This week I have had a chance to participate in some working meetings that have discussed further work with the “Learning Toolbox – LTB”. As readers of this blog have learned during the last few years, the LTB was the main result of the Construction pilot of our EU-funded project “Learning Layers LL” (2012 – 2016). In the project researchers, technical partners and application partners in North Germany were involved in the co-design of the LTB and in the pilot testing of this integrative toolset in apprentice training and in the coordination of construction work. LTB was built as an integrative toolset that linked together mobile apps, resource tiles and communication tiles. As such it has facilitated project-based learning of construction sector apprentices in the training centre Bau-ABC Rostrup. In a similar way it has facilitated the cooperation and coordination work of construction site manager in a special project of ecological construction work in Verden. (These achievements of the LL project and the transition to follow-up activities have been discussed in my blogs in 2016 and in the first half of 2017).

In Spring 2017 I witnessed several working meetings in which my colleagues from Institut Technik & Bildung (ITB) and developers of LTB were discussing follow-up activities of the LL Construction pilot – with emphasis on new contexts for using the LTB.  Now – after a lengthy break – I had the chance to observe some further steps and progress to new milestones in these follow-up activities. In May I wrote more detailed blogs on these earlier meetings and on the initiatives that were taking shape. This time it is enough to make brief notes on the progress and on new milestones to be reached in the near future.

Verden: Looking at integrative hardware and software solutions to support process optimisation an construction site

In our previous meeting with the LL application partner Thomas Isselhard we had discussed several initiatives to promote the use of LTB via his networks for ecological construction work. This time my ITB-colleague Werner Müller and our LL-partner Gilbert Peffer (CIMNE) took further steps in their talks in Verden towards shaping one central initiative. The aim is to bring together hardware development (“BIM-Koffer”), software development (BIM, construction sector applications and network connectivity) and uses of LTB at construction sites. With this initiative the colleagues want to tackle several key issues that prevent effective uses of mobile technologies at construction sites. I am looking forward to hearing more of the further steps.

Firma H: Shaping integrative software ecologies to optimise company-specific knowledge processes and workplace learning

The next meeting (which I could also attend) was an interim assessment of the feasibility study and the workshop process that my colleagues had carried out with the company H (see my blog of last May). Now my colleagues had finalised their  feasibilty study and provided a draft report on the workshop with the company staff (of last June). Now the discussion focused on starting a short-term pilot with the solutions that were proposed in the reports: to start a transition to a more integrative software ecology – including new online communication arrangements between the offices and the worksite troops (with the help of LTB). The meeting made progress in setting the schedules, defining the pilot sites and the modes of participation (project team, supporting training arrangements). I am looking forward to hear more when the project activities in the field will start early next year.

Bau-ABC Rostrup: Continuing the work with Learning Toolbox and linking it to new software ecology

Our final meeting was at Bau-ABC Rostrup, our central application partner in the co-design and pilot testing of the LTB. With Bau-ABC we have had several follow-up activities/initiatives on which we now had a catch-up meeting.

In spring I had worked with a group of full-time trainers (Lehrwerkmeister) to develop coherent patterns for training in the cross-cutting area ‘health and safety’ (Arbeitssicherheit und Gesundheitsschutz) until the holiday break. (I have blogged on this activity in April and May 2017.) Unfortunately I had to extend my stay in Finland for personal reasons and then I got other duties. Now I was pleased to learn that a similar pattern of parallel thematic groups had been established and that there was an internal support team. Moreover, it was inspiring that these groups were also working with the LTB and its use in initial vocational training.

Parallel to this my colleagues have been working in the German-funded DigiProB project that introduces digital media to Continuing Vocational Training of construction sector professionals. In the project meetings and workshops that I followed in Spring I could see that this project shaped a new software ecology to match with each other a traditional course management database, an innovative platform for integrative project development and a workable mobile toolset for course participants. I will not go into the technicalities. The important thing in our catch up-meeting was that we could address the latest issues on the role of LTB as the participants interface for accessing course information and for planning their participation.

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I think that this is enough for a quick update on these follow-up activities of the Learning Layers’ Construction pilot. My main point here is to demonstrate that our work with LTB is being continued with several application partners and on several fronts. Although the work with LTB may not have scaled up that quickly as expected, we are making progress in getting the work grounded. In my next post I will give another kind of progress report on work with the Learning Toolbox.

More blogs to come …

In my previous blog I started a series of posts to wrap up my experiences in the European Conference on Educational Research (ECER 2017) that took place last week in Copenhagen. I presented a thematic overview and a working agenda to explore different aspects that came up in the sessions I attended. With this post I give insights into my own presentation.

