Archive for the ‘trainers’ Category

The TACCLE4-CPD project takes further steps in its work – Part One: Reflections on our project meeting

June 10th, 2018 by Pekka Kamarainen

As I had told in my earlier blog of December 2017, our institute ITB is involved in a new European project TACCLE4-CPD. This project is the fourth one in the TACCLE project family that supports teachers and trainers in integrating the use of digital tools and web resources into teaching and learning processes. Our project is developing tools and concepts for continuing professional development of teachers and trainers in different educational sectors. (For further information on the background and on the earlier TACCLE project see my blog of the 9th of December 2017.)

Now we had our second project meeting and we were able to see, how we can bring our activities with different educational sectors and with different “Intellectual Outputs” together. As I had mentioned in my previous blog, the earlier TACCLE projects had been working with general education – with primary and (lower) secondary schools. In our project some partners continue the work with focus on these educational sectors whilst others bring into project insights from adult education (AE) and vocational education and training (VET). In our kick-off meeting we had a first look at the work program and on the starting points of different partners. Now we were  having reports on activities of different partners – both concerning the fieldwork and the conceptual work. In this way we were able to take further steps in adjusting our activities to each other and in including different contributions to the Intellectual Outputs. Below I will firstly discuss the progress with our work program and then some specific issues from perspective of the German team and of the VET sector.

Progress with ‘streamlining’ the work program and the partners’ activitities

In our meeting the dynamics was as follows: We had firstly activity reports of one or two partners, then we noticed that they served as a lead-in to some of the Intellectual Outputs. We had a brief debate with some challenging issues – and then ended up with a common conclusion that ‘streamlined’ the work for all of us. Below I will take up some topics that illustrate this:

  • Analyses of current policies to promote digitisation and digital competences: With the activity reports we were caught with the contrast between countries that have centralised educational policies (driven by the National Curriculum) and others with more fragmented power structures and policy processes. This led us to a brief debate on what is merely ‘local/regional’ and what counts as ‘policies’. With a little help of mindmaps and diagrams from other project we found a good formulation for streamlining our mapping and analyses: “Policies looking for appropriate practices – innovative practices and R&D initiatives looking for policy support”. In this way we could provide a European group picture without giving too much emphasis on explaining different policy contexts and instead draw attention to the ‘implementation realities’.
  • Developing a tool for quality assurance: In this context the responsible partner informed of their ongoing qualitative study with schools participating in the eTwinning programme. This triggered a discussion, whether other partners should replicate a similar study or not. However, in the course of discussion we noted that the study is shaping a matrix for analysing quality issues and in this way contributing to the project.
  • Developing a Route Map for promoting digital competences and Planning tools for institutional managers: In this context the responsible partner presented earlier versions of such Route Maps. They had been successfully implemented in earlier TACCLE projects and in national follow-up activities. Another partner presented a somewhat simplified and more condensed version (developed in another predecessor project) that could be taken as a basis of the planning tool. We agreed to merge the tasks and work with both variants of the tools.

I guess this is enough as reporting on our meeting. We had several other points to discuss in the meeting. I will get back to them in due time. In my next post I will discuss the mapping and analysing of policies from the German perspective and with emphasis on the VET sector.

More blogs to come …

 

 

 

A European Framework for Quality and Effective Apprenticeships

May 24th, 2018 by Graham Attwell

buildingengineerA European Framework for Quality and Effective Apprenticeships (2018/C 153/01) has been published in the Official Journal of the European Union. The Recommendation aims at increasing the employability and personal development of apprentices and contributing towards a highly skilled and qualified workforce responsive to labour market needs. Quality apprenticeships, the EU says, also help encourage active citizenship and social inclusion by integrating people of different social backgrounds into the labour market. The framework sets out 14 criteria in relation to working and learning conditions as well as to framework conditions aimed at providing a common understanding among Member States and supporting their efforts to reform and modernise apprenticeship systems that provide an excellent learning and career pathway.

