is and so I am publishing it on this blog.
In summary we found
86,7 per cent of apprentices survey have a smartphone, 19,4 per cent a tablet
94 per cent pay for internet connectivity themselves
55.6 per cent use their smartphone or tablet more than 10 times a day
42.8 per cent say they use their mobile or tablet often or very often for seeking work-related information. However this relates to use outside work time, in the workplace the numbers are much lower.
58% use mobile devices for work-related conversations and 53.2 for work-related information
11.2 per cent say they often or very often use web tools in the workplace
95.9 per cent had heard of WhatsApp, only 16.7 per cent of the BoschApp designed for the construction industry
The most frequently used app in the workplace was the camera, with 19.6 per cent using it often or very often
79.3 per cent sought information in text format and 59.2 per cent video.
Around half would like more information about using web tools for learning in the work process and 115 have left their email addresses for us to send further information
The survey indicates that the vast majority of German apprentices in the building trades possess devices and the skills to use them. These devices could be used as part of the Learning Layers project. As the cost of tablets and smartphones becomes cheaper, the digital divide does not seem to be a major issue for this group. Smartphones are used for acquiring work-related knowledge, through personal communication or from the internet. These activities are to a large extent carried out in the apprentices’ own time.
However, the work-related use of digital devices is still uncommon. 20% of the apprentices use their smartphones to make work related photos and such existing practices, could be used by the Learning Layers project for enabling the collective development and sharing of learning materials. The majority of apprentices think that the support offered by mobile devices at the workplace would be useful. The Learning Layers project has the chance to scale up the use of mobile devices by offering apps that are helpful and/or showing the possibilities of making innovative use of existing apps.
Knowledge about work-related apps is gained to a large extent from personal contacts with other apprentices, colleagues, and trainers.
I worked with Owen Grey on the slides for my presentation on ‘Developing Context and Work Based Mobile Learning in the Construction Sector’ at the Bristol Ideas in Mobile Learning symposium. And I included a series of Persona developed through early work in the Learning Layers project. Owen was not impressed – they are dreadful he said, they do not match reality. He was right and indeed I deleted the slide. But during my presentation, I stated my difficulty with Persona and this led to some discussions (to say nothing of tweets).
In the past I have been fond of persona as a working methodology. Indeed, I even wrote a guide to how to develop Persona for the EU G8way project. Here is an extract:
Personas are fictional characters created to represent the different user types within a targeted demographic, attitude and/or behaviour set that might use a site, brand or product in a similar way (Wikipedia). Personas can be seen as tool or method for design. Personas are useful in considering the goals, desires, and limitations of users in order to help to guide decisions about a service, product or interaction space for a website.
A user persona is a representation of the goals and behaviour of a real group of users. In most cases, personas are synthesised from data collected from interviews with users. They are captured in one to two page descriptions that include behaviour patterns, goals, skills, attitudes, and environment, with a few fictional personal details to make the persona a realistic character. Personas identify the user motivations, expectations and goals responsible for driving online behaviour, and bring users to life by giving them names, personalities and often a photo. (Calabria, 2004).
Personas can be based on research into users and should not be based purely on the creator’s imagination. By feeding in real data, research allows design teams to avoid generating stereotypical users that may bear no relation to the actual user’s reality.
Tina Calabria (2004) says personas are relatively quick to develop and replace the need to canvass the whole user community and spend months gathering user requirements and help avoid the trap of building what users ask for rather than what they will actually use.”
The problem is that all too often in synthesising data to produce a representation of a real group of users we do end up with a caricature. This is not just because creators rely purely on their imagination and fail to take account of the research. But (and I will talk more about this issue in a future blog post on Transdisciplinary Action Research), all too often the researcher or creator is just too far from the users to understand the meaning of the research. This distance can include class, geography, language (including domain language) culture and perhaps most critically (at least for the Learning layers project) occupation. And thus, rather than building what users ask for rather than what they will actually use, we build software that only a caricature would use.
That is not to say we should give up on developing Persona. Indeed, a later revision and rewriting of the Learning Layers Perosna was a great improvement. But I think we need to re-examine how we are developing perosna, how we combine them with other tools and approaches and what limitations there may be to their use.
What does it mean that digital technologies are increasingly a part of everyday life? We begin with such a broad question because, though the relationship between society and digital technologies is profound, we are only just beginning to make sense of their entanglement. Our understanding is limited, in part, because so much thinking about the Web is rooted in empirical analyses too disconnected from theory, from questions of power and social justice, and from public discourse. We need new priorities in our conversations about the Web.
