Archive for the ‘trainers’ Category

Field visit in the region with a group from Namibia – Part Two: Getting ideas for future-oriented training

April 12th, 2019 by Pekka Kamarainen

In my previous post I reported of a field visit to regional training provider organisations with a prominent delegation from Namibia. I joined the group partly because I needed to arrange meetings with vocational teachers and trainers from both organisations. With the help of these meetings I wanted to revisit the materials from the training activities of the EU-funded Learning Layers project (2012-2016). My aim is to develop with a future-oriented training concept for promoting digital competences of teachers and trainers in vocational education and training (VET).  With the trainers in the training centre Bau-ABC I can refer to our shared experience in implementing training schemes during the Learning Layers project and to the introduction of the digital toolset Learning Toolbox (LTB). With teachers of BBS Wildeshausen I was interested of other pedagogic solutions and of the use of Open Educational Resources (OER). These all should be taken on board when preparing the support materials for developing continuing professional development (CPD) to promote digital competences of teachers and trainers in the field of VET.

When listening to the contributions of the teachers and trainers during the field visit I got more and more convinced that such materials should not be shaped as overarching ‘encyclopedia’ of digital tools, web resources and mobile apps. Also, I understood that the materials should not be written in the style of cookbooks with ready-made recipes. Instead, they should be well-selected and contextualised exemplary stories that inspire the readers to find their own solutions.  And these solutions should give a picture, how to use appropriate toolsets and web resources for the respective vocational learning environment. Also, these materials should open the perspective to using digital tools and web resources from the initial steps to first strategic choices and to wider use of tools, resources and complex teaching-learning arrangements.

From this perspective I started to outline an updated and extended training model based on the “Theme Room” metaphor that we used in the Learning Layers project. The ‘theme room’ can refer to a physical space or to a virtual space that has been made available for a selected theme and for a flexible time frame. Once the participants have completed the learning tasks and checked themselves out, the theme rooms can be furnished with other themes. That was the original idea.

Below, inspired by the impulses from the field visits I would like to outline a rough draft for an updated “Theme Room (TR)” structure:

TR1 – Entrance lobby: Getting used to work with some basic digital tools and apps – with the aim to make use of them in one’s own teaching or training activities.

TR2 – Integrative toolsets: Working with integrative toolsets that guide the shaping of entire learning arrangements – such as the Learning Toolbox or the Kompetenzwerkstatt toolsets.

TR3 – Enriching web apps and platforms: Working with apps, tools and platforms that help to make learning tasks more inspiring and challenging – such as the toolsets provided by Go Conqr and H5P platforms.

TR4 – Shaping complex teaching-learning arrangements: Working in learners projects that involve construction of new tools/devices or manufacturing of new products that can be used in learning contexts.

TRn – Future workshops on palternatives for digital transformation in one’s domain: Whilst enhancing one’s own digital competences in the context of vocational learning tasks or project, it is necessary to keep an eye on the big picture of transformations in entire production and services processes & networks.

I guess this is enough for a rough structure. As I said, this should not be seen as a basis for a ‘cookbook’ or for a ‘product catalogue’ but as an introduction to explorative learning in order to find one’s own solutions and in order keep oneself on track with new developments. This is the challenge – there is work to be done in the meetings with teachers and trainers.

More blogs to come …

Field visit in the region with a group from Namibia – Part One: Fresh impressions from the field

April 12th, 2019 by Pekka Kamarainen

This week our institute – Institut Technik & Bildung (ITB) of the University of Bremen – has hosted a study visit of a prominent delegation from Namibia. This study visit is part of a cooperation process that has been started with smaller steps and now there is an ongoing discussion, how to deepen the cooperation. As I have not been involved in these discussions I leave it to my colleagues and to the Namibian authorities to find the bast ways forward.

As a part of their program the delegation visited on Tuesday two interesting organisations in the nearby region. With the training centre Bau-ABC I had had active cooperation for many years in the EU-funded Learning Layers project. But in the follow-up phase I had only had a chance to make some occasional visits. As a contrast, I had not visited the vocational school BBS Wildeshausen before. Instead, I had had several conversations with one of the teachers who is also working in several projects of our institute. By joining the study visit group on Tuesday I had a chance to catch up with newer developments in Bau-ABC and to get live impressions from BBS Wildeshausen (of which I knew only via our talks in Bremen). Below, I will give a brief account of the visits in both places. In my next post I will outline some conclusions for my work in the ongoing EU-funded project TACCLE4-CPD.