Background, work plan and modification of the plan

This year all my conference presentations focus on revisiting and reconceptualising our experience with the Learning Layers project and its Construction pilot. In particular I want to highlight the particular role of our “Begleitforschung” (Accompanying research) approach in the complex projects. Initially I had planned to write three parallel research papers and to present them in three successive conferences (see my post of April “Revisiting the Learning Layers experience – A “ToDo List” for forthcoming conferences“). I could partly implement it by preparing the first paper for the Stockholm International VET Conference in May – with emphasis on Accompanying research as promoter of action-oriented learning (Handlungsorientiertes Lernen). Then, I could prepare a second paper that I intended to present in the Rostock International VET Conference one week before the ECER. In this paper the main emphasis was given on revisiting the theme ‘work process knowledge’ and linking it to newer innovation agendas – in particular to “Industry 4.0”. However, then – due to intervening factors – I neither had the chance to present this paper in Rostock nor to prepare a third paper for ECER. Thus, I had to postpone my work with the methodological development of Accompanying research in the Learning Layers project (compared with prior approaches in pilot projects and innovation programmes).

Looking back at Learning Layers project – and forward to the follow-up

As has been the case with some other presentations, I had to give some background information, how the Learning Layers project was shaped and how the two sectoral pilots (in Healthcare and Construction) worked. Then I had to give insights into the change in the design idea – from digitising learning resources to shaping of the Learning Toolbox (LTB) and to different iterations. Finally, I had to to draw attention to the complementary relations between co-design workshops, multimedia training and pilot testing with digital tools. Mostly, these activities were carried out in the training centre Bau-ABC of the North-German construction industries and trades. Here, the key achievement was the introduction of the LTB as a digital toolset to support (trade-specific) training and learning in Bau-ABC.

But I also managed to give insights into the follow-up activities that promote company-specific applications of the LTB (as contributions to overarching management of work-related knowledge processes) and similar uses of LTB in continuing vocational training (as support for integrative curriculum development and learning approaches). In addition, one follow-up process is shaping integrative approaches to ‘health and safety’  in construction sector. All these processes are taking further steps to reach real work contexts and users in work organisations.

Revisiting the theme ‘work process knowledge’ and analysing old and new innovation agendas

In the light of the above it was worthwhile recapitulating, what we had learned from studying the legacy of the “Work process knowledge network” of the years 1997 -2004. In particular it was important to compare the views on the role of VET and informal learning in promoting the acquisition of work process knowledge. Furthermore, it was important to take on board the recent analyses on three generations of innovation programmes in working life (‘Humanisation of work’, ‘Learning organisations’ and ‘Industry 4.0’). With the emerging innovation agenda ‘Industry 4.0’ I explored the recent analyses of German sociologists and educationalists on the general frontiers in the debates (techno-centric v.s. socio-technical approaches) and efforts to develop spaces and facilities for learning within work processes or to shape complementary learning spaces.

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I think this is enough for a brief introduction. The long version of my paper is available on ResearchGate (see ‘Begleitforschung’ as contributor to digitisation in vocational education and training (VET) for construction sector – Linking ‘work process knowledge’ to ‘Industry 4.0’. The short version will be published in the proceedings of the Rostock conference (see the forthcoming conference proceedings). And my PowerPoint presentation will be published on the website of the VETNET network (see the Vetnetsite/2017 Copenhagen Presentations).

Concerning the feedback that I got, I note that the issue ‘scientific status of accompanying research’ has been discussed recently when the research work of the Federal Institute for Vocational Education and Training (BIBB) in Germany has been evaluated. Indeed, I need to continue my work with this theme and inform myself the points made in this evaluation.

In my next posts I will discuss some key themes that were discussed in several sessions.

More blogs to come …

After the final review of our EU-funded Learning Layers (LL) project (see my blogs from January and February) I have tried to report on the follow-up activities in North Germany and with our partners in construction sector. In my blogs in March, April and May I have reported on ongoing projects or new initiatives in which the use of Learning Toolbox (LTB) has played an important role. As these blogs have been based on particular meetings or workshops, the picture may have remained somewhat fragmentary. However, this week we have had a series of meetings with different counterparts. This has made it possible to create a group picture of ongoing activities.

Below I will report on the discussions in the three first meetings of this week in which I was present. Here it is worthwhile to note that none of these meetings was focusing only on specific uses of LTB as a dedicated tool for certain uses. Instead, all these meetings were discussing more comprehensive ecosystems of knowledge processes and software solutions (Ökosysteme für Wissensvermittlung und Software-Lösungen). In this context our counterparts were looking for different roles for LTB – as a part of an integrative software ecosystem – in promoting learning, training and workin in construction sector.

1. Bau-ABC Rostrup: New uses for LTB in continuing vocational training (CVT) and projects

In the meeting in Bau-ABC we discussed the prospects of developing an integrative software ecosystem to address course management issues, continuing quality assurance and integration of innovative pedagogic designs to regular training provisions. Here the meeting of Bau-ABC training managers, software developers (including LTB developers) and ITB researchers was partly building on the progress in the project DigiProB (see my previous post). Partly it was building on parallel planning of software solutions for course management and quality assurance. The key point was in the shaping of a software ecology that is linked to traditional data management solutions and receives the ‘mature’ results from development platforms. This would be the case with the DigiProB platform that is being used by lecturers in continuing vocational training (CVT) to create integrated project-based learning designs for CVT participants). In such a software ecology the LTB would serve as the participants interface for accessing digital contents and communication channels in such projects.