We invite you to propose a presentation for the fourth annual Theorizing the Web, which—by popular demand—is now a two-day event. Theorizing the Web is both inter- and non-disciplinary, as we consider insights from academics, non-academics, and non-“tech theorists” alike to be equally valuable in conceptualizing the Web and its relation to the world. In this spirit, we’ve moved the event away from conventional institutional spaces and into a warehouse. We have some plans for how to use this space to help rethink conference norms (and also to have some extra fun with this year’s event).
One of our current interests at Pontydysgu is teaching children to code. Jen Hughes has been doings some great work producing and testing floor cards for use with primary school children to learn how to create basic algorithms (for more on her work see the Taccle 2 site). The Mozilla Foundation is also working on this and over Christmas published ‘Its my Web!’ – a ten week course to teach the basics of web design. I guess this is aimed at 10 year olds and above and it looks pretty good.
I’d be interested to hear about other resources for all age groups.
Below is the introduction to the Mozilla course.
I don’t normally post press releases on this site. Too much corporate speak. But I make an exception in this case. Regular readers will know that for the last three years I have been playing with the possibility of using open data for people to make choices about their future jobs and careers – whether it be moving to a new area to seek work, changing careers or selecting a university or college course. For the past two years we have been working with Warwick University and Raycom on the UK Commission for Education and Skills sponsored LMI for All project. the project has developed a database and APi providing access to a range of Labour Market Information. The work has proved challenging in terms of negotiating access to different data sets, ensuring the data is non disclosive and cleaning the data and in developing the technical infrastructure to provide easy access but at the same time ensuring the security of the data.
The beta vesrion of the APi was released in June this year. Whilst we provide access to a web based data explorer we do not provide apps. Instead the idea os to Over the autumn we have been upgrading the infrastructure and adding more datasets including the US O*Net data. Whilst we provide access to a web based data explorer we do not provide apps. Instead the idea to encourage third party developers, including careers web sites, to themselves develop web and mobile applications based on the API. And yesterday UKCES, working together with together with Loudsource have launched a CareerHack competition for apps based on the API.
The press release says:
A NEW competition launched today is calling on developers from across the globe to create an app to help people hack into a new career and win a share of £20,000 in the process.
The CareerHack contest, run by the UK Commission for Employment and Skills (UKCES), is asking developers to find innovative and inspiring ways of using data made available through its LMI for All data site. This is a unique portal containing Labour Market Information (LMI) on employment, skills and future job market predictions, which for the first time makes the different sources of information compatible with each other and available in the same place.
The winner will be given £10,000 to spend as they wish, with £5,000 going to the runner-up. A special £5,000 prize is available to college students aged 16-24, giving the opportunity for the tech-leaders of tomorrow to showcase their talents and skills.
Michael Davis, Chief Executive of UKCES said:
“We wanted to find a way to allow as many people as possible to benefit from our open data approach to careers and jobs intelligence. An open innovation contest for developers is the perfect solution and we’re delighted that there is a special category for young people studying in college. I’m looking forward to seeing the creativity of app developers from across the world.”
The LMI for All data portal brings together extensive careers intelligence providing a single point of access to the data needed to answer common career questions such as how many people currently work in a particular job, average salaries and the skills needed for certain careers or roles.
While LMI for All information is already being used in various ways by a number of websites, organisers hope the CareerHack contest will open the resource up to creative individuals from around the world – uncovering new and innovate ways to use data to help people map out their future career.
To help illustrate the ways in which the information can be used a Career Trax website has been created by the UKCES – highlighting just one of the ways the LMI for All data can be used.
All entries must be submitted with a brief YouTube video, showcasing how the app works and illustrating its potential. A panel of judges, including representatives from Google and Ubuntu, Further Education institutions and business leaders, will then pick the overall winner next February.
Both individuals and teams are eligible to enter. You will need to be capable of developing a workable app using LMI for All data. For more information, please visit the contest website at http://careerhack.appchallenge.net
The closing date for entries is 5pm on Friday the 21st of February 2014.
Willard Foxton is an investigative journalist and television producer. According to his profile in the right learning UK Daily Telegraph newspaper “he writes on skulduggery wherever he finds it, especially in the world of technology.”