Visiting the training centre Bau-ABC Rostrup

At the training centre Bau-ABC Rostrup the delegation was interested in finding out, how such an intermediate (industry-supported) training centre has been embedded into the dual system of vocational education and training (VET). Here, the representatives of host organisation were able to give a picture of the mutual agreement of the Social Partners (employers’ confederations and trade unions) that such an intermediate learning venue was necessary in the construction sector. Likewise, they could explain funding arrangements and the organisational setting via which the industry and the craft trade companies were supporting the training centre. In addition, the visitors got a picture of the role of the training centre at different phases of apprentice training. Finally, the visitors got insights into the continuing vocational training (CVT) that provide a vocational progression route to managerial qualifications in the construction sector.

During our round tour at the workshops and outdoor training areas we could see, how the pedagogic ideas were put into practice.  We got impressions of apprentice training via holistic occupational work processes, of learners’ rotation from major learning areas to supporting areas and of the patterns of self-organised learning. In particular we had a chance to see, how a digital toolset (the Learning Toolbox) was used in delivering instructions and collecting apprentices’ project reports. Here we could see that  results of the EU-funded Learning Layers project were actually used to support training.

Visiting the vocational school BBS Wildeshausen

The second part of the visit was somewhat different, because only some teachers of the BBS Wildeshausen were present (the school holiday period had already started). Yet, we had a good possibility visit the integrated vocational learning facilities of different occupations. In Wildeshausen the school architecture had abolished the separation of classrooms, workshops and laboratories and instead provided integrated spaces. This was already a great support for integrating theoretical and practical learning. Yet, the major innovations that were presented to us were in the pedagogic sphere.

When describing the learners’ projects the teachers drew attention to the role of real occupational tasks and to controlling the quality by the learners themselves. Moreover, some projects engaged the learners in constructing devices that were needed in their training or in manufacturing products that could be used in the training. In the agricultural and automotive workshops we saw vehicles that had been constructed by nearby industries to make the functioning of the machinery more transparent (and to give easier access for diagnostic measures and repair work.

I guess this is enough of the observations during the field visit. The visitors from Namibia were very impressed and inspired. Since they were in a process to start new cooperation activities, the visit gave a lot of food for thought. As for me, I had joined them to make appointments with Bau-ABC trainers and teachers in BBS-Wildeshausen to discuss the next phase of my work in the TACCLE4-CPD project. And in this respect this was a very productive and helpful field visit. I will discuss my ideas and interim conclusions in my next post.

More blogs to come …

Catching up with the TACCLE4-CPD project – Part Three: Drawing conclusions for future-oriented training

March 31st, 2019 by Pekka Kamarainen

With my previous posts I have started a series of blogs that present my contributions to our ongoing TACCLE4-CPD project. In this project we are looking at concepts and models for  continuing professional development (CPD) of teachers and trainers with emphasis on promoting their digital competences. In my first post I reported on the document that I had  produced for our policy analyses (with emphasis on the field of vocational education and training (VET)). In the second post I presented my starting points for revisiting our predecessor projects – the three earlier TACCLE projects with focus on classroom teachers and the Learning Layers project with focus on vocational and workplace-based learning.

In this post I want to present a summary of my results – conclusions for future-oriented training (with emphasis on the field of VET):

“Looking back at the project histories (of the predecessor projects) it becomes clear that the project teams have been able to ‘hatch out’ of the original scripts and face challenges that were not anticipated in the proposed work plans. Therefore, it is appropriate to consider the past training concepts as impulses for a future-oriented training approach – instead of taking them as ready-made models to be replicated. In particular this is important when discussing the value of the legacy of prior TACCLE projects and the Learning Layers project for future work in the field of VET.

From this perspective it is worthwhile to pay attention to the following differences between the training concepts in the early TACCLE projects and the Learning Layers project (and its Construction pilot):

  • For the TACCLE projects the key instruments for promoting the teachers’ digital competences have been the TACCLE handbooks. The TACCLE courses have been closely linked to the preparation of the handbooks and to use of their contents.
  • For the Learning Layers project (and its Construction pilot) the key instrument for promoting trainers’ and apprentices’ digital competences has been the digital toolset Learning Toolbox. The training campaigns that were implemented in earlier phases of work have served as preparatory phases. However, when looking at future-oriented training for trainers, the role of such toolsets as support for vocational and work process -oriented learning needs to be taken into account.

In addition to the above-mentioned points it is necessary to consider the twofold meaning of ‘digital competences’ in the context of VET. As has been emphasised in recent studies (see Sloane et al. 2019 and Gessler & Ahrens 2019), this concept refers to mastery of ‘digitisation’ at the operative level and to mastery of ‘digital transformation’ at the level of work processes at organisational level (and across production, supply and service networks).

From this perspective it is appropriate to revisit the ‘theme room’ approach from the perspective of bringing together different training impulses and addressing different training needs with the help of different instruments to promote training and learning.

