Archive for the ‘trainers’ Category

My journey with Institut Technik & Bildung (ITB) – Part Three: From the Europrof project to the Hangzhou conference and follow-up (1996 – 2006)

December 9th, 2016 by Pekka Kamarainen

With my previous posts I started to write a serious of blogs with the heading “My journey with Institut Technik & Bildung (ITB)”. These blogs are intended to support the work (or follow-up) of the ITB “Klausurtagung” that will take place on Friday 9. December 2016.  The inspiration to write personal blogs that deal with the history of ITB comes from the Klausurtagung 2015. With this series I try to compensate my absence due to health issues and to pass a message, wah has happened at different times and with different themes. In the first post I tried to cover my first encounters –  my study visit in 1989 and participation in the Hochschultage Berufliche Bildung 1990 conference. In the second post I gave insights into the Modellversuch Schwarze Pumpe and to related European cooperation projects 1995 – 1999. In this post I will discuss the Europrof and the further work with its core ideas towards the Unesco International TVET meeting in Hangzhou 2004 and its follow-up.

The Europrof project 1996-1998: Training of new VET professionals

In my first post of this series I referred to my talks on the regional pilot project of ITB on the theme “Qualifizierung der Berufspädagogen für alle Lerorten”.  Whilst that one was a small-scale pilot, it expressed the idea to overcome the divisions between vocational education and training (VET) professionals – vocational subject teachers, in-company trainers and training managers – with an integrative concept. This idea was taken further by the ITB initiative to launch a European cooperation project that seeks to cross the accustomed boundaries and outline a new European framework.

In this spirit the Europrof project launched a new debate on the education of VET professionals. The main aim was to to overcome the cultural barriers between expertise in VET (teaching-learning processes) and in HRD (workplace-based learning and continuing professional development). At the same time the project tried to support debates on the renewal of vocational teacher education and on the strengthening of European research culture in the field of VET.

Regarding the contribution of the Europrof project to Europe-wide knowledge development it is worthwhile to note that the project brought together participants that had different views and orientations on the theme “education of new VET professionals”. In this respect the project managed to organise a Europe-wide “invisible college” in terms of a cross-cultural learning community. However, after the development of the “cornerstones” (and after the incorporation of the research themes of the affiliated experts) the project started to experience difficulties in working towards a common core structure for curriculum development that would take the debate further from the ‘cornerstones’ and from the attached research themes. Therefore, the Europrof project completed its work with a gallery of country studies and of supporting research themes.

The project history of Europrof was characterised by an attempt to avoid the transition of the partners into advocates of their national educational models (and of related VET cultures). Therefore, the Europrof project tried to reduce the amount of comparative analyses and to push the partners towards collaborative research & development work. However, after certain interim workshops the project was no longer able to promote a common change agenda, since the national partners could not show indications of changes in their national contexts. Instead, the project was concluded with reports on supporting research themes.

The Euroframe project 1999-2000: Partition of the follow-up agenda

The multiplier-effect project Euroframe tried to avoid pursuing an over-ambitious agenda by dividing its work into two parallel strands of work (taking into account different priorities in the participating countries).  The two strands referred to different educational concepts and target groups (and corresponding models of European cooperation):

  • The more ‘academic’ strand developed as proposal for a European inter-university institute with a mission to promote VET-related research and research-based expertise in educationa and training of VET professional.
  • a set of case studies on research & development activities that could link the work of such an institute to pilot projects and regional initiatives with a broader social context.

However, the two strands became independent of each other and the underlying conceptual approaches started to grow apart from each other instead of working towards a cohesive framework.

As a consequence of the differentiation of the project dynamics, the case studies were not in the position to give a clear illustration how the common framework (and the related inter-university institute) could support the developmental activities (that were linking the issue ‘continuing professional development’ to broader social and regional contexts). Thus, the project histories revealed the need for bridging concepts and methodologies that could link such strands to each other on the basis of ‘coherent diversity’ and ‘mutual enrichment.

The new start with the UNESCO-UNEVOC centre – the Hamburg workshop (September 2004)

Whilst the follow-up at the European level fell for some time to latency, ITB had in the meantime created contacts with the newly established UNESCO-UNEVOC centre (now based in Bonn). This cooperation had already led to joint publication projects – a new book series on international reference publications on TVET development and TVET research (in the UNESCO terminology the overarching concept is ‘technical and vocational education and training’ – TVET). In this context the issue of developing an international agenda for supporting TVET teacher education and for promoting TVET research. Also, at that time ITB was also involved in a major European consortium that provided an interim assessment on European VET policies after the EU-summit in Lisbon 2000  – prepared to the meeting of Education miniters in Maastricht 2004 (Leney, T. et al. 2004: Achieving the Lisbon goal: The contribution of VET. Final report to the European Commission. Brussels.). In this report the contribution of ITB (Philipp Grollmann) was the analysis of European developments in vocational teacher education and training of VET professionals.

The main international initiative – promoted by Felix Rauner from ITB and director Rupert MacLean from UNESCO-UNEVOC centre – was taken further with Chinese counterparts and supported with a preparatory conference in China (Spring 2004). In Europe a similar preparatory event was organised in collaboration with the European research network VETNET as an international workshop of the GTW-Herbstkonferenz in Hamburg 2004. This workshop discussed firstly policy-analyses with reference to Lisbon summit and to the above mentioned Maastricht-study. Then it explored the situation of TVET teacher education and current initiatives in the participating countries (including Germany, Norway, Finland, Hungary and Greece). In this way the Hamburg workshop prepared the grounds for the forthcoming international event and for European follow-up activities.

The UNESCO International TVET meeting in Hangzhou (November 2004)

This UNESCO International TVET meeting in Hangzhou had the theme “Innovation and excellence in TVET teacher education”. It was organised jointly by the Chinese UNESCO-commission, the UNESCO-UNEVOC centre and the Asian UNESCO-offices. The participants represented all major global regions. In particular it is worthwhile to note that Asian and European countries were widely represented.

The main thrust of the conference was to analyse current needs for TVET-related expertise, to prepare a common curricular framework for Master-level programmes, to reflect upon the progression strategies related to short-cycle models and to outline a common approach for promoting professionalisation and quality awareness. In the light of these tasks, the shaping of the common curricular framework became the crucial task. In this respect the working document on the curricular framework was presented for general acceptance and put forward as the “Hangzhou framework”.