Apprenticeships are understood as formal vocational education and training schemes that

a) combine learning in education or training institutions with substantial work-based learning in companies and other workplaces,
b) lead to nationally recognised qualifications,
c) are based on an agreement defining the rights and obligations of the apprentice, the employer and, where appropriate, the vocational education and training institution, and
d) with the apprentice being paid or otherwise compensated for the workbased component.

The Framework sets out the following criteria for living and working conditions:
1. Written agreement
Before the start of the apprenticeship a written agreement should be concluded to define the rights and obligations of the apprentice, the employer, and where appropriate the vocational education and training institution, related to learning and working conditions.

2. Learning outcomes
The delivery of a set of comprehensive learning outcomes defined in accordance with national legislation should be agreed by the employers and vocational education and training institutions and, where appropriate, trade unions. This should ensure a balance between job-specific skills, knowledge and key competences for lifelong learning supporting both the personal development and lifelong career opportunities of the apprentices with a view to adapt to changing career patterns.

3. Pedagogical support
In-company trainers should be designated and tasked to cooperate closely with vocational education and training institutions and teachers to provide guidance to apprentices and to ensure mutual and regular feed-back. Teachers, trainers and mentors, specially in micro-, small and medium-sized companies, should be supported to update their skills, knowledge and competences in order to train apprentices according to the latest teaching and training methods and labour market needs.

4.Workplace component
A substantial part of the apprenticeship, meaning at least half of it, should be carried out in the workplace with, where possible, the opportunity to undertake a part of the workplace experience abroad. Taking into account the diversity of national schemes, the aim is to progress gradually towards that share of the apprenticeship being workplace learning.

5. Pay and/or compensation
Apprentices should be paid or otherwise compensated, in line with national or sectoral requirements or collective agreements where they exist, and taking into account arrangements on cost-sharing between employers and public authorities.

6. Social protection
Apprentices should be entitled to social protection, including necessary insurance in line with national legislation.

7. Work, health and safety conditions
The host workplace should comply with relevant rules and regulations on working conditions, in particular health and safety legislation.

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 …

Revisiting the Learning Layers experience “2.0” – Reworking the research papers of 2017

February 9th, 2018 by Pekka Kamarainen

Last April (2017) I prepared for myself a ToDo list to prepare three conference papers with which I would revisit the experience of our EU-funded Learning Layers project (2012 – 2016) with emphasis on the achievements of the Construction pilot. I had the plan to participate in three conferences and I expected that I could prepare respectively three research papers that would examine from a conceptual point three important aspects of our project work

  • the methodological issues on accompanying research (comparing our work with that of predecessors);
  • the pedagogic foundations of our work (relating our starting points to current developments at policy level and in parallel pilots);
  • the relevance of our work vis-à-vis industrial and organisational innovations (comparing our innovation agenda with its prior and emerging innovation concepts).

In October 2017 I wrote a blog in which I mentioned that intervening factors had slowed down my work. However, I was pleased to inform that I had managed to complete my ToDo list and produce three working papers to cover the themes that I had planned. Yet, after a short while I had to admit it to myself that I had celebrated my achievements too early. Indeed, I had covered the themes but the quality of the papers was uneven. In all papers I could see gaps that I had to cover. I had brought into picture essential elements of each ‘story’ but not all of the stories were woven together with a coherent argumentation. So, I understood that I have to rework all the papers from this perspective.  Now I have revisited the Learning Layers experience once again and completed the necessary reworking of these papers.

What do the (reworked) papers tell about our research in Learning Layers and on the growth of knowledge via our project?

Below I try to present the main contents of the newly reworked papers and highlight to red thread of the ‘story’ that is to followed through different sections. Here I want to draw attention on the conceptual and methodological foundations of our work in the Learning Layers as well as to the reflection on the predecessor concepts in the light of our work. Moreover, I will discuss some newer developments in innovation policies and innovation research as challenges for our approach.