My Telegraph Blogs colleague Jack Rivlin is looking for a developer, and is frustrated because he can’t find one in Shoreditch. Jack is the perfect poster child for why our kids can’t code – he’s a normal person, rather than an exceptionally dull weirdo, like the bulk of developers.
As a subject, it only appeals to a limited set of people – the aforementioned dull weirdos.
As you can imagine, there were many incensed replies. But what is interesting is that there would now appear to be a consensus, at least from those who read the Daily Telegraph technology pages, that programming is a subject that should be taught in schools. And I doubt that such a consensus existed a few years ago. Of course there remain challenges for the English target of introducing the subject from next year, not least in curriculum development and in professional development and support for teachers. But teaching 5-7 year old kids key ideas like understanding the definition of an algorithm as well as being able to “create and debug a simple computer program” is no longer seen as the crazed imagination of a weirdo!
I’m sure I have written about this before but it is worth retelling. I first coordinated a multi country, multi partner European project in 1995. And for the first six months as well as ending emails, all project communications were sent by post. After six months I announced I was stopping the printed postal versions and would only communicate via telephone or email. Several of the partners protested, most of them the more advanced users who had Apple computers and who feared incomparability with Windows generated data.
Over the years software and systems have evolved and so has the way we run these projects. For many years we used to write in the box entitled innovation that we would hold regular video conferences. We never did because the software never worked. Skype and other applications like FlashMeeting changed all that. Indeed, sometimes it seems like we spend all our time in online meetings.
The recent big development has been the widespread use of Cloud storage. Although some projects set up repositories using various protocols, the reality is most partners could not access or use such applications. Then along came Dropbox. But even with extra storage for introducing new users, our Dropbox free storage rapidly filled up. Some of us paid for premium accounts but unless all project partners, and more important their institutions agreed, this was of limited value.
With the Learning Layers project we started out using Dropbox this worked pretty well, apart for Dropbox’s tendency to create conflicted versions. But as free storage ran out it was decided to move to Google Drive. Although Google Drive only provides limited free storage, it only counts documents you have added, rather than including document shared with you.
At the same time we started experimenting with all kinds of other cloud and social software applications – Pinterest, Diigo, Flipboard and so on. The result – we have more shared data and more active collaboration than ever before but it is all pretty chaotic. The traditional folder and file structures and naming conventions don’t really work in an intensively collaborative and active work environment without lot of disciple and agreement users.
Of course we do have various paid for project management systems like Basecamp and also the excellent free Trello. The former I find over structured (but that;s just me). I think Trello is great but it is hard to get other partners to use it.
I am not sure what the answer is or where we will move next. There is growing unease about the security of our data and I guess in future people may be persuaded to pay for the Cloud – especially if applications are simple to use. Or maybe we will all migrate to the new free services – mainly form China offering huge amounts of free storage.
I have written periodic updates on the work we have been doing for the UKCES on open data, developing an open API to provide access to Labour Market Information. Although the APi is specifically targeted towards careers guidance organisations and towards end users looking for data to help in careers choices, in the longer term it may be of interest to others involved in labour market analysis and planning and for those working in economic, education and social planning.
The project has had to overcome a number of barriers, especially around the issues of disclosure, confidentiality and statistical reliability. The first public release of the API is now available. The following text is based on an email sent to interested individuals and organisations. Get in touch if you would like more information or would like to develop applications based on the API.
The screenshot above is of one of the ten applications developed at a hack day organised by one of our partners in the project, Rewired State. You can see all ten on their website.
The first pilot release of LMI for All is now available and to send you some details about this. Although this is a pilot version, it is fully functional and it would be great if you could test it as a pilot and let us know what is working well and what needs to be improved.
The APi web explorer for developers can be accessed at http://api.lmiforall.org.uk/. The APi is currently open for you to test and explore the potential for development. If you wish to deploy the APi in your web site or application please email us at graham10 [at] mac [dot] com and we will supply you with an APi key.
For technical details and details about the data go to our wiki at http://collab.lmiforall.org.uk/. This includes all the documentation including details about what data LMI for All includes and how this can be used. There is also a frequently asked questions section.
Ongoing feedback from your organisation is an important part of the ongoing development of this data tool because we want to ensure that future improvements to LMI for All are based on feedback from people who have used it. To enable us to integrate this feedback into the development process, if you use LMI for All we will want to contact you about every four to six months to ask how things are progressing with the data tool. Additionally, to help with the promotion and roll out of LMI for All towards the end of the development period (second half of 2014), we may ask you for your permission to showcase particular LMI applications that your organisation chooses to develop.