Concerning the initial starting points of the discussion it is worthwhile to note the following points:

  • The document took professional areas of specialisation (”vocational disciplines”) as core structures for pedagogic and professional knowledge development in the field of TVET. Thus, the document distanced itself from approaches that would consider general educational sciences or subject-disciplines as the leading disciplines within the development of TVET.
  • The document had used a very limited number of exemplary vocational fields of specialisation (’vocational disciplines’) to make the general picture transparent. In this respect the document did not contain a comprehensive catalogue of possible fields of specialisation.
  • The document did not discuss in detail the role of transversal and connective pedagogic aspects as a support for the kind of learning and knowledge development that is based on professional areas of specialisation (‘vocational disciplines’). However, in this context it is worthwhile to note that such integrative know-how is of vital importance for bringing the field-specific vocational disciplines under a common framework.

The working group took the approach based on professional areas of specialisation (’vocational disciplines’) as its common starting point. Thus, the discussion tried to find the best composition of such professional areas to make the framework comprehensive and transparent. In this respect the group tried to identify professional areas (or clusters of areas) that can be considered as mutually supporting in the education of TVET professionals and as a basis for the scientific development of ’vocational disciplines’. In this context it became apparent that it is not possible to include several professional areas into an international framework because some areas appear in different clusters in different global regions.

Concluding remarks

The event in Hangzhou was the peak point but at the same time the turning point. It was easy to agree on a common declaration but far more difficult to organise a follow-up and to proceed to implementation. There were two ‘regional’ follow-up conferences in Asia (Tiensin 2005 and Colombo 2006) and one in Europe (Oslo/Lilleström 2006) but no major steps could be taken forward as joint actions. At best a follow-up agenda could be outlined in the ITB-led Asia-Link project TT-TVET project 2006 – 2009, but also in the project the agendas for promoting TVET teacher education moved from common core principles to pragmatic steps forward in each participating country.

In this context it is worthwhile to note that my role changed considerably at different phases of this process history. During the work of Europrof and Euroframe projects I was employed as a project manager of Cedefop (European Centre for Development of Vocational Training) and accompanied the work of these projects. During the Hamburg workshop and the international Hangzhou meeting I was employed by Jyväskylä Polytechnic, but I was already acknowldged as Visiting Fellow (Gastwissenschaftler) of ITB. In the follow-up phase (from Summer 2005 on) I had started working as a project-based researcher in ITB.

– – –

I think this is enough of the development of this theme from the Europrof project to the Hangzhou framework. Whilst the follow-up in the European context died out rather soon, it provided a basis for other  activities regarding professional development of VET teachers and trainers in Europe.

More blogs to come …

 

Once more Learning Layers – Part Three: Reflections on parallel pilots in construction and healthcare

December 3rd, 2016 by Pekka Kamarainen

In this series of posts I am working with one of the final tasks in our EU-funded Learning Layers (LL) project – analysing the work in the two sectoral pilots – construction and healthcare – from a comparative perspective. At the end of the work it is necessary to consider, what we have learned from parallel pilots and what conclusions we can draw on the basis of comparative analyses. In this respect I am presenting extracts from a joint draft document on which I am working with my colleagues Tamsin Treasure-Jones and Graham Attwell. With these posts I try to ‘blog into maturity’ the preliminary thoughts we have put into discussion. In the previous posts I presented some starting points and insights into the processes. In this post I present our reflections on the parallel pilots – to be continued in the final post with conclusions across the pilots. (Here, as in all posts, the input on healthcare pilot is provided by Tamsin Treasure-Jones.)

Reflections on different factors influencing project work in the pilot sectors

In the light of the above presented process characteristics and findings it is appropriate to reflect the lessons from the two pilot sectors with their respectively different processes of project work. Below we summarise the lessons of the two sectoral pilots concerning

  • factors that facilitated successful project work and take-up of innovation,
  • factors that caused hindrances and required efforts to overcome them,
  • factors that enabled transfer from initial pilot contexts and supported wider engagement of users.

Lessons from the construction pilot

  1. In the primary pilot context – training centre Bau-ABC – it was possible create a multi-channelled research & development dialogue, in which different activities supported each other. Work process analyses, analyses of critical bottlenecks in training, pedagogic reflections on the use of tools – all this contributed to the shaping of the Learning Toolbox. Furthermore, in the trades that have been involved in the pilots, the apprentices have taken the Learning Toolbox as an adequate support for their own learning processes.
  1. During the pilot activities the following hindrances and restrictive factors were experienced and partly overcome: a) The initial design idea (comprehensive digitisation of training materials) was too specific to the primary pilot organisation and too complex in technical terms. This was overcome with the concept of Learning Toolbox and with its open and flexible framework. b) At a later phase the gaps of multimedia competences in the pilot organisation were seen as a risk for successful tool deployment across the organisation. This was partly resolved by introducing the Theme Room training scheme as a ‘whole organisation’ engagement.
  1. The transfer of innovation from the initial pilot context (training centre) to further pilot contexts – to construction companies and to other organisations in construction sector has been enhanced by the following factors: a) A specific impact case was presented by a construction site manager who demonstrated the usability of Learning Toolbox as means to share information in real time (and for reporting from the construction site). cb In promotion events both the training-related examples and the case of construction site management have enabled the company representatives to express their own interests on using Learning Toolbox.

Lessons from the healthcare pilot

  1. Factors that appear to have supported adoption of the tools and transformation of practice include working with organisations whose key remit/focus is training/education. This occurred with our work with both PCTC and AMEE. Both organisations had the interest and knowledge to see how they could use the tools within their practice and to use their own resources to support this. Another approach that has led to change in healthcare has been the involvement of a commercial/development company (PinBell) who already have a related product (Intradoc247) in the market.
  2. Factors that appear to have hindered adoption of the tools and transformation of practice include the workload pressures within the healthcare SMEs. Learning Layers was working within the UK healthcare sector at a time of constant change and national reorganisation. Staff feeling under pressure have little time to devote to R&D projects which do not have a clear service delivery output. The co-design activity did lead to some healthcare professionals feeling ownership of the tools.  However, this engagement and adoption did not appear to transfer fully when the tools were taken beyond the co-design teams and into their networks for the pilots.
  3. Factors that have facilitated transfer beyond the initial contexts in healthcare include the use of the tools by healthcare professionals in real work settings and their own presentation and championing of the tools to others. Based on their understanding of the tools (developed through their engagement in the co-design work), healthcare professionals were able to present the tools to their healthcare networks and engage those networks in the pilots. However, this approach only succeeded in getting the wider networks involved in the pilots, it did not yet lead to the wider networks adopting the tools or making long-term changes in practice.  