Alongside the case of the DigiProB project we discussed parallel possibilities to work further with the Bau-ABC trainers’ group that has been developing more systematic approach to the theme ‘Health and Safety’ (Arbeitssicherheit und Gesundheitsschutz). In a similar way we discussed the possibilities to use LTB to support context-specific language learning of the Spanish apprentices (in the Mobipro-EU project) and key issues preparing them for their workplace-based training at construction sites. For these themes the Bau-ABC participants and the LTB developers presented recently created or modified LTB stacks as means to support learning in these contexts.

2.  Agentur für Nachhaltiges Bauen in Verden: New software ecosystems for construction work

In the meeting at the agency for ecological construction work (Agentur) ITB researchers and LTB developers discussed with Thomas Isselhard on the new working perspectives from their point of view (Verden-based organisations and networks focusing on ecological construction work). As we remember, the LTB-use case in which Thomas demonstrated, how he can use the LTB as means to coordinate the work process at a construction site was well received in the workshop for construction companies in September 2016. Now, based on that basic stack we were looking at newer software solutions and mobile apps that can enhance the usability of LTB by craft trade companies. In this discussion a major role was given for construction process-oriented digital tools (Datenlogger) and for possibilities to develop Building Information Modelling (BIM) solutions from the the perspective of craft trades working together. In this context Gilbert Peffer presented the work of CIMNE with portable BIMtables and BIM screens as means to support knowledge sharing during construction processes. In this discussion we could link to a similar session in our previous meeting with Bau-ABC in which we had had a presentation on BIMtable and on a digital tool package (GreenHouse Koffer) for ecological construction work of carpenters. In our discussion in Verden the key point was that the integration of tools and software should support both construction processes and further maintenance. Therefore, the tools and software solutions should take into account planners, craftsmen and clients as the users. Here it is not possible to go into details but this meeting took further steps in planning of new projects with LTB as a key element in such software ecosystem.

3. Company H.: Rethinking the software ecosystem and promoting the competences of the staff

In the third meeting ITB researchers and LTB developers were discussing with representatives of the company H. In one of my previous blogs I have given a rather detailed picture of a workshop in which we discussed the preliminary findings of a mapping tour that the colleagues had done by visiting different sites of that company. Now in this meeting the colleagues presented a draft report on work flows, support systems, eventual gaps and risk zones and their recommendations. We had a rather detailed discussion – both in terms of situation assessment and possible improvements.

Here it is not relevant to give a detailed picture of the discussion. However, at a more general level it is worthwhile to note that the company representatives were looking at a holistic ecosystem for steering work processes, supporting real-time interaction and reporting as well as enhancing knowledge sharing within the company. From the organisational and pedagogic point it was interesting that the company was interested in the potentials of LTB, both from the perspective of process optimisation as well as enhancing the learning processes of apprentices. Moreover, the company was interested in supporting free spaces for exchanges among the apprentices and for organising events to take up their ideas, concerns and wishes. However, with all these interests the company was looking for improvements that could be implemented with the agreement of the staff and with a perspective to integrate different staff members to common processes.

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I guess this is enough of these meetings. For me this series of discussions was inspiring as I could observe clear steps forward on several fronts. Moreover, this experience gave me a new perspective to ‘digital transformation’. As I now see it, such transformations are not just matters of pushing new technologies upon users (or to substitute a great number of users). Neither can such transformations be characterised as equipping of users with magic tools that radically enhance their powers. Instead, the innovative tools – in order to contribute to digital transformations – have to fit into emerging ecosystems of knowledge processes, steering, sharing and reporting as well as co-design processes in which developers become aware of such requirements. In all these meetings I saw signs of such processes. I am looking forward to observe the next steps.

More blogs to come …

Last Friday (19th of May) I visited a workshop hosted by my ITB colleagues for yet another follow-up activity of our EU-funded Learning Layers (LL) project. This time the German-funded DigiProB project had a workshop on preparing digital tools for continuing vocational training (CVT) in the construction sector. The participants (in addition to my ITB colleagues) were training managers from the training centre Bau-ABC, guest lecturers of their CVT schemes and the software developer supporting the project. I have had several encounters with the DigiProB project but this time I could witness that the participants were making progress in shaping digital tools to support their training activities. But let us first recapitulate what the project is about and what it tries to achieve.