If you have any questions, or need any further help, please use the FAQ space initially. However, if you have any specific questions which cannot be answered here, please use the LMI for All email address lmiforall [at] ukces [dot] org [dot] uk.
The New Media Consortium (NMC) and the National Institute for Staff and Organizational Development (NISOD), with the support of Dell Inc. and Intel, have jointly released the Technology Outlook for Community, Technical, and Junior Colleges 2013-2018: An NMC Horizon Project Sector Analysis . This report applies the process developed for the NMC Horizon Project, with a focus on identifying and describing emerging technologies likely to have an impact on teaching, learning, and creative inquiry in two-year higher education institutions around the world. Twelve emerging technologies are recognized across three adoption horizons over the next one to five years, as well as key trends and challenges expected to continue over the same period, giving campus leaders and practitioners a valuable guide for strategic technology planning.
The Technology Outlook for Community, Technical, and Junior Colleges 2013-2018 identifies BYOD, flipped classroom, online learning, and social media as technologies expected to enter mainstream use at community, technical, and junior colleges in the first horizon of one year or less. Badges, games and gamification, learning analytics, and next generation LMS are seen in the second horizon of two to three years; the Internet of Things, natural user interfaces, virtual assistants, and virtual and remote laboratories are seen emerging in the third horizon of four to five years.
The last few weeks have been really enriching at a personal level in the sense I have participated in several different events. Some as a speaker/trainer; others simply as a delegate. These days, it is hard for someone to go to an event and not have an active role. Usually we go to present our work; and not solely to absorb the experiences others have to share. In a way, this is unfortunate because I think sometimes I spend more time stressing over my presentation than I do concentrating on other people’s contributions. Yet, sharing our work is also important as it enables us to establish new contacts, talk to people who might have similar experiences, etc. In short I can’t decide which one is better, the stress of presenting or the comfort of being a delegate. I think both are important.
A couple weeks ago I went to Southampton to attend the Digital Literacies conference organised by CITE (Hugh Davis, Lisa Harris, and Fiona Harvey). It was a magnificent event. I loved the fact that they are developing really innovative initiatives that really put the learners at the centre. It’s nice to see this happening in Higher Education and having the support of the people above (the management team). The Digital Champions initiative is a proof of that. I wish (or better, I hope) that in the future we are able to develop a similar approach in my own institution.
As part of the event students enrolled on to another really impressive initiative – the multi-disciplinary module on Living and Working on the Web – presented their experiences in developing digital literacies and what it means to their present and future careers.
To know how to use the web smartly is becoming more and more important. And this not only applies to young generations, but to people from all ages, different sectors and backgrounds. The problem here is to convince not only such target audiences, but also those who are managing lifelong learning programmes for their communities. There is still a lot of prejudice about offering such opportunities to older, more experienced generations under the pretext they aren’t really into it. Yet, if this is the way forward aren’t we letting down those who want to up skill or re-skill in a market that is increasingly digital? I still don’t have a lot of answers, but recent talks with peers in and outside my own institution tells me this is becoming an issue as our own perception of who should be using social media is the first real obstacle.
I started a MOOC this week… well I started a week late because I was reliant on a notification from the course leader that either never arrived or landed in my spam box. Anyway, after experiencing the pre-MOOCs via the Webheads in Action (to whom I owe all my enthusiasm for social forms of learning and the media that can support it) I did have a go at the first MOOCs in 2008 and 2009… but I was never really convinced by them simply because they were rather overwhelming, not only in terms of the number of people they attracted but also, and mostly, because of the cliques it managed to generate. Learning technologist learning about learning technologies is a bit of a biased practice. It can become a vicious cycle of reporting about the same experiences all over again, without much of a challenge.
When Coursera and other similar initiates came along, I resisted it! Or better put, I signed up to some of the course simply to observe how they were being conducted… I did not engage.