I think this is enough of our reflections on the two parallel pilots. We already start to see different constellations of facilitating and challenging factors coming up. In the next post I conclude this series with our reflections across the pilots.

More blogs to come …

Four years blogging on, with and for the Learning Layers project – looking back and looking forward

November 17th, 2016 by Pekka Kamarainen

During the four last years I have been blogging intensively on our ongoing EU-funded Learning Layers (LL) project. Now the time has come to close that chapter. I have three reasons to make that statement:

  1. The project itself is at its final stage and our field activities are being closed.
  2. My contract with the project has already come to an end. At the moment I have not been yet been engaged in the follow-up activities that are still in the process of getting shaped.
  3. Due to health issues I am no longer available for field activities in the same way as before.

So, with all the good time passed with the LL project and with all due optimism vis-à-vis the open questions, I am well advised to to take a look back at my blogs and see, what all comes up there.

1.  Blogs of the years 2012 and 2013 – Working ourselves in into the project

Now, looking back, the blogs of the first year reflect a period when we all (research partners, technical partners and application partners) were working ourselves in into the project and finding our ways to work together. I have reported intensively of the initial field visits, of the Application Partner Days and of the work around the Helsinki Design Conference 2013. Also, I have reported of several rounds of co-design workshops and of the first Multimedia Training workshops. At that point we still tried to work with a massive digitisation agenda with the Bau-ABC “White Folder” and sought to narrow it down for rapid prototyping. As our main achievements I highlighted the good collaborative spirit in the co-design workshops and the readiness for shared learning in the Multimedia training workshops. Later on I started to use the concept ‘research & development (R&D) dialogue’ to emphasise this as something very valuable that we had established together.

The logbook of my blogs of these years is available on ResearchGate, see:

PK-Logbook of Working & Learning blogs on Learning Layers 2013

2. Blogs of the year 2014 – Taking the course to develop the Learning Toolbox

The second year was started with a planning exercise – to sketch ‘development projects’ as mode of operation that gives us more flexibility across the work packages and initial design teams. For the construction pilot this was an important signal because it helped us to highlight the development of the Learning Toolbox (LTB) as our new working perspective. In addition to this important shift of emphasis I have reported intensively of the preparation and implementation of the Theory Camp (March 2014) and our follow-up with our contributions to the European Conference on Educational Research (ECER 2014, September 2014). However, the main thrust in that year was clearly in our user engagement with our colleagues in Bau-ABC. We had a major promotion campaign on the idea of LTB during the annual Brunnenbauertage conference. We had an intensive “Demo Camp” promotion session with Bau-ABC trainers and apprentices alongside our consortium meeting in Bau-ABC. We had other outreach activities (the NordBau trade fair and a workshop with companies). Finally, the highlight of the year was the package of videos that we edited with Bau-ABC trainers to support the development of the LTB.

The logbook of my blogs of this year is available on ResearchGate, see:

PK-Logbook of ” Working & Learning ” blogs on Learning Layers 2014

3. Blogs of the year 2015 – The rocky road to Theme Room training and piloting with LTB

The first half of the year 2015 was characterised by hard work with software development and with preparing funding bids for follow-up projects. Neither of these topics was heavily present on the blogs. Therefore, there was quite a lot of reporting on interim events, on the Espoo Design conference and on several hot issues from Finland (the AchSo pilot in Finnish construction sector, the Sustainability Commitments, knowledge sharing on Activity Theory, joint event with Finnish promoters of apprentice training). In April we experienced the opening of the Learning Exhibition “nachhaltig.bauen.erleben” of our application partners in Verden. In May we visited the annual Training Day of Bau-ABC trainers, still with a simulation version of LTB. The turning point was the consortium meeting in Tallinn where we had our first discussion on the Theme Room training concept and a release of LTB with which we could proceed to preliminary testing. So, after the summer break we were already engaging Bau-ABC trainers in testing and in the autumn months we implemented the Theme Room training campaign – both topics well covered with blogs.

The logbook of my blogs of this year is available on ResearchGate, see:

PK-Logbook of “Working & Learning” blogs on Learning Layers 2015

4. Blogs of the year 2016 – With seven-league boots in the final run

The clear highlight of the final project year has been the introduction of the Learning Toolbox (LTB) into apprentice training in Bau-ABC – and later in the year to construction site management in Verden. The progress in Bau-ABC has been covered with blogs on preparatory meetings in February, on the Kick-off event in March and on later working visits in April and May. The exemplary openings in the pioneering trades (well-builders; carpenters and bricklayers) and the transfer to neighbouring trades have been observed carefully. Also tests in other fields of application (Training in Health and Safety; Support for trans-national mobility) were introduced. And in-between we had fairly successful testing visit with AchSo and SOAR introduced by colleagues from Aalto. And after the summer break we were happy to find out during the evaluative field visits (together with Markus Manhart from UIBK and Jaanika Hirv from TLU) that the Bau-ABC trainers and apprentices had taken LTB as their own tools to use it with their accents as support for training and learning. This then paved the way for the high season of preparing the final deliverables (that I have discussed in my latest blogs).

The logbook of my blogs of this year is available on ResearchGate, see:

PK-Logbook of “Working & Learning” blogs on Learning Layers 2016

– – –

I think this is enough of my journey with the LL project as it has been portrayed on my blogs. Of course, the blogs are episodic snapshots and do not necessarily grasp the bigger picture (although I have tried to cover this level of analysis as well). Some of the blogs have been combined and reworked into articles on the LL project website and latterly into the “Learning Toolbox Chronicle”. As the running number of the blog entries is right now 176 (if I have not counted wrong), it is perhaps easier to get an overview from those chronicles than by walking through the heavier logbooks. But both types of collections are there. With this statement I close this chapter and take the next step  to move on.

More blogs to come …

 

‘Methods’ or process innovations in Learning Layers research – Part Two: Reflections on training innovations

November 15th, 2016 by Pekka Kamarainen

In my latest blog I started yet another series of posts on our contributions to the final deliverable of our EU-funded Learning Layers (LL) project. I might be repeating myself but it is worth reflecting, what kind of learning experience we have made with our partners in the Learning Layers Construction pilot. At the end of the journey  we are able to highlight what all has contributed to the innovation processes we have been working with. In my previous post I discussed this with focus on the role of accompanying research in a process of multi-channeled research & development (R&D) dialogue. In this post I focus on the role of training interventions in our project experience.