The DigiProB project – Pedagogic challenges for CVT trainers and participants

The aim of the DigiProB project is to support the successive CVT schemes in construction sector (Vorarbeiter, Werkpolier, Geprüfte Polier) with digital tools. In this context the project has to cope with several pedagogic challenges:

a) Limited presence training time: The above mentioned CVT schemes are supported by very short course periods with face-to-face training. Most of the learning has to take place as self-organised learning alongside the work of the participants in construction sector. (These schemes are targeted as upgrading schemes for skilled workers in construction sector and prepare them for management responsibilities at different level.)

b) Subject-based curriculum framework vs. action-oriented learning goals: The main pedagogic challenge for developing the above mentioned CVT schemes was the tension between the subject-based curriculum contents and the action-oriented learning goals. Thus, the presence training is based on subject areas covered by guest lecturers that have been invited as subject specialists (e.g. for construction processes, construction techniques and personal management). Yet, a central role in the curriculum has been given for complex learning tasks and an integrative project report.

c) Providing support for self-organised learning by dispersed part-time lecturers: A further challenge was the fact that the lecturers were recruited individually to cover their subject areas during the course period. Thus, they did not have a collective responsibility on promoting the participants’ learning beyond the course period. Yet, the lecturers were interested in providing further support inasmuch as they possibly could. Therefore, they were interested in working with digital tools for themselves and for their participants.

The DigiProB workshops – finding ways to provide support for integrative projects

During the last few months the DigiProB project has managed to establish a working group of active lecturers who serve as a pioneer group for developing integrative learning projects (and for introducing digital tools to support action-oriented learning in the CVT schemes). This working group has come together on monthly basis and now had its fifth meeting. I had visited their meeting only once – quite some time earlier – so I could now see the progress that the group had made. Below I try to sum up key achievements and working issues of this working group:

1. Working on two tracks to develop digital tools: Already at an early phase the working group took the course to two-track development of digital tools: a developmental platform for lecturers and a user-interface for participants. In this way the group avoided the risk of rushing to a ‘one-size-fits-all’ or ‘one-design-fits-all’ in introducing digital tools. For the moment the group is working primarily with the developmental platform to shape an integrative project that serves as a model for shaping further projects (and complex learning tasks). The shaping of user-interfaces can draw upon the progress with the work with this platform.

2. Shaping a model project to cover a wide range of content areas in an integrative vocational learning environment: Instead of using the developmental platform as a mere collector of training materials for different content areas the group has worked towards more integrative solutions. As a model project the group has chosen the construction of  a motorway service area (Autobahn Raststätte) with different sub-projects (including construction of  a kiosk-building with toilets, construction of special parking bay for trucks and lorries etc.). With such an overarching  theme the lecturers were challenged to incorporate their training contents as contributions to sub-projects of the whole project. Moreover, the real challenges in coordinating such project became transparent in the mutual adjustment of the sub-projects. This led to cross-cutting questions like the following ones: “Can the construction of the kiosk-building be started before the groundwork for the parking bays has been completed?” “Can the building materials for the kiosk-building be stored properly at the construction site when the groundwork is still going on?”

3. Working towards project-related and integrative learning goals: In general the digital learning platforms tend to shape such learning environments with reference to (atomistic) content areas and (atomistic) learning goals. The working group took a course towards project-oriented and integrative learning goals. In this respect the lecturers maintained the curriculum document and its main learning areas (construction techniques, construction processes and personal management) as reference points. Yet, instead of proceeding to a patchwork-like layout of learning units, the group insisted on keeping the projects and sub-projects transparent on the platform. Furthermore, the group insisted on formulating such learning goals that link the above mentioned learning areas to each other.

Interim observations and reflections

I guess this is enough of the main themes of the workshop. In addition, some lecturers presented their own ideas on specific apps (to be found on the learning platform H5P) as support for individual learning. Others introduced ideas for serious games that could be used in the context of these training schemes. Altogether, these ideas envisaged to support the self-organised informal learning of CVT participants (before or after the limited course periods).

Furthermore, the process in the working group reminded me of the Multimedia training schemes that were implemented during the Learning Layers project in Bau-ABC. This working group was going through a similar learning process as the voluntary Bau-ABC trainers in the earlier phase of Multimedia training. However, the Bau-ABC trainers could focus on the project-based learning periods and vocational learning tasks in their trades – and use their blogs as repositories for training materials. They were not challenged to develop integrated projects. For the working group in the DigiProB project it was essential to bring different content areas together in an integrative project – in order to make progress with shaping digital tools for the CVT schemes. Just as it was in the Learning Layers project, it is important that this pioneering group makes progress with the model project – then to be able to share experiences and know-how with other colleagues.

Finally, the process reminds me also of the introduction of the Learning Toolbox in the apprentice training in Bau-ABC (as a user-interface for vocational learners to support work process-oriented learning). Just as in the Learning Layers project,  the shaping of user-interfaces for the CVT participants needs to draw upon the pedagogic idea that are being developed by the DigiProB working group – then to be put into practice in the CVT schemes. From this perspective the earlier work in the shaping of the Learning Toolbox (for the apprentice training) serves as an advanced preparatory phase for the user-interfaces to be developed for the CVT participants.

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I think this is enough of this DigiProB workshop. To me the participation as a visitor was a rich learning experience. And here I mean both regarding the development process of the DigiProB working group (as such) and the general picture of the learning Layers follow-up activities in construction sector (altogether). We (ITB and our partners) are building on the legacy of the Learning Layers project and its construction pilot. And we see new tasks and opportunities coming into picture.