Paper 1: Accompanying research between knowledge development and support for innovations in the field – Revisiting earlier innovation programmes as predecessors of the Learning Layers project

The first paper starts with the explanation, why the research team from our institute ITB declared itself as an  accompanying research (Begleitforschung) team in the Learning Layers’ Construction pilot. As a conceptual and methodological background for this approach the paper reconstructs the development of accompanying research in two parallel threads of innovation programmes in Germany:

  • Innovation programmes for social shaping of work, technology and organisations (Humanisierung der Arbeit, Arbeit und Technik);
  • Pilot projects and innovation programmes in the field of vocational education and training (Modellversuche, BLK-Programm “Neue Lernkonzepte in der dualen Berufsausbildung”).

Throughout these explorations the paper draws attention to different positions, whether the researchers should take a co-shaping role in innovation processes – and on shifts of emphasis in the course of time. Finally, the paper draws attention to specific positions that argue for more intensive and shaping-oriented involvement in terms of ‘action research’, smart innovation analyses and/or dialogical knowledge development. In the concluding reflections the paper compares the position of ITB researchers with the latter approaches.

Paper 2: Research as mediator between vocational learning, work process knowledge and conceptual innovation – on the role of research in the modernisation of vocational education and training (VET)

The second paper starts with recapitulating how the ITB researchers entered a participative co-design process with an open agenda and then supported the design idea – digitisation of training and learning processes in VET – with conceptual inputs. In the following sections the paper presents different conceptual reflections and insights into policy debates – to be followed by exemplary pilot projects that respond to the challenges raised in the debates. The relations between these sections can be characterised as follows:

  • The contribution of Rauner (shaping-oriented VET) provides an interim synthesis of different concepts and themes that are essential for VET development. The empirical studies of Böhle (experiential knowledge) and Koch (mastery of complete work process) highlight the importance of their key concepts for advanced automation and future-oriented staff development.
  • The contribution of Baethge et al. presents a negative scenario on renewability of VET and vocational learning culture during the transition to ‘knowledge society’. The contribution of Pfeiffer presents a critique of Baethge’s interpretation on ‘experiential knowledge’ and gives insights in complementary relations between academic and experiential knowledge in innovative organisations. The contribution of Spöttl deepens the analysis with his examination on to parallel educational genotypes (Bildungstypen) and on the relevance of hybrid types for the emerging innovation agenda ‘Industry 4.0’.
  • In the light of the above-mentioned conceptual inputs and the debates on the sustainability of VET the selected pilot projects (and the example of Learning Layers) demonstrate, how shaping-oriented VET can be based on participative processes of practitioners. The exemplary cases demonstrated, how pilot projects have mobilised the participants in creating their own innovation agendas and implementation plans – and shaping the digital tools and web resources they need for themselves. Even, if these may have been modest starts, they have provided a basis for peer learning and peer tutoring – as social dynamics for innovation transfer.
Paper 3: Accompanying research as bridge-builder between digitisation and social shaping in workplace learning – Linking ‘work process knowledge’ and ‘smart innovations’ to ‘Industry 4.0’

The third paper examines the innovation agenda of the Learning Layers’ Construction pilot vis-à-vis industrial and organisational innovation research that takes into account the role of VET. In this context the following milestones and transitions are discussed:

  • The starting point is the re-examination of the legacy of the European Work Process Knowledge network of the late 1990s. The paper gives a brief overview on the studies, the debates and the conclusions on the importance of VET.
  • The next milestone is the re-examination of the German project “Smarte Innovation” that was completed in 2012. This project developed a more intensively participative approach to analyses of product life cycles and innovation potentials at different stations. The project also presented critical analyses of communication gaps, lack of understanding on innovation potentials in ‘remote’ stations and on the dysfunctional role of externally imposed process standards. Concerning the role of VET, the project drew attention to an emerging model for continuing vocational training (CVT) that outlined a new career progression model.
  • The following milestone is the analysis of successive innovation programmes and the shift of emphasis from ‘remedial interventions’ (that compensate the negative consequences of mainstream innovations) to ‘enabling innovations’ (that seek to facilitate the development of ‘learning organisations’ into innovation leaders). As a contrast to the above-mentioned ones, the emerging innovation agenda ‘Industry 4.0’ shifts the emphasis to advanced automation, complex networking and new digitised production and service chains.
  • The final milestone is the examination of the current discussion of social and educational scientists on the role of human actors in the context of ‘Industry 4.0’. Here, a number of researchers have brought together different conceptual and empirical studies that emphasise the potential of skilled workers and on the possibility to shape learning opportunities when developing new production or service concepts. Parallel to this, some researchers explore the possibilities to develop off-the-job learning opportunities as means to enhance workplace learning alongside the new production concepts.

– – –

I think this is enough of the contents papers and of the ‘stories’ that weave them together. As I see it, the Learning Layers’ Construction pilot may not have been at the forefront of industrial and organisational innovations or in the introduction of digital agendas to the field of VET. Yet, it has been clearly part of the big picture on all accounts and it has done its part to stimulate essential innovations in the field of VET. However, this leads us to another question: What can we say about transfer of innovations in the light of the Learning Layers project and its follow-up activities? To me, this is a subject to further studies to be reported later.

More blogs to come …

 

 

One year from the Learning Layers’ final review – Part Three: New information on the follow-up activities in Bau-ABC

January 22nd, 2018 by Pekka Kamarainen

In my two previous blogs I have been developing a series of  posts that reflects on the Final Review of our EU-funded Learning Layers project (one year ago) and on the achievements of the follow-up activities. My first post focused on the review event and on the blogs with which I have documented the event and the follow during the year 2017. In my second post I summarised the current phase of the follow-up projects – in particular on further uses of the Learning Toolbox (the main result of Learning Layers’ Construction pilot). This reporting was based on a series of working meetings and conversations that we had last week with different partners. In the second post I discussed follow-up projects and initiatives with several partners involved. In addition, I brought forward the use of Learning Toolbox as support for conference presentations and posters (see the showcases) also in our field. In this third and concluding poster I will focus on the use of Learning Toolbox (LTB) in the training activities and related initiatives of the training centre Bau-ABC Rostrup. (As I have reported in my blogs in the years 2012-2017, Bau-ABC was the major application partner in the Learning Layers’ Construction pilot and the central venue for developing and testing the Learning Toolbox.) My report below is based on the information that Bau-ABC trainers shared with us in the working meeting last week.

Use of Learning Toolbox in the regular apprentice training activities

In the context of the Learning Layers project the LTB was developed to be used in the context of apprentices’ projects (normally of one week’s duration) during their stay in the training centre Bau-ABC. At that time the LTB was introduced and tested in a few training occupations (and the results were discussed in evaluation workshops and in interviews with the trainers). Now we were interested to find out, how the Learning Toolbox is being used after the project period.

Lothar Schoka, trainer for the occupations in well-building and borehole building (Brunnenbau, Spezialtiefbau) informed us on the use LTB in his area. It appeared that the use of LTB had become everyday practice in their projects. The information is available in the trade-specific stack, the apprentices get quickly used to working with the toolset and they can combine the work with their mobile devices and work in the computer class. Thus, the use of LTB is a sustainable outcome of the Learning Layers project.

Use of Learning Toolbox for the transversal theme ‘health and safety’

Another arena for working with the LTB has been the transversal theme ‘health and safety’ (Arbeitssicherheit und Gesundheitsschutz). In Spring 2017 a working group of Bau-ABC trainers started to discuss the possibility to use digital tools to support training and learning in this field. At that time I had a chance to accompany and support the start of the working group. After the summer holidays the working group continued with regular meetings and concentrated on using the LTB. Now, trainer Thomas Weerts (the shop steward for health and safety in Bau-ABC) reported on the current phase of the work. The trainers involved in the work had agreed on common content structures for ‘health and safety’ to be covered in their trade-specific stacks for LTB. Thomas himself is developing the ‘mother stack’ for the theme ‘health and safety’ that guides the users to groups of trades and to specific trades. (This ‘mother stack’ will also provide a template for the trades that are still developing their own stacks.)