Here I have been working with a similar question (as in my previous blog), how to present our training interventions as a contribution to the innovation process (that we have gone through together with our application partners):

  • Can we claim that our training interventions have been based on a pre-designed ‘training method’ that guided the shared learning into good results? Can we present this ‘training method’ as the legacy of our project?
  • Or – shall we interpret our training and learning experiences as a more complex process innovation in which we played a part – an active part, but yet only a part of the common story? Shall we present the training interventions as a thread in the story of the R&D dialogue – and as part of the same legacy?

This time I present the answers that we can give by using extracts from our document “Training interventions as capacity-building for digital transformation – Construction pilot”. And here again, I hope that the extracts from the longer report text give a clear idea, what our answer is and why.

Starting point of our training interventions: Need for shared learning to bring co-design work forward

“This document provides insights into the role of training interventions as support for co-design processes and related research & development (R&D) dialogue in the construction pilot. The following developments are highlighted:

  • The training interventions were introduced as a process innovation alongside and within the co-design (not as a finalised ‘method’ to be implemented).
  • The early Multimedia training activities were introduced as a separate initiative, but gradually they became an important support for refocusing the co-design process.
  • The Theme Room training campaign became a ‘whole organisation initiative’ and paved the way to use the Learning Toolbox (LTB) in the apprentice training projects of Bau-ABC in different trades.
  • The Theme Room concept was proposed for a longer training campaign with more features. The documentation of the concept and use of materials (in Moodle) makes it possible to customise the approach (including the use of the LTB as a specific theme for training and tool for learning).

In the light of the above the training interventions were introduced firstly as ad hoc measures to support the co-design process. Firstly, they were planned as awareness-raising events with practical tasks to consolidate learning gains. Then, after a short interim period the Bau-ABC trainers prepared a new initiative  that aimed to raise the user-competences of the entire training staff to a new level. Looking back, this process can be reconstructed as two phases of training interventions with an interim phase, during which the initiative shifted from the research and technology partners to the application partners.”

Reflections on training interventions: Process innovations alongside co-design and involving all parties

Looking back, it is apparent that the training interventions were not launched on the basis of ready-made method taken from a textbook. Instead, they were introduced as a process innovation that responded to certain challenges in the co-design work. The dynamics of the process innovation can be summarised in the following way:

Firstly, the Multimedia training activities were introduced as a separate initiative – rather loosely linked to the co-design process. Then, thanks to the learning progress of participants, the training results (the start of the blogs, the work with videos) became an important support for the refocused design work. With the Bau-ABC trainers’ own videos on opportunities and challenges for learning they could give impulses for the shaping of the Learning Toolbox.

Secondly, after the early Multimedia training the Bau-ABC trainers wanted to introduce a lightweight follow-up activity with their weekly sessions for informal exchanges. However, they came to the conclusion that such activities do not support their learning sufficiently. Therefore, they proposed the Theme Room training concept and its implementation as a ‘whole organisation initiative’ in Bau-ABC. In this way the trainers’ informal learning was to be strengthened in collaboration with the research partners. This provided a new opportunity to bring the ongoing phase of design activities closer to the trainers’ learning processes.

Thirdly, the Theme Room concept was proposed as flexible training model for open learning processes that were using given learning spaces (‘rooms’) for going through work-oriented learning processes that were shaped as themes. The pace was to be kept flexible and the ‘booking of rooms’ in force until the participants had completed their tasks. Then the rooms could be re-furnished. In this sense the model was designed for continuing and customised learning processes. In the first implementation it was neither possible to introduce the Learning Toolbox nor to make any use of it. However, after the successful pilot testing in Bau-ABC it is possible to make the use of Learning Toolbox a central element of such training and to make using its functionality in a wide range of learning tasks.

– – –

I think this is enough of the training interventions and their role in the whole process. We may not have drawn all the conclusions from this rich experience. And we may not have thought through, how to build upon this experience in the follow-up activities. However, we have made enough experiences to see, how the training interventions nurtured the co-design work and how the Theme Room concept can be enriched with the use of Learning Toolbox. This is clearly ‘social shaping’ (Gestaltung) in practice – both elements are co-shaping each other in a dynamic process. And we need to to take this experience further.

More blogs to come …

Presenting Learning Layers training experience – the Theme Room moodle application

November 12th, 2016 by Pekka Kamarainen

In my recent blog I reported on a fresh web publication – the Learning Toolbox Chronicle – that is available on the website of our EU-funded Learning Layers (LL) project. The articles published one by one on the project website and its section for the Construction pilot have been rearranged as a collection that consists of three volumes.

In a similar way I have prepared a new web document on the two training programs that we have organised as a part of our project activities: the early Multimedia training (2013-2014) and  Theme Room training (2015) in the training centre Bau-ABC. I have prepared a comprehensive overview on the programs, their implementation and on the training materials used as the Moodle application “Theme Room Training 2015”. Below I present firstly an overview on this moodle application and then some reflections on the role of this training experience in the final phase of the project activities.

Insights into the “Theme Room Training 2015” Moodle

This Moodle application provides an overview of the “Theme Room” training concept and its implementation as a part of the Learning Layers (LL) project and its Construction pilot in Germany in 2015.

The first section of this Moodle application give an overview on the role of training activities in the Construction pilot and on the evolution of training concepts.

The second section gives a brief overview on the Multimedia training scheme that was implemented by the project in Bau-ABC in 2013-2014.

The third and fourth sections describe the development of the Theme Room training concept and its adaptation for the pilot implementation in 2015.

The fifth and sixth sections give insights into the work with the two main themes selected for this implementation cycle – ‘Use of Social Media in Training’ and ‘Preparation of Digital Learning Contents for Training’.

The seventh and eighth sections give insights into two further themes – “Intellectual property rights (IPR)” and “Using Learning Toolbox (LTB) as Support for Training”. For practical reasons the theme IPR was implemented only as transversal theme that was covered with short ‘guest inputs’ in the thematic workshops. The LTB was postponed for a later occasion.

The ninth section summarises the discussions in the self-evaluation workshop that took place in Bau-ABC in December 2015 after the implementation of the first cycle of Theme Room workshops.

The tenth section reflects the Theme Room training experience in the light of the later progress with the Learning Toolbox pilots and outlines some prospects for follow-up activities.

In addition to the documentation in the introductory boxes this Moodle application provides a comprehensive archive of concept documents, training materials, documents of learning achievements and commentaries on implementation.

Reflections on the role of the Theme Room training experience at the end of the project

Shortly after the pilot implementation of the Theme Room program we had to shift the emphasis to the introduction of Learning Toolbox (LTB) into apprentice training and to co-development of LTB-applications by Bau-ABC trainers. Following the example of Bau-ABC trainers, also other application partners of Learning Layers started with their small-scale pilots in the context of construction work.

