TACCLE4 CPD website presents the end products of the project

February 5th, 2021 by Pekka Kamarainen

During the last few years most of my blog posts have dealt with my contributions to the EU-funded project TACCLE4 CPD. As I have told it several times, the project has developed models and resources to support continuing professional development (CPD) of teachers and trainers with focus on promoting their digital competences. In this respect the project has built upon earlier TACCLE projects that worked directly with active teachers and organised courses for them. The fourth project sought to equip education and training managers and teacher trainers with tools to develop CPD measures and trainingmodels. Moreover, the project extended the scope beyond school-based education to include also the field of vocational education and training (VET).

As I have explained it time and again, our institute ITB (Institut Technik & Bildung) from the University of Bremen was invited as a new partner to the project to cover the field of VET. For this purpose we were well positioned since we had been working with vocational teachers and trainers – in particular in the EU-funded Learning Layers (LL) project. However, during the work it appeared that there was a need to provide separate outputs that focused on the field of VET – in particular when considering the dual system of apprenticeship. From this perspective my blog posts have given insights to this VET-specific work and how it has been received by teachers and trainers in Germany. As I have gone to retirement during the project, I was not so well informed by the progress of the work for other educational sectors. Now I am happy to give an overview on the results of the entire project as the have been published on our website http://taccle4cpd.eu/.

The Webinars – insights into the project

The opening of the website is provided by the webinar section. Our project coordinator Angela has recorded two webinars. The first one gives a quick overview on the project idea and on the achievements.

The Intellectual Outputs – Mindmaps, web resources and supporting reports

The second webinar gives a more detailed overview on the final results and how they have been presented on the website. In this way it becomes transparent that some of the IOs are presented as mindmaps, others as interactive handbooks or collections of web resources, whilst others have been presented as written reports.

The CPD- and VET-related blogs

In addition to the sections that present the results and resources that have been produced the website gives access to blog posts that have documented the work during the project.

So, now we have all the results nicely presented on the project website. Congratulations Angela and the partners!

More blogs to come (but from different perspective) …

25 years with European projects – 15 years with ITB – 8 years with regular blogging

November 28th, 2020 by Pekka Kamarainen

In my recent posts I have several times mentioned that I am going through a transition from active project work to retirement. In my latest post I was pleased to note that the management of the University of Bremen thanked me for my years of service and sent me nice souvenirs from Bremen. During the last few days it has crossed my mind that several anniversaries of my career come together in this season. So, perhaps it is appropriate to say some words about the beginning of my engagement with European projects (25 years ago).  Then, I can reflect on the beginning of my work as a researcher of  Institut Technik & Bildung (ITB) – and as an active project promoter (15 years ago). Finally, it is worthwhile to look back at my start as a regular blogger on my work in European projects (8 years ago). To be sure, I do not try to give a complete overview of my work with projects during all these years. Instead, I want to give insights into critical turning points and changes in the European cooperation climate in the field of vocational education and training (VET).

25 years work with European projects in the field of VET

Indeed, I had started working at Cedefop (European Centre for the Development of Vocational Training) already in the year 1994. My work started on transitional basis and at that time all Cedefop activities were overshadowed by the fact that the centre was to be relocated from Berlin to Thessaloniki. However, already during my time in Berlin I had made contacts with different European institutes that were preparing projects for the new European cooperation programs – in particular for the Leonardo da Vinci program for the field of VET. Moreover, I had participated in the inaugural events that were organised in Berlin by the European Commission and the national Leonardo centre in Germany (at that time placed in Berlin). At that time the role of Cedefop vis-à-vis the program and the projects was not clear. I then saw an opportunity to start a Cedefop project that was based on knowledge sharing and exchanges between parallel projects as ‘networking the networks’. By the end of the year 1995 (when Cedefop had moved to Thessaloniki and I had got a proper EU contract) I was ready to start working with a number of EU-funded projects with similar themes and interests of knowledge.

What struck me from the very beginning, was the creative and innovative spirit of many of these projects. It can at best be characterised with slogans like ‘Learning from Europe and learning for Europe’ or ‘Working together and learning from each other’. Some of the project partners had already earlier experience from European projects in which they had only produced national reports or case studies – and that was it. Now, the projects tried to develop common understanding of the theme and to set their own understanding of VET into a European group picture. In this context the partners did not understand themselves as advocates for their national systems or policies. Instead, many projects developed frameworks that helped the participants to reflect critically on the relative strengths and weaknesses of their respective VET systems and institutions. Moreover, many projects had interesting discussions, what different countries and VET models can learn from each other. As far as I am concerned, I accompanied several projects by participating in their events and organised European seminars and symposia in which project partners shared knowledge and commented each others’ work.