Use of Learning Toolbox in the project “Workcamp GreenHouse”

A further arena for using the LTB was presented by the trainer Markus Pape (responsible for training carpenters). He is currently working in a nation-wide project “workcamp GreenHouse” that has been launched by several training centres in the construction sector. The project is building exhibition areas and items to demonstrate ecological/sustainable solutions in building houses (with emphasis on energy-efficiency, ecological isolation materials etc.). Altogether, the project is shaping a wide range of modules to introduce these principles in the training for construction sector. In the meeting he presented an overview on the modules and explained, what modules would be suitable for piloting with the LTB. For this purpose he invited the LTB developers to prepare a proposal to be introduced to the project consortium.

Use of Learning Toolbox to support language learning alongside apprentice training

A further arena for working with the LTB is the support for language learning for non-native speakers alongside apprentice training. During the Learning Layers project this area was already explored in a workshop with several Spanish apprentices who were having their training in Bau-ABC. In the meantime a separate working group in Bau-ABC had been developing this idea further. Melanie Campbell (as a coordinator of the related Mobipro-EU project) presented a plan for shaping the LTB stacks that support general orientation (blue tiles), trade-specific vocabulary (green tiles) and communication skills (red tiles). We discussed this plan together with her, the trainers and a supporting language teacher. The developers of Learning Toolbox came up with proposals, how to introduce elements of gamification and motivational support for learners.

– – –

I guess this is enough for an overview. To me this was an important update since I am trying to link cooperation with these initiatives to my participation in our new EU-funded project (TACCLE4 – CPD). In this project we are supporting the training of teachers and trainers in using digital tools and in shaping digital contents for learners. As I see it, the LTB can play a major role in promoting these activities in the field of vocational education and training (VET). But, to be sure, I need to explore this prospect deeper and have more meetings with Bau-ABC trainers.

More blogs to come …

 

 

 

One year from the Learning Layers’ final review – Part One: Looking back at the event and the follow-up

January 19th, 2018 by Pekka Kamarainen

One year ago we had the pleasure to organise the final review of our EU-funded Learning Layers (LL) project (2012-2016) here in North Germany. The main argument to locate the meeting ‘in the field’ was that in this way the consortium and the reviewers could get a better impression on the impact of our work on the application partner organisations and their work. Therefore, we had most parts of the review meeting in Verden at the premises of Norddeutsche Zentrum für Nachhaltiges Bauen (NZNB). This centre for ecological construction work had worked as an application partner in the construction pilot of the LL project. Also, in the premises of the NZNB the participants could see the permanent exhibition and attend live demonstrations on working with ecological materials in construction work. The idea, to bring the review to such a location was received well. Also, trainers from the construction industries’ training centre Bau-ABC Rostrup could participate and give their contributions on the impact of the project on their work. The pictures below give an impression on the environment and on our tour round the premises.

LL Final review 2017-01-18

What we (the LL Construction pilot) presented in the review meeting

After the event I wrote several blogs focusing firstly on the preparations and event itself, secondly on our report on the Construction pilot in which our ITB team had played a major role and thirdly on the conclusions from both pilot sectors of the LL project (Construction and Healthcare). At this moment I do not want to repeat what we said and what I wrote at that time. Here you have the links to the blogs of last year:

Final Review of Learning Layers – Part One: The Event and the Arrangements
Final Review of Learning Layers – Part Two: Presentations on the Construction Pilot
Final Review of Learning Layers – Part Three: Comparisons between and reflections on the pilot sectors

Altogether, we – reporting from the sectoral pilots – gave a picture of pilot teams working intensively with the application partners in the pilot organisations (in particular with the training centre Bau-ABC and the network for ecological construction work). The development of the digital tools and the mobile learning technologies was driven as a participative process in which the technical partners adjusted their ideas to the contexts and users’ potentials. These messages were summarised in two further blogs that I wrote shortly afterwards – to support the final edition of our final ‘final report’ that we were required to submit in addition to the final reporting on the website “Learning Layers Results“.