Reports on these pilots have shown that the use of LTB has increased the opportunities to empower the learners and to strengthen the culture of project-oriented and self-organised learningin Bau-ABC. Equally, the functionality of the LTB has opened new prospects for supporting creative learning in the context of Health and Safety or trade-specific DIN norms. Yet, with such areas LTB alone is not enough. Therefore, the LTB development is looking at the potentials of LTB integrated with a learning platform (such as Moodle).

In the light of the above it appears that the use of the Learning Toolbox (as an integrative toolset) can play a stronger integrative role also in such multimedia training that was provided in the Theme Room training in Bau-ABC. Equally, when the use of LTB is spreading to new pilot fields, it is appropriate to make use of similar collaborative learning arrangements as in the Theme Room workshops. From this perspective it is appropriate to revisit the Theme Room experience and to consider, how such training can be developed and adapted for new contexts and challenges.

– – –

I think this is enough of this new document on our training experience. In the coming days I have to work (once more) with the final deliverables of the project. But we are reaching the point when we have presented the results and realise, what all we have learned in this project – and on what legacy we can build.

More blogs to come …

Presenting the Learning Layers experience – the Learning Toolbox Chronicle

November 11th, 2016 by Pekka Kamarainen

One of the final efforts of our EU-funded Learning Layers (LL) project has been the rearrangement of the dissemination articles that we had published on the LL website, section “Construction”. At the end of the project we felt that we should make it accessible as a more structured documentation of the process we went through with our construction sector partners. However, we knew that we cannot make intensive editing operations – the materials were already there and we could at best make them more attractive by providing easier access to them. Secondly, we needed to think beyond our project experience and to open perspectives for follow-up activities. This gave rise to present the history of Construction pilot as the story on the making of its main result – the Learning Toolbox. And so the articles of past years were give a new life as the “Learning Toolbox Chronicle” and as “Learning Toolbox Chronik (Deutsche Version)”.

Insights into the Learning Toolbox Chronicle (English version)

Under the new heading the articles appear as three volumes (annual chronicles):

Learning Toolbox (LTB) Chronicle Vol. 1, 2014  covers the early phases from the Application Partner Days (APD) and from the early co-design activities (2013) to the outreach activities with the LTB concept in 2014 (Brunnenbauertage, Demo Camp, Nordbau and a smaller demonstration workshop with two active craft trade companies).

Learning Toolbox (LTB) Chronicle Vol. 2, 2015  covers several interim events starting with the opening of the ‘Learning exhibition’ of our partners in ecological construction work in Verden and with the annual Training Day of the Bau-ABC staff. Later in the year we had workshops and conferences in Espoo, Bremen and Budapest and alongside the Bremen conference the publication of the LTB Beta version. This was celebrated with a field visit in Bau-ABC and with special sessions in the Bremen conference. (And let us not forget the visit of the Singapore Workforce Development Agency to Bremen to inform themselves of the Learning Layers project and of the emerging Learning Toolbox!)

Learning Toolbox (LTB) Chronicle Vol. 3, 2016  covers major training interventions (the Theme Room training campaign) and a series of pilot activities and field events in Bau-ABC Rostrup (the major pilot site for the LTB). We also get insights into using the LTB for coordinating construction work processes at a special construction site in Verden.

Insights into Learning Toolbox Chronik (Deutsche Version)

In principle the German versions of the Chronicles cover the same developments. However, the number of articles is smaller (since we have only included articles of the years 2014 and 2015) that are closer to the application partners. But regarding the year 2016 we have covered all events and activities.

Bonus tracks and Online Guide

One of the highlights of the year 2014 was the joint effort of Bau-ABC colleagues to produce a series of videos on possible use of the LTB in their training and in construction work. These videos are also accessible via both language versions of the LTB Chronicles, see

Learning Toolbox videos from Bau-ABC (2014) – Overview 

One of the highlights of the year 2016 has been the publication of the Learning Toolbox Online Guide. It can also be accessed via the the Learning Toolbox chronicles.

– – –

I think this is enough of the new Chronicles. I hope that they serve their purpose and provide inspiring insights into the making of the Learning Toolbox. For us who were involved in this process they provide an opportunity to celebrate our joint achievements – researchers, practitioners and developers, all working together. And we already know that Learning Toolbox has a future beyond the current project.

More blogs to come …

 

Wrapping up the Learning Layers experience – Part Four: Interpreting the impact and drawing scenarios

November 1st, 2016 by Pekka Kamarainen

With my three previous blogs I have started a series of posts to wrap up the experiences of our EU-funded Learning Layers (LL) project. As I have indicated, we are preparing contributions for the concluding deliverable of our project. In my previous post I discussed, how we are showing impact of our project with Impact Cards. Then I discussed, how this can lead to a particularisation of the picture. As a contrast, I tried to bring together the messages of different cards to show, how our interventions in the Construction pilot have had impact in terms of promoting digital transformation. However, my examples remained at the level of presenting local and context-specific success stories and progress reports. This gives rise to the question, what is the value of these achievements in terms of promoting the presented innovations. And this then leads to the question, on what grounds we can interpret this potential.

Below I will discuss these issues in the light of the two Learning Scenarios that we have prepared on the basis of the Construction pilot. In both examples we introduce firstly an exemplary case on the use of Learning Toolbox (LTB). On the basis of such a case we then draw scenarios for further work with LTB and for dissemination of the innovation. And with both examples we can demonstrate the role of research and of our theoretical work in interpreting the impact.

LTB on construction site – the scenario on the work with multiplier networks

In the first “Learning Scenario” on cross-organisational learning with used as a starting point Thomas Isselhard’s presentation on the use of LTB as support for coordination of the work at a construction site and for real-time communication on plans, orders and reports. In the two videos recorded on his presentation Thomas gives a picture, how the use of LTB can help to avoid communication gaps between different parties involved (video 1) and how to get new users accustomed to work with LTB (video 2). The background text in the ‘Learning Scenario’ draws attention to the way in which the the functionality of LTB help to overcome the gaps. In a similar way the text draws attention to the benefits of LTB as an integrative toolset – customised for the users and by the users with their own sets of context-specific stacks and content tiles. Furthermore, the videos and the text give insights into the ways in which new users are introduced to using LTB while getting their instructions for the construction work.