More blogs to come …

One month ago I wrote the third post on follow-up activities of our completed EU-funded project Learning Layers (LL).  In the three posts I informed on our initiative on digital media in the area of ‘health and safety’ (Arbeitssicherheit und Gesundheitsschutz). Before the Easter break I had had two meetings with full-time trainers (Lehrwerkmeister) of the training centre Bau-ABC. I reported on the starting points of the initiative, some positive surprises and some challenges to modify the approach already after the first two meetings. Then we had a few weeks’ break due to the Easter holidays and the major conference and trade fair Bohrtechniktage (the former Brunnenbauertage) on Bau-ABC premises in Rostrup.

Now I was back from my holiday trips and some of the trainers in Bau-ABC were also available. This time we didn’t have the whole group assembled. Instead, we came together last Friday as a smaller team drawing conclusions from our previous meeting. With Thomas Weerts (the shop steward for health and safety in Bau-ABC) and Josh Dreyer (responsible for health and safety in his trade) we had a productive brainstorming session and we came up with a working agenda  for continuing the process with the wider group of trainers. Below I try to give a picture of the key points (and the slight reorientation of the approach):

1) Collection of key contents for ‘health and safety’ training in different trades

Our first conclusion was about the way we should go further with the mapping of key contents for training of apprentices regarding the theme ‘health and safety’ (Arbeitssicherheit und Gesundheitsschutz). So far we had collected all kinds of exemplary documents – both overarching documents for all construction trades and specific documents for particular trades and risk situations. From now on we set ourselves the task to identify key content areas and key documents that function well in apprentice training. As a next step we asked the trainers (Lehrwerkmeister) in different trades to identify such content areas and documents in their trades. (Josh Dreyer already presented his favourites for machine- and metal techniques.) Based on the proposals from different trades we will gather a collection of key contents/documents in domain-specific folders in Google Drive.

2) Shaping a common core and format for ‘health and safety’ training across  the trades

Based on the above presented approach Thomas and Josh proposed that the trainers from different trades should agree on common core contents (and standard presentation) for the entire field of health and safety. Here they also emphasised the role of visualisations and the use of standard symbols as means to draw attention to the central messages.

3) Production of a set of videos to introduce the ‘health and safety’ contents (general and trade-specific)

Our third conclusion was related to the use of videos. Here I referred to the positive role of the Bau-ABC videos produced by Bau-ABC staff for the Learning Layers project (on possible uses of ‘Learning Toolbox’ in training and at work). Therefore, I proposed that we should produce similar videos when we have made progress in selecting the key contents (for different trades) and the common core contents (for all trades). However, here Thomas and Josh emphasised that we should try to develop a similar collection of exemplary videos that are available in the net.

4) Use of moodle as digital media to present the core contents and software solutions to support them

Our fourth conclusion was that we should firstly use the moodle ‘course’ that I had created for the theme ‘health and safety in construction work‘ as a platform to present the results of the above mentioned tasks. Then, in addition to this, we should present briefly other software solutions to be used in the training – such as the Learning Toolbox that was developed in the Learning Layers.

5) Preparation of proposals to develop learning units and learning designs in funded projects

Our final conclusion was that we should try to identify some simple exemplary cases to demonstrate the use of digital media in learning units (Bau-ABC training projects) and learning designs (modes of implementing them). Here, we should be looking for ways to continue their development with funded projects. Also, in this respect we should be looking at such innovations like serious games that focus on health and safety in construction work.

– – –

I think this is enough on the results of our meeting. Thomas Weerts has sent out a group message to Bau-ABC trainers responsible for training in health and safety to collect their proposals for key contents and documents. After the meeting I had a discussion with Melanie Campbell who emphasised the need for similar mapping exercise with focus on the training of Spanish apprentices in Germany (supported by the project Mobipro-EU). We will get back to these issues in a short while.

More blogs to come … 

It just happened so that I had little chance to blog during the April month. Obviously this is due to the fact that I and my colleagues are still in a transition from our EU-funded Learning Layers (LL) project to successor activities. And as I have written in my previous posts, these follow-up activities need quite a lot of time for preparation – they are not merely continuation of the LL activities. I have experienced this in my initiative with the trainers (Lehrwerkmeister) of the training centre Bau-ABC on the theme ‘health and safety’ – it needs more groundwork than I expected. My ITB colleagues have experienced this in the ongoing projects and funding bids with partly new application partners and priority themes. However, we are not through with the key themes of the Learning Layers’ Construction pilot – although we have finished the final reporting quite some time ago. Now, we have a chance to revisit the project experience and draw conceptual and methodological conclusions of our work in the Construction pilot. And I have booked myself in to three conferences to have a closer look at our achievements and how review them from a conceptual point of view. Below I give brief insights into the conference papers that I am preparing at the moment.

The Stockholm International VET conference “Vocational Education and Training – Emerging Issues. Voices from Research” 8. – 9.5. 2017

The series of conferences starts with the traditional Spring conference of Stockholm University – organised on a ferry that cruises from Stockholm to Finland (the Åland island) and back. For this conference I am preparing a paper on the theme “Begleitforschung as mediator between action-oriented learning and digital change: On the role of accompanying research and training interventions in the Learning Layers Construction pilot“.