The Legacy of “Learning Layers” Construction Pilot – Part One: The project experience in a nutshell
The Legacy of “Learning Layers” Construction Pilot – Part Two: Impact of project activities in Bau-ABC Rostrup

In this way we managed to reach a phase in which the Learning Toolbox was a usable tool in different contexts of the construction pilot – and its potentials had been discovered in other application contexts.

What has happened with the follow-up activities after the Final Review

By the time of the review meeting we had already reached the phase of preparing and launching follow-up activities. For us – the research team in ITB and the developers of the Learning Toolbox – it was clear that we have to work together with application partners in the construction sector. The introduction of the Learning Toolbox had been started, but it was not a self-mover. Participative design, training interventions, accompanying research and knowledge sharing was needed – both between ‘old’ partners and ‘new’ users. Therefore, we started working with several parallel follow-up initiatives that started to take shape gradually. This process can be reconstructed with the help of my blogs that I have written in the year 2017 on different follow-up events:

What comes after “Learning Layers”? – Part One: The follow-up activities are taking shape
What comes after “Learning Layers”? – Part Two: Bau-ABC trainers working with digital media and ‘health and safety’
What comes after “Learning Layers”? – Part Three: Getting deeper with vocational learning, ‘health and safety’ and digital media
What comes after “Learning Layers”? – Part Four: Further steps with Bau-ABC trainers and ‘health and safety’
Introducing Learning Layers tools to construction companies – Insights and working issues
Shaping digital tools for continuing vocational training in construction sector – the DigiProB workshop in May

Working further with the Learning Toolbox – Overview on current activities in construction sector

These were the blogs that I wrote before the summer holiday break. After the summer holidays my work situation changed slightly and I didn’t have a similar possibility to accompany parallel activities. Yet, I could make some notes on the further progress with the activities in North Germany and on the use of Learning Toolbox in conferences.

Working further with the Learning Toolbox (LTB) – Part One: Notes on meetings with application partners
Working further with the Learning Toolbox (LTB) – Part Two: LTB-based ePosters become success stories in European conferences

So, as we can see from the long list of blogs, there was all the time something going on. And indeed, the Learning Toolbox was being developed for further contexts and users. Moreover, we – as accompanying researchers – felt the need to work with these initiatives. In particular, we wanted to learn, how the introduction of digital tools into work-related or organisational learning opens new frontiers to be explored. But this is already a topic for a further post.

More blogs to come …

TACCLE 4 CPD – Developing continuing professional development for teacher trainers

December 9th, 2017 by Pekka Kamarainen

At the end of November we had the kick-off meeting of the new Erasmus Plus project “TACCLE 4 – CPD” hosted by ITB at the University of Bremen. This project is a new kind of follow-up of a series of projects with the brand name ‘TACCLE’. So, let us firstly have a look at the development of these projects.

The TACCLE projects as support for teachers who are developing online learning

TACCLE 1 took the pioneering task to prepare a handbook as “Teachers’ aids for creating content for e-learning”. The result was a generic handbook that informed of basic web tools and online learning resources and equipped teachers to use them.

TACCLE 2 shifted the emphasis to work with online handbooks that were targeted for teachers in different subject areas as well as to primary school teachers.

These projects were also supported by specific TACCLE courses funded by the Comenius and Grundtvig programmes.

TACCLE 3 shifted the emphasis to teaching programming and coding for school children and worked mainly with the project website.