Here, it is possible to build upon the success factors of the TACCLE and Learning Layers projects. Yet, it is necessary to take into consideration critical issues and challenges that emerge in the current work with digital tools in education and training. In this respect it is possible to outline the ‘cornerstones’ of a future-oriented training model on the basis of the training concepts of TACCLE and Learning Layers projects (in particular with reference to the ‘Theme Room’ and the peer tutoring in the introduction of the Learning Toolbox). However, this legacy needs to be enriched with new experiences in the field.”

So, I have taken the course to update the “Theme Room” model and to enrich it with newer experiences from the field of VET – in particular regarding the the use of digital toolsets like the Learning Toolbox and taking into account different meanings of ‘digital competences’. There is work to be done.

More blogs to come …

PS: If someone wants to read the full document, I can send it via e-mail or share a link to Google Drive folder. PK

Catching up with the TACCLE4-CPD project – Part Two: Revisiting the legacy of the prior TACCLE and Learning Layers projects

March 31st, 2019 by Pekka Kamarainen

With my previous post I started a series of blogs that report on my recent contributions to our ongoing TACCLE4-CPD project. As I mentioned, we are looking at concepts and models for  continuing professional development (CPD) of teachers and trainers with emphasis on promoting their digital competences. In my previous post I reported on the document that I had  produced for our policy analyses (with emphasis on the field of vocational education and training (VET)). With this post I want to draw attention to the predecessor projects – the three earlier TACCLE projects with focus on classroom teachers and the Learning Layers project with focus on vocational and workplace-based learning.

Below I present my starting points for revisiting the legacy of the predecessor projects:

“This document has the task to revisit training concepts that were (at least intuitively) developed and put into practice in the series of TACCLE projects (starting from 2007 on and continued to recent years) and in the Learning Layers project (starting from 2013 on and continued till the end of 2015). The document has been prepared for the current TACCLE4-CPD project that develops models for continuing professional development (CPD) based on the experiences of prior TACCLE projects and affiliated projects. From this perspective the revisiting exercise serves the following purposes:

  1. The main point of interest for revisiting the prior TACCLE projects is to clarify, how the projects responded to the development of digital tools and web resources and how this was taken into account in the project activities. In particular it is essential to see, how the training activities provided impulses for shaping the successor activities of the on-going projects.
  2. The main point of interest in revisiting the Learning Layers (LL) project history is to give a picture of the multiple activities and different project phases. Here, it is essential to see, how the work in the Construction pilot grew together with focus on the development of the Learning Toolbox (LTB).
  3. When comparing the project histories of the TACCLE projects and the LL project, the main point of interest is to find out, how the training activities (alongside the project work) were related to the end products with which the projects were working. Here it is worthwhile to note the differences between TACCLE courses and the training campaigns during the LL project.
  4. In the light of the above-mentioned differences it is essential to have a closer look at the impulses for the development of a transfer-oriented training model that we can trace from different phases of the LL project. Here, it is equally important to have a look at the training/learning activities as well as the co-design and pilot testing of new digital tools.
  5. Finally, it is necessary to consider, how the TACCLE and Learning Layers projects have grown out of their initial scripts and responded to newer challenges that they have met during the project work. In particular it is essential to reflect, how the Learning Layers’ experiences on training the trainers and co-design of new digital toolsets have enriched idea of promoting digital competences.

Based on these explorations the document draws conclusions on the importance of project histories as a basis for CPD concepts that seek to promote digital competences of teachers and trainers – in particular in the field of VET.”

So, this is how I started my revisiting journey. In my next post I will summarise my interim conclusions.

More blogs to come ...

PS: If someone wants to read the full document, I can send it via e-mail or share a link to Google Drive folder. PK

Catching up with the TACCLE4-CPD project – Part One: New version of policy analyses

March 31st, 2019 by Pekka Kamarainen

During the last few weeks – after getting my computer problems sorted out – I have tried to catch up with my duties for our ongoing EU-funded TACCLE4-CPD project. As I have told in my blogs last year, this project is looking at concepts and models for promoting continuing professional development (CPD) of teachers and trainers with emphasis on digital competences. The project builds upon a series of TACCLE projects that worked with classroom teachers. Now, the challenge is to develop CPD models for wider use – including also adult education (AE) and vocational education and training (VET). In particular the extension of the scope to the field of VET provides a challenge since this brings into picture different governance models, different training providers and different learning venues.

In the light of the above I have written a document with the heading “Policy analyses as background for continuing professional development of teachers and trainers in the field of vocational education and training (VET)”.  Here I share a summary of my interim conclusions:

“This document was started with an overview of educational governance and steering models in the field of vocational education and training (VET). After a rough overview a closer look was taken on the specific features of federal governance and dual system of organizing VET in Germany. As we have seen, the picture of policies promoting digital competences has remained somewhat patchwork-like.