With this paper I am trying to give picture on our contribution as ‘accompanying researchers’ (Begleitforscher) in the Learning Layers’ Construction pilot – with a special emphasis of the pedagogic development of vocational training when introducing digital media. Here I make comparisons to some earlier cases of accompanying research in German pilot projects (Modellversuche) that focused on vocational schools and emphasised self-organised learning when introducing new curricular framneworks and digital media.

The Rostock International VET Conference Crossing Boundaries in Vocational Education and Training: Social Dimensions and Participation 16. – 18.8. 2017

The next milestone is the second international ‘Crossing Boundaries …’ conference (two years after the first one), now organised by the University of Rostock. For this conference I am preparing a paper on a similar theme: ‘Begleitforschung in the context of digital transformation in vocational education and training (VET): Linking work process knowledge to Industry 4.0’.

With this paper I try to follow the thread that leads from the earlier ‘Humanisation of Work’ (HdA) and ‘Work and Technology’ (AuT) programmes (with pilot projects supported by accompanying research) to present date. Here the German and European research on ‘acquisitition of work process knowledge’ and on ‘social shaping of work, technology  and organisations’ played a major role. Concerning the newer research I will explore some cases of ‘shaping-oriented’ (gestaltungsorientiert) projects that focus on ‘Industry 4.0’ as parallel cases to Learning Layers.

ECER 2017 “Reforming Education and the Imperative of Constant Change: Ambivalent roles of policy and the role of educational research” 21. – 25.8. 2017, Copenhagen

The third milestone is the annual European Conference on Educational Research (ECER) in Copenhagen – directly after the above mentioned conference in Rostock. For this conference I am preparing a paper on yet another similar theme ‘Begleitforschung revisited – Reflections on the role of accompanying research in the Learning Layers project, Construction pilot (2012 -2016)’.

This paper takes a closer look at the in-built methodological tension in accompanying research – what role is to be given on practical support for the developmental activities and what role for conceptual knowledge development beyond the particular case. Here the paper revisits the methodological self -reflection within German Begleitforschung in the 1990s and examines the process of Learning Layers’ Construction pilot with reference to frameworks and distinctions of that time – taking into account the conclusions of the two earlier papers.

– – –

I think this is enough content for a ‘ToDo-List’. Luckily enough, I am already making progress with all of them. However, there is that much reflection and rethinking involved that this work is not mere reporting in the same way as preparing ‘deliverables’ for the review panel. Therefore I am not intending to prepare a series of blogs to cover the papers in the same way as before. Each paper and conference is a case of its own and I need to take time in between. Moreover, with each conference we have different arrangements for publishing and therefore I need to find out what are the policies regarding ‘pre-publishing’ individual papers. But we shall see – time passes quickly and the first conference is already in the coming month. So, I will get back to these papers very soon.

More blogs to come …

In my two previous blogs I referred to the fact that our EU-funded Learning Layers (LL) project had come to an end and that we (the ITB team involved in the construction sector pilot) are working with follow-up activities. I then described briefly, how I came to start a joint initiative on digital media in the area of ‘health and safety’ (Arbeitssicherheit und Gesundheitsschutz) with trainers of the training centre Bau-ABC. In my previous post I sketched the initiative roughly. Now – after our second meeting – I can give more information and I need to reflect on lessons  learned already at this stage.

Looking back – the achievements with the Learning Layers project

Firstly I need to remind myself how this initiative drew upon the achievements of the LL project. During the project some of the trainers had created WordPress blogs to present their training contents (Project instructions, support material and worksheets) to apprentices in their trades. Then, we had piloted the integrative toolset Learning Toolbox (LTB) that had been developed during the project to support learning in the context of work. The trainers had found their ways to create stacks and tiles to support the apprentices’ projects (based on working & learning tasks). However, the transversal learning area ‘health and safety’ had not yet been covered during the project. And – moreover – from the perspective of promoting the use of LTB and digital media in construction sector, this area is important both for training centres and for construction companies. So, we started working together to conquer this terrain.

Mapping learning materials for ‘health safety’ – filling the gaps and reflecting on pedagogy

I had initially thought that we could proceed rather quickly by mapping the existing material that is being used and by analysing some options for learning software – then to start working with appropriate learning designs. But it struck me that I  had not thought of a necessary interim step – pedagogic reflection on the applicability of existing materials for the learning processes of apprentices and skilled workers. When discussing the potentially applicable learning materials the trainers informed me of several gaps to be overcome. Firstly, a lot of the reference materials are lengthy documents with detailed references to norms, standards and regulations. These, obviously, are not very easily usable in action-oriented learning (supported by digital media. Secondly, several checklists and work sheets for risk analysis (Gefährdungsbeurteilung) are designed for real work situations (involving skilled workers). However, for apprentices who are learning and working in the training centre the trainers need to develop adjusted versions. So, therefore, our initiative needed space and time – and digital tools – for such pedagogigic reflection. Furthermore, the trainers saw a possibility to shape an integrative approach that proceeds from general starting points through the main areas of construction know-how (Tiefbau, Hochbau, Ausbau) and special areas (Brunnenbau, Maschinen- und Metalltechnik) to specific trades (carpentry, bricklaying etc.) and to specific work processes (welding, sawing etc.). So, instead of taking this as an easy ‘packaging content to digital media’ exercise, we are in deep discussion on vocational learning and on appropriate ways to introduce digital media and know-how on ‘health and safety’ into working and learning processes.