More information on the two first generations of TACCLE projects is availble on the video interviews with Jenny Hughes (recorded for the Coop-PBL in VET project in 2012):

Jenny Hughes on TACCLE 1 project: Getting teachers to produce their own web content (Part1)

Jenny Hughes on TACCLE 2 project: Reaching out to new teacher groups and subject areas (Part2)

TACCLE 4 project as support for teacher trainers with focus on technology-enhanced learning and online resources

Looking back, the earlier TACCLE projects have been successful and even more the TACCLE courses. This had created a demand for courses, workshops etc. based on the projects and their materials. This gave rise to a new project that focuses on practitioners who are developing  Continuing Professional Development (CPD) initiatives for teachers and trainers in different educational sectors. From this point of view the TACCLE 4 – CPD project was shaped to draw upon the prior experiences and to expand the work from school-based education to other educational sectors – Adult Education (AE) and Vocational Education and Training. From this perspective the project was based on a limited number of partner organisations, some of which had been involved in the previous ones and some bringing new countries and/or educational sectors into the picture.

For our institute – ITB – this project is an opportunity to draw upon the experiences of multimedia training and co-design of digital tools (mainly for construction sector) in the Learning Layers project (2012 – 2016). In the kick-off meeting we presented the work with the Learning Toolbox (LTB) and the follow-up activities in different contexts:

  1. In the initial VET the HAKS project with craft trade companies and by the informal working groups of Bau-ABC trainers;
  2. In the continuing vocational training by the DigiProB project that is developing a new software ecology that links together the course management and (via moodle) the trainers’ curriculum design platform (WordPress) and the learners’ interface (LTB):
  3. In the designed project ProBauKo and in a prior feasibility study the ITB team and the LTB developers have explored the possibility to link the use of LTB to company-specific knowledge processes and learning opportunities.

In the TACCLE 4 – CPD project we have to see, how to link these working perspectives (and the role of vocational schools) to the way in which the TACCLE projects have supported training of teachers and trainers. I am looking forward to an interesting period of work.

More blogs to come …

Wrapping up the ECER 2017 experience – Part Four: Discussions on vocational teacher education

August 29th, 2017 by Pekka Kamarainen

With my three previous blogs I have started a series of posts reporting on the European Conference on Educational Research (ECER 2017) that took place last week in Copenhagen. The first post outlined a working agenda with themes to be covered. The second post provided insights into my own presentation. The third post discussed the themes ‘qualification frameworks’ and ‘credit transfer’. With this fourth post I try to give an overview on presentations that discussed reforms in vocational teacher education or issues related to practicum studies of teacher candidates. Here I am facing a multitude of presentations and sessions and I cannot even try to give comprehensive characterisations of them. Instead, I try to list the presentations below as thematic blocks and make some remarks on each block – with the hope that I get access to published 2017 Copenhagen presentations on the Vetnetsite and/or to full papers. At the end I will give links to our (ITB) projects of earlier years that can be read as background materials for the newer contributions.

Vocational teacher education in the light of recent reforms – Danish and Irish experiences

In this block I would like to discuss the two studies presented in the same session:

Vocational Teacher Education and Vocational Didactics – authored and presented by Henriette Duch from Denmark and

The Students’ Experience Of FE Teacher Education Qualification (TEQ) Programmes: A Study of FE Teachers Professional Development And Evolving Identity In Ireland: North and South – authored by Anne Graham Cagney, Carol Yelverton- Halpin, Ned Cohen and presented by Anne.

Both presentations gave a picture of reforms that were allegedly aiming to support pedagogic autonomy of vocational schools or to upgrade the level of vocational teacher education. In both cases the presenters brought into picture boundary conditions and side-effects that overshadowed the implementation.

Finding the ‘e’ in VET and the ‘researchers’ and ‘pedagogists’ in VET teachers

In this block I would discuss one single presentation with multiple messages:

What’s In A Name – VET Teachers Acting Upon The Meaning Of The ‘E’ In VET authored and presented by Lewis Hughes.