The third section has given a closer picture of local educational and VET contexts as well as of recent R&D projects. These descriptions have given an understanding on the state of the art and of pioneering initiatives. Also these descriptions have given a picture of a patchy landscape of local developments. From this perspective it is worthwhile to ask, what kind of role integrative frameworks can play and how they can be shaped.

The European “DigCompEdu” framework was presented in the fourt section. It differs clearly from European Qualification Framework (EQF) or European Frameworks for Credit Transfer (ECTS and ECVET) or from  European Quality Assurance mechanisms. This framework is not paving the way to intergovernmental agreements with signatory states. Instead, it provides practical assistance for linking digital tools and enhancement of digital competences to different learning contexts.

However, from the perspective of the VET sector, the DigCompEdu framework remains very generic. Yet, in this sector, there are very specific challenges for promoting digital competences. Therefore, the framework study of the project Berufsbildung 4.0 starts with a useful differentiation between ‘digitisation’ (at operative level) and ‘digital transformation’ (at the level of whole organisations and networked production/service processes). Taking into account both levels the project is looking for development perspectives for future-oriented VET provisions. From these starting points the project has worked with several theses and feedback workshops and synthesised the results in transversal themes and analyses that focus on different levels or educational steering and change management.

Altogether, the above-presented sections provide very heterogeneous impulses for anyone, who wants to grasp the essence of policy processes and their impact on policy implementation in the field of VET. Yet, the impulses, insights into field and explorations on framework documents or framework studies need to be considered when taking further steps in shaping continuing professional development of teachers and trainers. For this purpose the next working document is looking more closely at developments in the previous TACCLE projects and in the parallel project Learning Layers. Both projects have a history in developing training for teachers and trainers. Now it is time to put these developments into a wider European picture.”

These were my interim conclusions from the ‘policy analyses’ with which I tried to provide a background understanding for discussing the theme ‘promoting digital competences’ in the field of VET. This takes me further to the next document with which I have been working recently – but that is already a topic of its own.

More blogs to come …

PS: If someone wants to read the full document, I can send it via e-mail or share a link to Google Drive folder. PK

AI and vocational education and training

March 7th, 2019 by Graham Attwell

I have been working on writing a proposal on Artificial Intelligence and teh training of teachers and trainers in Vocational Education and Training. So I’ve spent a few days chasing up on research on th subject. I can’t say a lot of it impresses me – there is a lot of vague marketing and business stuff out there which shows not much insight into education.

One blog post I did like was by Rose Luckin, Professor of Learning with Digital Technologies, University College London Institute of Education’s Knowledge Lab, who has written an ‘Occasional Paper: The implications of Artificial Intelligence for teachers and schooling’, published on her blog.

Rose says there are three key elements that need to be introduced into the curriculum at different stages of education from early years through to adult education and beyond if we are to prepare people to gain the greatest benefit from what AI has to offer.

The first is that everyone needs to understand enough about AI to be able to work with AI systems effectively so that AI and human intelligence (HI) augment each other and we benefit from a symbiotic relationship between the two. For example, people need to understand that AI is as much about the key specification of a particular problem and the careful design of a solution as it is about the selection of particular AI methods and technologies to use as part of that problem’s solution.

The second is that everyone needs to be involved in a discussion about what AI should and should not be designed to do. Some people need to be trained to tackle the ethics of AI in depth and help decision makers to make appropriate decisions about how AI is going to impact on the world.

Thirdly, some people also need to know enough about AI to build the next generation of AI systems.

In addition to the AI specific skills, knowledge and understanding that need to be integrated into education in schools, colleges, universities and the workplace, there are several other important skills that will be of value in the AI augmented workplace. These skills are a subset of those skills that are often referred to as 21st century skills and they will enable an individual to be an effective lifelong learner and to collaborate to solve problems with both Artificial and Human intelligences.

The TACCLE4-CPD project is making further progress – Part Two: Linking my contributions to the common approach

November 27th, 2018 by Pekka Kamarainen

With my previous post I started to blog on the third transnational project meeting of our EU-funded project TACCLE4-CPD that took place in Pontypridd, Wales. This project is working with frameworks, pedagogic concepts and arrangements for continuing professional development (CPD) of teachers and trainers in promoting their digital competences. It builds upon the achievements of three previous TACCLE projects that worked directly with teachers and provided support for promoting their digital competences. The fourth project has the task to support training providers and managers in shaping adequate arrangements for CPD in different educational sectors and enhancing appropriate digital competences.