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I think this is enough for the moment. I have learned a lot and the trainers are pleased to work in this direction. And as far as I am concerned, this kind of process confirms once again the fundamental principles that we applied in the LL project – orientation to ‘work process knowledge’ and to ‘action-oriented learning’. Now I will have a holiday break but I am looking forward to continuing my work with the Bau-ABC trainers.

More blogs to come …

In my previous blog I referred to the fact that our EU-funded Learning Layers (LL) project had come to an end and that the final review has already taken place. For us – the ITB team that had worked in the construction pilot this has meant a change of perspective from developing and testing new digital tools to a phase of adaptation of these tools and setting them to new contexts. In my previous post I mainly focused on the cooperation initiatives with interested construction companies that wanted to test Learning Toolbox (the integrative digital toolset) for their purposes. These initiatives have started from mini-pilots with the option of working into something better. At the same time we wanted continue with the trainers of Bau-ABC Rostrup with a small-scale initiative that helps us to find a way to work further with the use of digital media in construction sector. For this purpose we selected the theme ‘health and safety’ (Arbeitssicherheit und Gesundheitsschutz).

Why this new small-scale initiative?

Looking back at the work of the Learning Layers project in the training centre Bau-ABC Rostrup we need to highlight that the co-design, development and pilot testing of Learning Toolbox (as support for apprentice training) became the core process. It was important to get the toolset ready for use and to find out, how it could at best be used once it had become a viable product. For this purpose it was necessary to focus on a limited number of trades with trainers who had become fit to introduce new tools in their training projects. This all worked, but there were several hurdles that couldn’t be overcome during the active period of the project. Also, the training schemes with digital media (the Theme Room training) couldn’t be continued parallel to the piloting. Finally, after the end of the project some other initiatives regarding the use of digital media came into picture. So, there was a need to see, how the Learning Toolbox could be put into a group picture with other web resources and/or other ways to use digital media.

In addition to the above it is worthwhile to note that the pilot testing of Learning Toolbox focused on apprentice training in selected trades – and on trade-specific projects. To some extent this effect could be bridged with joint projects between two neighbouring trades or by similar learning designs for a group of apprentices moving from its main trade to complementary projects from neighbouring trades. Yet, quite a number of trades remained in an outsider-position. From this point of view it was of interest for several trainers to join in a shared learning exercise that promotes the use of digital media and web resources (including the Learning Toolbox) within the common theme ‘health and safety’.

How are we working with the theme ‘health and safety’?

We have started by collecting (digital) learning materials that are being used for the theme ‘health and safety’ in a shared Dropbox folder and grouping it roughly into several sub-folders. Then we have started to develop a joint Moodle ‘course area’ (shared learning area) with the following ‘courses’ (focal areas):

1. General learning materials (overarching web resources and/or cross-cutting themes)
2. Domain-specific learning materials for the trades represented in the group
3. Learning software options for training/learning in ‘health and safety’
4. Learning designs to be developed with software favoured for specific purposes.

We have started only quite recently, so it is not appropriate to go any deeper at the moment. I will get back as soon as I can give a fresh update. But I can already report that I find the trainers’ engagement very positive and very encouraging. We are making progress in bringing the results of the Learning Layers project further to practice.

More blogs to come … 

As the readers of this blog have observed, most of my posts since November 2012 have dealt with our EU-funded Learning Layers (LL) project. However, now the Learning Layers project has been  completed and the final review has taken place (I blogged on this in January and February). During its active period (2012-2016) the project supported the introduction of digital media, web tools and mobile devices to support workplace learning. Our organisation ITB was in charge of the sectoral pilots in North German construction industry and craft trades. The ITB team worked mainly with the intermediate training centre Bau-ABC Rostrup and with the network for ecological construction work (NNB) in Verden. The main achievement of the construction pilot was the co-design, development and pilot testing of the “Learning Toolbox (LTB)” – an integrative toolset to support learning at work. The key activities and results reported by the ITB team are presented on the final website “Learning Layers Results”. So, now we have been moving on to follow-up activities.

By the end of the project the ITB team had started follow-up projects (funded by the German Federal Ministry of Education BMBF) with focus on training of construction site managers (DigiProB) and self-organised learning of adults in the context of ecological construction work (DieDa). After the Learning Layers the ITB team has also started several mini-pilots (on using the LTB) with interested construction companies and vocational education and training providers.

What have we learned in this transition phase?