This exemplary case shows the potential of making interactive use of LTB as a common integrative toolset for sharing knowledge and information between different parties at a construction site. In the ‘Scenario’ part of the document we step out from the site and shift the emphasis to different organisations and networks involved in construction sector. Thomas Isselhard is a member in several networks on ecological construction work and these networks have a wide range of specialised cooperation partners. In this respect the ‘Scenario’ outlines a spectrum of activities via which these networks can promote the use of LTB in sharing knowledge and promoting cooperation in ecological construction work and in different campaigns for awareness-raising.

LTB as support for apprentice training – the scenario on supporting learning in special learning areas

In another “Learning Scenario” document we draw attention to the way in which full-time trainers (Lehrwerkmeister) in the intermediate training centre Bau-ABC Rostrup have used LTB to support their training. In the background sections the document gives insights into the transition from working with paper-based materials to creating web-based resources that are available via trade-specific stacks and content tiles.

In further sections we present results from field visits in which researchers have had interview sessions with the trainers and focus groups with apprentices. Here we found an interesting difference between otherwise similar approaches:

  • Trainers who follow a problem-oriented training strategy tend to equip  learners with comprehensive resources. The apprentices need to search as self-organised learners  to find the problem-relevant information. In a nutshell, the LTB can be characterised as a ‘well’.
  • Trainers who follow an interest-oriented training strategy tend to provide in the beginning fewer resources and only gradually open access to new resources. The learners are nurtured step-by-step with new impulses and challenges once they have started to find their own solutions and ways of working. In this case, the LTB can be characterised as a ‘watering can’.

In the ‘Scenario’ part we stepped out of the trade-specific contexts of apprentice training and shifted the emphasis to specific challenges in the training of Bau-ABC. One issue that the Bau-ABC trainers had raised already at an early stage of the project was, how to make training in Health and Safety (Arbeitssicherheit und Gesundheitsschutz) more inspiring. Another issue was, how to provide easy and filtered access to DIN norms that are relevant for skilled workers. For both cases it is possible to provide interim solutions by providing an overview on the sets of resources via Moodle (or similar platform). Then linking LTB to the respective Moodle application (or similar application) the users could find the resources easier (‘LTB as a well’). However, in the training with these resources it would be possible to introduce some kind of ‘gamification’ to guide the learners from tasks that require general knowledge to more demanding cases that require special expertise (‘LTB as a watering can’).

Reflections

We have also used these documents to highlight the role of our theoretical work in interpreting the impact demonstrated in these exemplary cases (as a basis for the scenarios):

  • We have interpreted the first case – the use of LTB at the construction site in Verden – as a micro-case that demonstrates organisational and cross-organisational learning in a local context. Here we underline that ‘organisational learning’ is not merely a result of good management skills or good consultancy. Instead, the key point is in finding the way to promote interactivity and responsiveness between site manager, craftsmen and stakeholders involved. This point has also been highlighted in the concept ‘work process knowledge’ that we have discussed in the project on several occasions.
  • We have interpreted the second case – the Bau-ABC trainers’ transition to use LTB – as an example of gradual digital transformation and as enhancement of their pedagogy. Here, it is worthwhile to emphasise that the trainers have challenged apprentices to become self-organised learners and to take ownership on their learning. With the use of LTB they have seen more possibilities – and the learners have felt themselves more empowered. In this way the use of LTB has strengthened the training and learning culture based on action-oriented learning in Bau-ABC.
  • We worked out these interpretations in the latter case by combining the empirical findings of a visiting evaluation researcher, the process-related knowledge of a ‘local’ accompanying researcher and the insights into instructional designs provided by an educational technology researcher. In this way way came to interpret the changes in Bau-ABC as indications of a digital transformation based on step-by-step transitions – not as an abrupt digital revolution with great leaps to unknown. Moreover, we could conclude these changes as contributions to the Bau-ABC approach that celebrates action-oriented learning – not as a radical paradigm shift in pedagogy.

– – –

I think this is enough of our work with the ‘Learning Scenarios’ and altogether on the theme ‘digital transformation’. In the coming days our deliverables will take shape and will be made available in due time. There is some more work to be done, but most of the Learning Layers experience is getting wrapped up. Then we have to prepare ourselves for the follow-up.

More blogs to come …

Wrapping up the Learning Layers experience – Part Three: Showing impact

October 30th, 2016 by Pekka Kamarainen

With my two latest blogs I have  started a series of posts to wrap up the experiences of our EU-funded Learning Layers (LL) project. Currently we are preparing contributions for the concluding deliverable of our project. One part of this exercise is writing “Impact Cards” to demonstrate, what kind of achievements we have reached in the sectoral pilots in Construction sector and in Healthcare sector as well as in the supporting activities (development of  tools, software and infrastructure). In general, I have welcomed the idea of preparing such impact cards. They present in different contexts a) the situation before our project activities, b) the interventions that we have carried out and c) the situation/developments  after our interventions.

However, such cards have also their limitations. Whilst they are good tools for demonstrating particular achievements in specific contexts, it is difficult to keep the big picture visible with such tools. Thus, we may have details but loose sigh on the overall developments to which these achievements contribute. Also, we may fail to see, what kind of challenges we have had to meet during the work to show any impact whatsoever. This, to me is important when we discuss the theme ‘digital transformation’ and consider, how our project has contributed to changes in working and learning processes. From this perspective I will discuss below the picture that we have given on the Construction pilot by reading across the impact cards we have prepared. For practical reasons I focus now on the cards that deal with the training centre Bau-ABC Rostrup.

The situation before the Learning Layers project

Here it is worthwhile to emphasise that the general atmosphere in Germany concerning the role of mobile devices as support for learning – and in particular for workplace learning – was mainly sceptical and restrictive. The use of mobile devices during work was forbidden in most companies and in the training centres. The use of smartphones was considered as distraction and in the worst cases as a risk factor (concerning hazards at work or concerning data privacy in work contexts). Furthermore, the companies that had been involved in early pilots with digital tools had made negative experiences with ‘infant diseases’ of specific tools and compatibility problems with stand-alone tools and apps. The trainers in Bau-ABC had been monitoring tools and apps that were advertised for their trades, but not many of them had proven appropriate for professional use or as support for apprentice training. Moreover, the apprentices had not learned to know tools or apps relevant for their learning and most of them had used smartphones only for private hobbies.

However, having said all that we started our cooperation with Bau-ABC trainers and management in good spirit and the apprentices were keen to join in the activities when there was a chance. All parties were interested in looking, how to bring mobile devices, digital media and web resources into learning and into work processes. All parties informed us of communication gaps and practical difficulties in which they saw the possibility to bring in digital tools to facilitate work and learning. However, the important point was that the new technologies should offload them, not add to their workload. And regarding apprentice training, the new technologies should empower them as self-organised learners, not provide easy shortcuts that reduce the learning effect.