In my previous post I gave a picture, how we revisited the key idea of this project and in what respect we have to face different challenges than the earlier TACCLE projects. The main difference is that we have to support policy-developers, educational managers and training providers – not immediately acting teachers and trainers. This has consequences for the policy analyses and frameworks to be developed in the project – as well as for our approach to collecting Open Educational Resources (OER). In general, we reached a common conclusion on giving a central role for our work with a Mindmap as an integrative tool. However, as I see it, this provided further challenges, how to link my contributions to this approach.

Linking the sector of vocational education and training (VET) to the work of TACCLE projects

In this context it is worthwhile to remind that the TACCLE projects have so far focused on general education (and general adult education). Thus, the emphasis has been on school-based education and classroom teaching. In this respect the field of vocational education and training (VET) with different institutional settings and with different interfaces between education and working life has not been present. As a contrast, our institute (ITB) had recently worked in a major EU-funded project Learning Layers in which we worked together with construction sector and with a training provider for work process -oriented learning. As a contribution to this project we had organised two campaigns for training of trainers to enhance their digital competences. In the proposal for the TACCLE4-CPD project this background had been highlighted as a major asset of our institute ITB in the current project.

However, when the TACCLE4-CPD project started working, it became clear to me that I have to provide insights into the legacy of the Learning Layers project and what needs to be considered when discussing CPD policies and measures in the field of VET. Also, I noticed that there is a need to provide insights into the institutional complexity of the German VET system – in order to grasp the role of different policy levels and R&D programmes. In this respect I felt that we from ITB had to work ourselves in into the TACCLE4-CPD projects and that we had to open new perspectives for the project work. Below I illustrate this process with three key themes.

Critical analyses of policies for promoting digital competences in the field of VET

Already in an earlier blog I had addressed the institutional complexity of the German VET system – with reference to the federal governance model and the dual system of VET (based on workplace-based training supported by school-based education). Taking into account the diversified power structures on education and training it is possible to understand the relevance of R&D projects and of specific sectoral partnerships. Therefore, I had produced for our November meeting a report that firstly gave a brief overview on the governance structures in education and training in Germany. Then I presented an overview of selected R&D projects that have a relevance for promoting digital competences and in shaping patterns of CPD. Thirdly, I included some interviews from actors in the field to highlight, what kind of impact different policies and initiatives have at the local level.

When I presented this contribution, I realised that it was written in the old way as a national report. In the light of our discussion on the critical analysis of policies I needed to transform the perspective to a general approach to the field of VET. Then I needed to outline different systemic models and levels of policies – after which the German governance structures could be given as examples. In a similar way the level of R&D programmes should be outlined with some main themes – under which the selected cases should be given as illustrative examples. Finally, the engagement of actors in the field should be discussed in the light of lead initiatives and by presenting modes of participation. In this way the report would provide (to some extent) an introduction to the VET section in the MindMap and should also address, how the MindMap can be used.

Exploring the project histories of TACCLE projects and of Learning Layers

As a second contribution I had prepared a discussion paper that compared the project histories of the three earlier TACCLE projects and that of the Learning Layers (LL) project (with focus on the Construction pilot). In both project histories I noticed similar phases of search, reorientation and enrichment and encountering new challenges. From the perspective of LL project experience I emphasised the central role of Learning Toolbox (LTB) as an integrative toolset for supporting vocational and workplace-based learning. From this perspective there is a slight tension vis-à-vis the former TACCLE projects that focused on general school education and emphasised the role of teachers’ handbooks.

When discussing this contribution I realised that I had not been able to reach the perspective of TACCLE4-CPD. Here, in addition to the work with the MindMap, it is worthwhile to take a look at the DigCompEdu framework as a bridging approach. Based on this framework it is possible to see the legacy of the LL project (including the co-design process, the training campaigns and the introduction of the LTB) as a systematic effort to link occupational competences, pedagogic competences and learners’ competences to each other. Here, the LTB served as a toolset that was shaped to support such integrative processes. From this perspective I needed to rework the paper to emphasise this approach and to avoid an impression that I would only be pushing the tool as such.

Reflections on different training models for promoting digital competences

A further important theme that we discussed was comparison of different training models. We noticed a general trend towards divisive grouping of training models as abstract lists. In our discussion we found it more appropriate to reinterpret such ‘models’ as ‘characteristics’ and to look, how different characteristics can be combined in holistic training concepts. From this perspective the “Theme Room” training that was used in the LL project would serve as an interesting case. In particular the prospect of further development of this concept – including the use of LTB during the training and after it – is an interesting challenge.

I guess this is enough of these points. To some extent this brief report may appear as insider-discussion – given that the MindMap is not yet there as an illustration. However, to me it was important to write down my interim conclusions for further work in the project.