Firstly, the transition has meant a step from a long-term project that engaged a Europe-wide consortium to small-scale follow-up initiatives. Secondly, it has meant a change of perspective from developing and testing new digital tools to a phase of adaptation of these tools and setting them to new contexts. Thirdly, it required a change of focus from solutions that could be scalable for wider exploitation to context-specific integration of digital media to company-specific work and business processes.

In this respect the cooperation that my ITB colleagues have been developing with some interested construction companies has been of interest. With one company (specialised in pipeline-building) they have agreed on a mini-pilot that starts with a one-week visit to analyse the needs, challenges and interests that provide the basis for introducing Learning Toolbox (and complementary solutions). With another company (specialised in wood constructions) they have found a possibility to link the Learning Toolbox to a complementary software solution (that focuses on domain-specific work processes). With both cases there is a challenge to bring the newer discussion on Building Information Modelling (BIM) closer to the work processes of skilled workers and construction site managers. And as we know from the pilot activities of Learning Layers, the Learning Toolbox was welcomed by construction professionals and apprentices as an appropriate toolset for learning in the context of work.

So, I wish my colleagues luck with their efforts to run their mini-pilots and to draft funding bids for new project proposals. In the meantime I am working with a parallel initiative with Bau-ABC trainers to promote digital media and web resources (including LTB) in the area of ‘health and safety’ (Arbeitssicherheit und Gesundheitsschutz). But that is already a topic for another blog post.

More blogs to come …

In my previous post I started writing about the legacy of our recently completed EU-project Learning Layers and its Construction pilot. With this post I completed on our behalf the homework given by the reviewers of the project to produce a more compressed summary that gives an overview what was tried, achieved and learned in project work. After finishing this overarching ‘legacy document’ I needed to take a more specific look at our achievements in joint project activities with the construction sector training centre Bau-ABC Rostrup. It appeared that our ‘Impact Cases’ on the web were short of the summaries on “Main Impact”. Now that I have completed these texts I found that they should also be presented as a more detailed account of the project work in, with and for a central application partner organisation.

Use of Learning Toolbox (LTB) by Bau-ABC Trainers and Apprentices

The Learning Toolbox grew out of the co-design process of an earlier prototype called Sharing Turbine.  The initial design idea was based on the digitisation of training and learning resources for apprentice projects during their initial training. This design idea evolved during the co-design process into an integrated toolset to provide access to tools and web resources and supports real-time knowledge sharing via mobile devices.

The Learning Toolbox was then developed as an integrative toolset (mobile app container and toolkit) to support learning in the context of work. It was piloted firstly in the North German training centre Bau-ABC Rostrup to support apprentice training in the construction sector. The piloting was based on stacks created by Bau-ABC trainers for short training projects in their trades (carpentry, bricklaying, well-building, metalworking, pipeline-building). The main impacts of the pilots were the following:

• The trainers could shape their training project in a more flexible way. Some trainers developed joint projects for neighbouring trades (to highlight working interfaces). Some developed stacks with common patterns for parallel trades.
• The trainers could make more prominent use of trade-specific online resources (e.g. their own trade-specific blogs).
• The trainers could set their own accents for promoting self-organised learning among the apprentices. Some trainers emphasised problem-solving with a wide range of web resources to be searched. Others emphasised interest- and achievement-based expansion of resources that were made available in the course of learning process.

A more detailed picture of the pedagogic accents in the apprentice training is given in the Scenario document“Learning Toolbox (LTB) as Support for Action-Oriented Learning in the Apprentice Training of Bau-ABC – Instances of Change”.

Multimedia Training for and with Bau-ABC trainers

In the Learning Layers Construction pilot the project organised two Multimedia Training schemes for the training staff of the North German training centre Bau-ABC Rostrup. The first scheme was a generic Multimedia Training to support the trainers’ capability to create their trade-specific digital training and learning environments. The second scheme (the Theme Room Training) was initiated by the trainers to support wider use of digital media and web resources (and of Learning Toolbox) in Bau-ABC. The main impacts of the training schemes were the following:

• As a main result of the first Multimedia training scheme the participating core group of Bau-ABC trainers created their trade-specific blogs (Zimmererblog, Maurerblog, Tiefbaublog, Brunnenbauerblog) that they used as repositories for digital training materials.
• In the preparation of the Theme Room training the members of the core group developed themselves as peer tutors and multimedia trainers for construction sector professionals.
• In the Theme Room training all Bau-ABC trainers developed their capability to use social media, digital learning contents and digital learning tools.
• In the transition to piloting with the Learning Toolbox the members of the core group made focused use of digital learning tools (e.g. GoConqr) in their trade-specific stacks.

A more detailed insight into the Multimedia Training schemes is provided by the Methodology document “Training Interventions as Capacity-Building for Digital Transformation in Vocational Education and Training”.

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I think that these short summaries (with pictures) give an overview what we achieved together in our project activities in the construction sector training centre Bau-ABC Rostrup. Based on this legacy we can work with further initiatives.

More blogs to come …