The training interventions as capacity-building

When starting our co-design process with Bau-ABC trainers, we soon realised that we (all of us) needed to raise our awareness on existing tools and apps as well as of processes of using, co-creating and co-developing. From this perspective it was great help that our Pontydysgu colleagues – in particular Jenny Hughes – had a lot of experience with the TACCLE courses in getting teachers familiarise themselves with such technologies for their own use. Moreover, those courses had brought the teachers together to make their own plans for using web resources in their teaching. This provided the background for the first training interventionthe early Multimedia training workshops in Bau-ABC. This training encouraged some of the participants to create their own WordPress blogs and to use them as repositories for making their training materials publicly available (see Zimmererblog, Maurerblog, Tiefbaublog and Brunnenbauerblog).

Based on this experience the Bau-ABC trainers proposed at a later phase the Theme Room training model to raise awareness and to promote digital competences across the organisation. This provided the basis for the second training interventionthe Theme Room training campaign in November 2015. This time the whole organisation participated, whilst partners from LL project worked together with the advanced trainers as tutors and mentors. Here again, the emphasis was on creating an overview on the themes (social media, digital learning materials) and to work together to get an idea, how to use the web-based and tools in apprentice training.

The co-design and pilot testing of Learning Toolbox (LTB)

In the early phase of the LL project the Bau-ABC colleagues proposed as a major design idea the digitisation of the White Folder of Bau-ABC (the collector of training materials, worksheets and reporting documents in their apprentice training). Already at this phase we got a lot of feedback, how the use of the forthcoming tool should enhance the learning of apprentices (instead of providing easy shortcuts to answers before reflecting the task). During the  process the design idea got transformed from digitising the materials to developing an integrative toolset to facilitate the work with web-based resources and real-time communication. In this way the co-design process took the course to developing the Learning Toolbox (LTB). And due to their intensive participating in this work and in Multimedia Training the Bau-ABC trainers were supporting this idea. The strongest evidence for this were the videos that Bau-ABC trainers produced in August 2014 on potential use of LTB in different training and working contexts. In a similar way the ca. 80 apprentices that participated in the Demo Camp workshops in June 2014 were very inspired by the idea of getting such a toolset to work with.

In the final phase of the project when the LTB was ready to be introduced for piloting in the apprentice training (with several few trades and selected training projects) we were pleased to witness a relatively smooth take-off. In spite of some technical problems we got positive feedback from trainers and apprentices. The trainers who were leading these pilots had found their own ways to use the LTB (building their own stacks, screens and tiles) to provide access to learning resources. Some of them provided a wide range of information resources (for problem-oriented searches), some preferred to open the acess to wider resources as a step-by-step procedure (based on learning progress and interests). The apprentices also found their own ways to make use of the LTB and gave their own views as feedback. In a similar way, the separate introduction of AchSo  (video annotation tool) in some of the trades was taken as an enrichment (although there was some confusion, whether it can be integrated into LTB or remains as a stand-alone tool).  Altogether, the experiences with piloting were by and large positive.

– – –

I think this is enough of the situation before the Learning Layers activities and of the interventions that we have carried out during the project work. The impact cards do contain an assessment, how the situation has developed after the interventions and on what points we can show impact. However, from the perspective of the theme ‘digital transformation’ these points would be very detailed. Furthermore, we are still looking forward to having concluding discussions with Bau-ABC trainers and with the management. Therefore, I will not go into the details here. However, I need to emphasise that in our final reporting we have a further task to interpret the impact and achievements in conceptual and future-oriented terms – with Learning Scenarios. I will discuss this task in my next post.

More blogs to come …

Wrapping up the Learning Layers experience – Part Two: Celebrating research & development dialogue with practitioners

October 29th, 2016 by Pekka Kamarainen

With my latest blog I started a series of posts to wrap up the experiences of our EU-funded Learning Layers (LL) project. As I mentioned,we are in the phase of  concluding our project. For us this is not just a matter of presenting our results with individual reports or demonstrating the achievements with individual tools. An essential part of this phase is to reflect on our experiences on the whole – what have we learned and achieved together. I started my reflections with the theme ‘digital transformation’ and how we have experienced it as lived practice and as research challenge. In this second post I try to describe, how this has characterised our work as researcher partners in research & development dialogue with our application partners in the Construction pilot of the LL project.

The process dynamics: Research & Development dialogue with multiple activities and many iterations

Shortly before the start of the project I recorded  with our colleague Graham Attwell a video interview in which he presented some key ideas for the forthcoming project. Graham made a realistic point that

in the beginning the users don’t know, what the technical developers can offer them and the developers don’t know why and how the users would use their products’.

Graham saw the great chance of the LL project in turning such ‘don’t know – don’t know’ constellation into a ‘getting to know – getting to know’ type of dialogue. This was his anticipation in Spring 2012.

The real life in the construction pilot turned to be far more colourful. In Graham’s reflection the technical partners and research partners were treated as one group. And finding a common design idea and ways to put it into practice didn’t appear as complicated as it turned out to be.

Altogether, the process dynamic that led to the development of Learning Toolbox (LTB) was characterised by  a long  search for an appropriate design idea that makes sense for the trainers and apprentices in construction sector training centre Bau-ABC. This process did not lead to a quick listing of requirements for external software developers to do their job. Instead, the lack of developer resources was compensated by co-design workshops and further iterations involving research partners, intermediate technicians and application partners – who were preparing the grounds for software developers to enter a process of research & development (R&D) dialogue. Thus, the key characteristics and expected functions of  LTB were  in a ‘getting to know – getting to know’ type of dialogue – but the developers and their know-how had to be integrated into this process.

The multiple roles of accompanying research during the process

Concerning the role of our ITB team (Institut Technik & Bildung) in this process, the best term is ‘accompanying research‘. This concept arises from German innovation programs in working life and in vocational education and training (VET). Originally two German concepts have been used, which may have somewhat different connotations – Wissenschaftliche Begleitung (scientific accompaniment) and Begleitforschung (accompanying research). The former might be seen as a more open approach, whilst the latter may emphasise a more focused research design. In the innovation programs in working life such research was used to monitor, whether the innovations improved the quality of working life. In VET-related pilot projects (Modellversuche) the role of research was to monitor and evaluate the implementation of pedagogic innovations. In both cases the accompanying researchers tended to have co-participative and co-shaping roles. However, the responsibility on the success of pilots was on the application partner organisations.