More blogs to come …

 

 

 

The TACCLE4-CPD project is making further progress – Part One: Giving new emphasis on the development of CPD

November 26th, 2018 by Pekka Kamarainen

Last week our EU-funded project TACCLE4-CPD had its third transnational project meeting in Pontypridd, Wales. I have reported on this project in my earlier blogs (December 2017 and June 2018). We are developing frameworks and support for continuing professional development (CPD) of teachers and trainers in promoting their digital competences. As I have told earlier, this project is based on the work of three earlier TACCLE projects that provided direct support for teachers in integrating digital competences to their teaching. This project has the task to develop frameworks, concepts and support resources for CPD measures in different educational sectors (general education, adult education and vocational education and training (VET)). And as I have mentioned elsewhere, the success of all TACCLE projects has been based on the founding work and intellectual leadership of Jenny Hughes. In this respect our meeting was located to Pontypridd to meet Jenny at her home grounds and to make contacts with her local counterparts. Sadly, we lost Jenny shortly before the meeting. In the new situation we had to make a new situation assessment plan our work without counting on Jenny’s active support. Below I try to summarise some key points in our general discussion on the main Intellectual Outputs of the project. In my next blog I will discuss my contributions to the project and how they are related to this discussion.

What does ‘developing CPD’ mean for the project?

To be sure, we had discussed already in the first meetings the aims of our project and the background from where the project idea arises. Yet, at this meeting we had a special need to revisit these discussions. And here we were partly guided by Jenny’s legacy. In an earlier video interview she had told of the time lag between the proposal for the TACCLE1 project (for supporting the development of e-learning content for classroom teaching) and the actual start of the project. During that period the introduction of Web 2.o tools had taken off massively and the project had to catch up with this development. According to jenny, this was managed and the project integrated introduction to Web 2.0 tools into its original idea.

In our project meeting we found ourselves facing a similar challenge. Initially the TACCLE4-CPD project had been planned to scale up the work of the TACCLE courses and related local and regional teacher training activities. Whilst some sections of the proposal were referring to policies, strategies and management choices, other parts were very close to planning specific training activities and support materials for classroom teachers. However, the key idea was to proceed one level up in making transparent the policy choices for shaping training programmes, providing organisational learning opportunities and for linking them to progression models. And as we now saw, it several international organisations were active in mapping this landscape, developing new frameworks and in promoting pilot activities. These newer developments provided us a challenge in keeping up with the discussion and linking our work to it. Below, the implications for two Intellectual Outputs are discussed in this respect.

Implications for our work with Policy Analyses, Route Maps, Frameworks etc.

Concerning policy analyses we were aware of the problem faced by many European projects when they had provided national reports presenting the education and training policies of their countries. Although the aim of these reports had been to inform each other and to faclitate mutual learning, they often highlighted systemic differences and strengthened cultural barriers. From this point of view it was important to get insights into new patterns of sharing policy concepts and adapting policies that had been trialled in other countries (as Graham Attwell reported on the work of Unesco with a group of East-African countries. Also, for our common understanding of ‘policy learning’ it was important to share information on the European DigCompEdu framework that promotes new kinds of developments across different systemic frameworks.

In the light of the above we could give a new emphasis on the work with an integratibe mindmap that Koen de Pryck had started. Instead of separating different countries, we were able to create an overview on policies for promoting digital competences at different levels:

  • international policies (impulses and support),
  • policies for different (general) educational sectors – primary, lower & upper secondary education, (higher education) and adult education (as educational policies promoting lifelong learning)
  • policies for VET (as an insitutional interface between education/training and working life) and to
  • specific policies for promoting competences of teachers and trainers (with emphasis on digital competences).

In this context the specific ‘Routemap’ and ‘EMM-framework’ concepts that we had discussed earlier, could be seen as part of a wider group picture and could be linked to other elements. Thus, we could see the seemingly separate tasks as mutually complementing elements within an integrative framework. Also, we could see that the Mindmap could guide different users to find their levels of activity, perceive the dependencies and chances as well as address questions and outline options.

Implications for our work with Open Educational Resources

In a similar way we revisited the question, how to create collections of Open Educational Resources for TACCLE4-CPD. In the earlier TACCLE projects it was clear that the OER collections should equip teachers with teaching materials and pedagogic advice for their work. To some extent this emphasis was present in the proposal. However, as a consequence of the newer developments at different policy levels – and due to newer approaches to ‘policy learning’ – there is a demand for OER collections that cover different levels and address strategic dependencies and/or opportunities for pioneering. From this perspective we concluded that the work with the Mindmap is also the core structure for shaping a collection of OER (with sufficient amount of commentary).