In this presentation Lewis gave us insights into a conversation approach to motivate and support VET practitioners to include research as part of their professional practice With the help of a framework (adapted from the Activity Theory group around Yrjö Engeström) Lewis is integrating researching related matters with these teachers perceiving themselves as educators and, accordingly, finding an interest in reflection that takes the shape of research. Moreover, when making this experience as a collective, the teachers are able to position themselves as doing ‘research’ as a means of continuing professional development and adding to vocational currency. Associated with this, Lewis referred to the Australian recent initiative of establishing the VET Practitioner Research Network (VPRN) – his Founding Partner involvement in this is adding to informing his research as his research is also informing his contribution to configuring and activity of the VPRN.

I assume that I have picked a key message from Lewis’ presentation (among other important points). To me it was important that I manage to bring into contact with Lewis a group of Italian VET teachers who represented the institute Cometa Formazione and had established their Cometa Research program based on similar ideas.

The development of VET teacher pedagogy through practice

In the third block I would like to discuss the  presentations of the final session of the VETNET program at ECER 2017:

Development of practicum pedagogy to enhance VET teacher learning – authored by Ingela Andersson, Ingrid Berglund, Ingrid Henning Loeb, Viveca Lindberg and presented by Ingrid from Göteborg.

The practice of feedback in practicum periods in VET – case of Swedish-speaking Finland – authored and presented by Birgit Schaffar-Kronqvist from Turku/Åbo.

Developing novice VET teachers’ pedagogy: A work-based learning curriculum framework – authored and presented by Susanne Francisco from Australia.

Here the two first presentations by Ingrid and Birgit discussed the shaping of vocational teacher education programs by universities in Sweden and in (Swedish-speaking) Finland. These programs are delivered by universities (or by universities of applied sciences) independently of the Bachelor-Master structures. The volume of the program is in Finland 60 ECTS points and in Sweden 90 ECTS points. Both programs can be studied as full-time students or as part-time students. The learning arrangements are appropriate for teacher candidates who are already working as teachers without formal qualification, and for people with vocational backgrounds without teaching experience. The schedules (with on-the-job learning and presence sessions) are attractive for adult learners who want to shift to teacher occupation. However, in both cases the presenters reported on tensions regarding the role of practicum (practice-based learning period) and challenges, how to implement these periods in a such a way that the VET teacher candidates have new learning experiences.

In this context Susanne Francisco brought into discussion theoretical insights (with reference to Stephen Kemmis from Australia, who also attended the session) and selected examples from the practice. She also presented some exemplary ‘learning journeys’ that demonstrated, how teacher candidates’ learning processes in practicum can be kept at ‘ordinary’ level or enhanced or driven into dead ends. Altogether, we had an interesting discussion

Revisiting ‘Vocational teachers and trainers’ and ‘Practice-based learning’ as prior European project themes

I am aware that I have only scratched the topics above and not really entered them. That is why I have presented them as thematic blocks that I want to revisit in due time. In this context I also want to revisit the materials of some earlier European projects in which I was involved in one way or another, such as:

  • The Europrof project and its follow-up activities (Training of new VET professionals; 1996 – 2001)
  • The UNIP network for developing an international framework for TVET teacher education (2004 – 2006)
  • The TTplus project in Europe (focus on trainers) and TT-TVET project in Europe and Asia (2006 – 2009)
  • VET teachers and trainers – Consultation seminars in six European regions (2008 – 2009)
  • The Euronet-PBL project (Practice-based learning in engineering, business management and VET teacher education (2008-2010)

I have collected the materials on ResearchGate to the following two Project spaces:

Workplace Learning/ Practice-Based Learning – Legacy of European projects 2005 – 2012

Teachers & Trainers in Vocational Education &Training – Legacy of European projects 1995 -2010

and regarding ECER conferences

My VETNET Journey – Archives of my contributions to ECER conferences and VETNET network (1992 – 2016)

– – –

I think I have made enough notes and taken plenty of homework for the time to come. In my next post I will report on a very interesting workshop at ECER 2017.

More blogs to come …

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