Concerning the LL project and the co-design process of Learning Toolbox (LTB), the role of the accompanying research team of ITB was even more co-participative and co-shaping than that of the predecessors. Moreover, the research challenges was also more open – the researchers had to grasp the challenges in the course of the interactive and dialogue-oriented process. When the process moved on to the active deployment of the LTB, the researchers were needed as facilitators of the dialogue and as co-tutors in the training activities. In the final phase the accompanying researchers were needed as counterparts of evaluation researchers – to interpret together the findings. All this can at best be characterised with the term ‘agile accompanying research‘.

The role of training interventions as capacity-building in the field

In the light of the above it is essential to emphasise that the co-design activities and the research interventions were not enough to give the process its strength. A crucial part was played by the training interventions at different phases of the process. In the earlier phase of co-design process the ITB and Pontydysgu teams arranged a series of Multimedia training workshops for voluntary trainers of Bau-ABC Rostrup. At a later phase the ITB and Pontydysgu teams together with advanced Bau-ABC colleagues organised the Theme Room training campaign (see my blogs of November and December 2015). These training interventions were not merely general orientation or user-training for certain tools. On the whole these training interventions were capacity-building for Bau-ABC as a whole organisation and for the trades involved.

Here it is essential to emphasise that the training interventions were essential dialogical elements in the process. All parties were engaged as learners – trying to find out, in what ways digital media and web tools can be introduced into construction work and into workplace-based training. And all this supported the development and deployment of the LTB as an integrative toolset to work with.

– – –

I think this is enough of our experiences with research & development dialogue in the LL project and in the Construction pilot – in particular with the application partner Bau-ABC. In the next posts I will look more closely to the challenges to show impact and to draw scenarios on the basis of such experience.

More blogs to come …

 

Wrapping up the Learning Layers experience – Part One: Digital transformation as lived practice

October 29th, 2016 by Pekka Kamarainen

During the last four years I and my colleagues have been working in our EU-funded Learning Layers (LL) project. Now we are in the phase of drawing final conclusions and editing the final deliverables. Whilst such a phase easily requires more focused work on particular products – in our cases tool descriptions, impact cards, scenarios, methodology descriptions etc. – it is essential to keep the big picture in our minds. Our project was about introducing new technologies – tools for mobile devices to support access to web resources and to online communication – but not only of that. Most of all it was about changing practices in workplace learning or learning in the context of work. And it is in this context that the project has gone through a long journey and made important experiences. With this post and the next ones I try to revisit our learning journey in the LL pilot in construction sector draw some conclusions and key messages arising from it. In this post I will focus on the overarching themedigital transformation’.

Digital transformation as lived practice

I am aware of the fact that there is plenty of literature on the theme ‘digital transformation’ and that I should do my homework with if I want to use this concept properly. However, given the intensity of our project work, I have come across this theme from the perspective of our fieldwork and in our own processes of work. In this context we have experienced many transitions from earlier modes of work to new ways of using online resources and web-based communication and interaction. A great deal of our research and development work is carried out on web platforms and by using shared resources. And if we use traditional e-mails, then mainly when sending out group mails for wider target groups. Furthermore, when developing new online tools, such as the much discussed Learning Toolbox (LTB), we are more and more inclined to find ways to use for such tools in our own work – not only in the pilot fields. Altogether, my perspective on the topic ‘digital transformation’ is primarily that of manifold step-by-step changes in everyday life as lived practice.

Digital transformation as precondition for/aim of a R&D project

Shifting the emphasis from our everyday life as project partners into our field of piloting – the construction sector – we need to take a broader perspective. Indeed, there have been many speculations on automation and new technologies making skilled workers redundant – or cautious statements on the limits to digitisation in construction work. To be sure, the true picture is probably characterised by an ongoing change between the extreme poles. But how to grasp the real picture of changes in construction sector?

Looking back at the earliest interviews in the project, we learned a lot of the infant diseases of several ‘new technologies’ that didn’t work properly or didn’t reduce the workload of construction professionals. Likewise, we heard of several stand-alone apps that were advertised for construction sector, but were not good enough for professional use (or didn’t promote learning at work). So, in the further work we needed to keep an eye on real innovations that made a difference to our application partners and improved the quality of working life. Here we found ourselves in a similar position as the researchers studying the early automation processes in the 1970s and 1980s. As the German researcher Rolf Nemitz formulated it: ‘So far, the studies on automation have focused on, how automation can replace or reduce human contribution. However, the real innovation lies in combining automation and human potential.’ Or, as the founders of our institute – Institut Technik & Bildung (ITB) – took this further: the contribution of research is to equip practitioners with capability for social shaping (Gestaltung) of work, organisations and technology. However, the researchers of that time were talking about production technologies, not about present-date technologies and new media to promote learning at work. Now we have been facing new challenges.

Digital transformation as a research theme and as transformative practice

In the light of the above, for us the topic ‘digital transformation’ has not been merely a research them to be dealt with via academic contemplation, empirical observations and testing designs for learning technologies. For us, the understanding of digital transformation can only arise from processes of working with the application partners and for changes that enhance them as pioneers for innovations in construction work. In this context I hear the echo of the words of young Karl Marx in his Theses on Feuerbach: “The coincidence of the changing of circumstances and of human activity or self-changing can be conceived and rationally understood only as revolutionary practice.” (Marx/Engels Selected Works, Volume One, Progress Publishers Moscow, 1969). Or in original version:  “Das Zusammenfallen des Ändern[s] der Umstände und der menschlichen Tätigkeit oder Selbstveränderung kann nur als revolutionäre Praxis gefaßt und rationell verstanden werden.” Marx-Engels Werke, Band 3, Seite 5ff. Dietz Verlag Berlin, 1969).

Here, in our context, we could interpret this classical phrase as referring to digital transformation as a coincidence of changing circumstances and changing self-understanding of actors as an interactive and transformative process. Thus, it is not enough to document the changes as observable facts or to record the self-understanding of practitioners as their testimony. Instead, a real understanding of such processes arises from experiencing the changes as efforts of change agents and sensing changes in their views on, what to pursue and how to make it work. In this way in-depth research has to be involved in the transformative practice, but has to maintain its ability to reflect on the practice.

– – –

I guess this is enough for introductory thoughts. In my next posts I will take a closer look at the role of research and training activities in the project. Then, later on, I will discuss issues on ‘showing impact’ and ‘drawing scenarios’.

More blogs to come … 

 

 

 

 

 

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