I think I have grasped above the crucial steps in revisiting the proposal and reworking our way further. Based on these new perspectives we could see, how many elements of our work were growing together. Also, this discussion helped us to see, how to link input and influences from earlier or parallel projects to our work. In that sense I could see more clearly the importance of the work with the Learning Layers project and its follow-up measures. I will discuss this in my next post.

More blogs to come …

And the Award goes to … Learning Layers!

November 10th, 2018 by Pekka Kamarainen

The third European Vocational Skills Week (EVSW) took place this week in Vienna (Wien). The event has been launched by the European Commission to draw attention to the importance of vocational education and training (VET) for education, economy and society. Our European VETNET network has also played a role in drawing attention to the contribution of VET research to the development of VET. However, due to several intervening factors I have not been able to attend to these events. Yet, this time I was somewhat more engaged in the preparation and followed more keenly the news from Vienna.

The competition for European VET Excellence Awards 2018

As usual, during the EVSW, there was also this year the competition for European VET Excellence Awards for different kinds of contributions to the development of VET. In the category “European VET Research Excellence” the jury had nominated two European research projects for the final competition:

  • The Learning Layers (LL) project that carried out a complex Europe-wide R&D project for studying the use of digital tools, web resources and mobile technologies to support learning in the context of work. The project engaged application partners in healthcare sector (UK) and construction sector (Germany) in co-design, pilot testing and actual use of new tools. In the competition the project was represented by the scientific coordinator Tobias Ley from Tallinn University.
  • The Modelling Vocational Excellence (MoVE) project is a transnational project that has studied World Skills competitions at the national, European and wider international contexts. The aim of the project is to draw conclusions from competition processes for the development of everyday life practice in the field of VET. This project was represented by the scientific coordinator Petri Nokelainen from Tampere University.

After the nomination the finalists were presented on a special website for public voting that took place during the last weeks before the event and during the first two days. On the evening before the closing ceremony the finalists in different catergories had the opportunity to give short pitches to make their case. Then, in the closing ceremony the nominees of each category were invited and the winner was declared. Concerning the award for VET Research Excellence I was pleased to see a video recording and to hear the words: “The award goes to … Learning Layers”. As fair competitors Petri and Tobias congratulated each other. And then Commissioner Marianne Thyssen handed the award to Tobias Ley.

Learning Layers Awarded 2018-11-09Learning Layers Awarded 2018Tobias with the award

Celebrating the award winner Learning Layers

Firstly, let us do justice to both finalists – the two international projects and the teams involved – and for the fair competition. This was a good way to present European and international VET research at such an event.

Then, coming to our Learning Layers project: Why are we so happy that we got the award fror European research in the field of VET (vocational education and training)? Here I am speaking in particular for the partners of the Construction pilot – research partners, technical partners and application partners from the construction sector. I would like to raise the following arguments for us as award winners:

  1. A substantial part of Learning Layers pilot activities were carried out in the context of apprentice training for construction sector in North Germany. In this context the project was developing a digital toolset “Learning Toolbox” to support work process-oriented learning. Now, in the initial pilot context – the training centre Bau-ABC – the Learning Toolbox will be introduced to the training of all occupations.
  2. The co-design and tools deployment processes were carried out as participative Research & Development dialogue. In this dialogue practitioners, technical partners were developing tools that promote a culture of self-organised learning in different craft trades.
  3. The project organised training of trainers in such a way that they could act as promoters of innovation and adjust the use of tools to match their pedagogic priorities (self-organised search of knowledge within a wide set of resources vs. gradual extension of resources that are available for learner). The ‘theme room’ approach is being used in the further promotion of the tools by other trainers.
  4. After the end of the Learning Layers project there have been several follow-up initiatives to spread the use of Learning Toolbox to support practice-based learning in Vocational and Higher Education (e.g. in Estonia and Spain). These pilots have involved also other sectors (e.g. education/training in healthcare and media occupations).
  5. A major spin-off arising from the Learning Layers is the use of Learning Toolbox as support for ePosters in conferences. This was started in the conferences for medical and dental education (AMEE, ADEE) and in the conference for technology-enhanced learning (ECTEL). Most recently the ePosters were piloted in the European Conference on Educational Research (ECER) in the network for research in vocational education and training (VETNET).

The points above make it clear that the Learning Layers project was not merely a theory-driven or a tool-driven project. Instead, the project took a high risk in launching open-ended co-design processes and was very much dependent on the cooperation with practitioners in the pilot sectors. Moreover, the tools that were developed in the project – notably the Learning Toolbox – reached the stage of viable products. But in order to bring them further as tools for regular use, additional efforts were needed by the tool developers, practitioners and supporting researchers. These efforts have pointed out to be successful and it was fortunate that reports on recent success were communicated in the event. Thus, the award was a recognition of all the work that contributed to our success. Now we can celebrate, next week we have to take further steps in our work.