A couple of weeks ago I made the conscious decision of enrolling to a course I know very little about. I chose the History of Rock – Part I because it is a topic that appeals to me (not that I can play or sing any kind of music. I can hardly dance too, but I like a good gig!). As I mentioned before I arrived late to the course… in week 2! But I have now started using the resources. I like the videos. They are short and concise in the message they aim to convey, and Professor John Covach is an eloquent speaker. [The teacher as a performer is content for another post though ...] The quizzes are also OK as a mini challenge… as a form of testing myself. But that is just for me. There are also discussion fora but I haven’t yet had any patience for those. The threads either don’t interest me or have grown too long for me to plough trough. My fault, I know. …
As far as this MOOC goes, I like it. I like it for its subject area. Yet, I don’t think there is anything there that is new or radically different from other forms of enabling learning in the classroom. And maybe that is not the purpose. Yet, I’d like to see more of the idea of “students as creators” in MOOCs …but then we would have a problem of support! [having said that, I do like watching the videos. It's like watching youtube videos, something I have grown quite fond of as part of my learning strategy...]
This week Professor Martin Weller wrote a very thought provoking post about the role of MOOCs if education is/were free. I think that is a very good point. I don’t see MOOCs as replacing Higher Education. They are not inclusive at all. And in most cases, they are used as a marketing tool, thus, in my opinion, defeating that philanthropic purpose of “openness” . The way I see it, the value of Universities offering open courses is in providing opportunities for people to learn subjects they would probably not formally enroll to or pay for … as in my case with the “history of the Rock”!! I’m simply curious. I have no potential of becoming an artist or even a music historian. I like the fact that I can do it without the pressure of formal assessment. So I see MOOCs as a way of HEIs, as publicly funded institution, proving a service to the wider community. Yet, I fear that MOOCs are mainly serving those who are already highly educated and see this as an opportunity to enhance their skills. Moreover, what I miss in MOOCs is the familiarity of smaller networked learning initiatives where people really develop learning interrelationships based on the affinities they share. I am sorry to say this, but nothing tops the Webheads in Action on this matter. Yet, I recognise that things have moved on. The “web population” has increased dramatically since their first course in 2002… but I feel we need more human touch in the way we deploy these technologies for learning. As Ursula Franklin so rightly puts it, Technology is not only an artifact, but a system of social practices!
*Apologies for the ramblings. It has been extremely difficult for me to write in the last few weeks. I’m going through yet another “writer’s block”, I guess.
The Global 2013 STEMx Education Conference claims to be the world’s first massively open online conference for educators focusing on Science, Technology, Engineering, Math, and more. The conference is being held over the course of three days, September 19-21, 2013, and is free to attend!
STEMxCon is a highly inclusive event designed to engage students and educators around the globe and we encourage primary, secondary, and tertiary (K-16) educators around the world to share and learn about innovative approaches to STEMx learning and teaching.
To find out about different sessions and to login to events go to http://bit.ly/1enFDFB
A new nationwide Open Badges initiative has been launched by DigitalMe in the UK. Badge the UK has been developed to help organisations and businesses recognise young people’s skills and achievements online.
Supported by the Nominet Trust, the Badge the UK initiative is designed to support young people in successfully making the transition between schools and employment using Mozilla Open Badges as a new way to capture and share skills across the web.
At the recent launch event at Mozilla’s London HQ Lord Knight emphasised the “disruptive potential” of Open Badges within the current Education system. At a time of record levels of skills shortages and unemployment amongst young people all speakers stressed need for a new way to encourage and recognise learning which lead to further training and ultimately employment opportunities. Badge the UK is designed to help organisations and businesses see the value in using Mozilla Open Badges as a new way to recognise skills and achievement and and connect them to real world training and employment opportunities.
Apologies for the broken Twitter feeds on this page. It seems Twitter have once more changed their APi, breaking our WordPress plug-in. It isn’t the first time and we will have to find another work around. Super tech, Dirk is on the case and we hope normal service will be resumed soon.
MOOCs and beyond
A special issue of the online journal eLearning Papers has been released entitled MOOCs and beyond. Editors Yishay Mor and Tapio Koshkinen say the issue brings together in-depth research and examples from the field to generate debate within this emerging research area.
They continue: “Many of us seem to believe that MOOCs are finally delivering some of the technology-enabled change in education that we have been waiting nearly two decades for.
This issue aims to shed light on the way MOOCs affect education institutions and learners. Which teaching and learning strategies can be used to improve the MOOC learning experience? How do MOOCs fit into today’s pedagogical landscape; and could they provide a viable model for developing countries?
We must also look closely at their potential impact on education structures. With the expansion of xMOOC platforms connected to different university networks—like Coursera, Udacity, edX, or the newly launched European Futurelearn—a central question is: what is their role in the education system and especially in higher education?”