More blogs to come …

Bringing Learning Toolbox to wider use in training for construction sector

November 5th, 2018 by Pekka Kamarainen

Last week I returned from my long sick leave. And I had immediately the possibility to attend a working meeting at the training centre Bau-ABC Rostrup. With this training centre we had worked in the EU-funded Learning Layers project many years to develop digital tools to support work process -oriented learning. During the project we reached the stage that Learning Toolbox (LTB) was ready as a viable product to support training and learning processes. The pilot testing in the final phase of the project proved that trainers and apprentices can use the toolset in their training processes. Yet, there were several practical issues that slowed down a wider use of the LTB. Thus, the trainers that had been involved in the pilot testing kept on using the toolset but a wider use was delayed.

Now, in our meeting last week we were facing a new situation. In the meantime most of the hurdles had been overcome and there was full confidence among all parties involved that LTB can be introduced in the apprentice training of Bau-ABC for all trades, Now the pioneering trainers, the management/administration representatives and the LTB developers were discussing, how to support a full-scale implementation of the toolset. From this perspective there was a need to harmonise the use of LTB stacks across the trades and to ensure effective ICT support. Secondly, there was a need to create awareness of good practice in different trades and to share experiences across the trades. In this context the presence of us – researchers from the research institute ITB – was relevant, since we are working in TACCLE projects that support training of trainers and we can draw upon the work in Bau-ABC.

WS-participants 1WS-participants 2WS-participants 3

Insights into the uses of LTB to support training in different trades

Here it is not possible to give a complete overview of all the examples that were presented by Bau-ABC trainers representing different trades. Below, I have selected exemplary cases that show, how the use of LTB had been incorporated into the the work process -oriented learning projects of Bau-ABC apprentices:

  1. Pipeline-builders (Rohrleitungebauer) were using LTB to draft joint plans, how prepare the grounds for the pipelines. Instead of just doing the spadework individually, they made their plans as teams – they divided the tasks and allocated responsibilities for controlling.
  2. Road-builders (Strassenbauer) had prepared a comprehensive overview of the machines provided by the company W&N with nutshell versions of users’ guides (based on the original materials).
  3. Tilers (Fliesenleger) had prepared a comprehensive overview of technical tools that were used in their trade with links to the instructions provided by the manufacturers.
  4. Construction plant operators (Baugeräteführer) had prepared electronic forms as checklists for the inspection of the vehicles before starting to use them. Only after completion of the form and reporting that the vehicles were in order the operators got clearance to start working.
  5. Carpenters (Zimmerer) had been working in a joint project “WorkCamp GreenHouse” with other training centres in Germany. In the project they had developed several modules for ecological construction work (focusing on their trade and the use of materials). In this project they had used LTB as a common toolset and developed a common project plan structure to guide the creation of mother stacks and daughter stacks.
  6. In the area “Health and Safety” (Arbeitssicherheit und Gesundheitsschutz) trainers from different trade had worked together to shape a common stack structure that presents the overarching regulations and the local instructions in the training centre. Within this structure different trades had the possibility to present trade-specific content (e.g. concerning their trade-specific personal safety outfits).
  7. In all trades the apprentices (Auszubildende) were using the LTB to upload photos as progress reports on their work and learning in the projects. The trainers used specific background colours for the tiles that documented apprentices’ work.

LWM-stacks 1LWM-stacks 2LWM-stacks 3

The relevance of the recent progress for apprentice training and vocational learning

If the points that I have listed above are taken only as separate inputs with dedicated tools, it would not appear very “revolutionary”. But the essence of the recent progress is that the trainers are working with an integrative digital toolset – the LTB. They have already used LTB for giving instructions and worksheets for apprentices’ projects. Now, with these newer features the range of using LTB in working and learning contexts is expanding. And – as already mentioned – the trainers are themselves leading the innovation and sharing experience with each other. Moreover, for the apprentices the use of LTB is not just a matter of receiving instructions and reporting of the completion of their tasks. As we have seen it from the examples, the use of LTB requires from them a holistic view on their projects and a professional attitude to completion of the tasks. This has been the spirit of working with the LTB in Bau-ABC.

Now, at this stage we were happy to see that Bau-ABC is organising the wider use of the LTB independently of externally funded projects and within its own organisational frameworks – in collaboration with the LTB developers. And, moreover, Bau-ABC is looking for ways to spread the use of LTB across its professional networks. As we see it, the work of the Learning Layers project bears fruit! We – as accompanying researchers – are happy to observe this also in the future.

More blogs to come …

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