At that time these European research & development projects in education and training were paving the way for emerging European policies. In the beginning the first priority for these European projects was to support EU member states to develop their education and training systems with comparative and collaborative project results. Thus, the projects were working in a creative space and the policy-makers were not steering strongly the work in these programs. However, the creative period and climate of openness did not last long and the momentum faded away. As I see it, there were several reasons for this:

  • Although the projects provided valuable analyses and opened interesting innovative perspectives, they were not in the position to push forward strong change agendas. The messages on learning from each other did not lead to effective policy processes.
  • Many projects had reached an interesting interim synthesis with a limited number of partner countries. When follow-up projects were launched with a wider range of participating countries, the European group picture got blurred.
  • The researchers who had participated in several projects had reached a point of relative saturation of learning from each other and were confronted that this wider knowledge does not help them in promoting innovations in their own countries.
  • At the European level policy-makers shifted the emphasis from innovations in national VET systems to transparency of learning outcomes. Thus, instead of looking for systemic and cultural innovations, the policy processes started working with quasi-neutral ‘European’ reference levels, descriptors and credit transfer models.

During those years (1994/95 – 2002) blogging was not available as an option to reflect on the activities. At that time I could at best write down my experiences and thoughts into my mission reports (Dienstreiseberichte). After my time in Cedefop I compiled them into several thematic logbooks that gave a picture on my accompanying activities (with projects) on my involvement in conferences and on my contributions to the VETNET network (in the context of ECER-conferences).

15 years work with European projects of ITB

Alongside the above-described change in the European cooperation climate my time at Cedefop had come to an end. I had returned to Finland and tried to get grounded in my home country. However, it pointed out to be harder than I thought. Therefore, I was pleased to start working at ITB. I had learned to know the institute already before my time in Cedefop and  I had had very close cooperation with ITB colleagues promoting the ‘networking the networks’ among European projects.

In the beginning my role was somewhat ambiguous. To be sure, I had a clear task to support ITB in the European follow-up of the international Hangzhou conference to promote a common approach to VET teacher education (based on genuine VET research tradition). However, in addition to this, it was not clear, what else was on the cards. However, very soon a colleague had a traffic accident and got a hospital infection on top of it. So, I was asked to jump in as a replacement to coordinate the EU-funded project on workplace learning partnerships. This turned out to be a hard ride, because the partners were working in very different circumstances and it was difficult to bring the activities and achievements towards common conclusions.

This difficult start was followed by a number of projects on ‘training of trainers’ or promoting professional development of ‘teachers and trainers in VET’. Many of these projects were overshadowed by policy-makers’ expectations to create common European standards or guidelines (compatible with the Bachelor/Master structure of the Bologna process or in terms of common European reference levels). Some of these projects could promote learning from each other, but the diversity of the country-specific approaches could hardly be linked to a common innovation agenda. Yet, as a side-effect, some of these projects brought the work with common platforms, project-based blogs and social media into picture.

Indeed, during this period I made several attempts to use blogging as means to support European projects. Firstly I tried to work with project-specific blogs as means to provide progress reports and to share ideas. Also, at a certain point there was an effort to develop a conference blog for the VETNET network – to share experiences of different sessions. Some of the project blogs – in particular those that involved video interviews – played a role in bringing the partners together to a common discussion. Yet, they were hardly in a position to reach a wider audience. For me personally some project blogs were of vital importance in shaping the ITB contribution as series of blog articles (e.g. the Politics project) or as series of video interviews with ITB colleagues and affiliated VET teachers (e.g. the Co-op PBL in VET project). Sadly, most of these project blogs have gone lost since the respective websites are no longer available.

8 years with regular blogging on my work and experiences with my latest projects

Already during the above-mentioned phase of work I had tried to start my own blog as means to share ideas and experiences. However, these efforts were rather short-lived. My first start was an attempt to revitalize the ‘networking the networks’ approach with a self-made framework of common ideas to be promoted in European projects. Obviously, such an idea – without an institutional backing and without any resources – was a castle in the air.  Then, at the next phase I already grasped the leading theme ‘working and learning’ but the projects of that time did not give much ingredients for regular blogging.

Strangely enough, the greatest opportunity for ‘working and learning’ in the context of European cooperation was provided by a project that was not designed by ITB and wasn’t focusing primarily on the field of VET. Indeed, the Learning Layers project was developed by an interdisciplinary consortium of educational technologists, ICT system architects, software developers and applied information technologists. They were interested in promoting organisational and workplace-based learning in healthcare organisations and were developing a proposal for the 7th Framework Programme of Research, Technology and development of the European Union. Luckily, the consortium came to a conclusion that they needed another sector in another country. That brought into picture the construction sector in Germany and ITB as a partner to coordinate and support the construction pilot.

In the light of the above the ITB team had to work itself in into the project and to develop a common approach with the application partners in the construction sector. Based on the experience of ITB in an earlier Work & Technology programme it was possible to launch the initial ‘co-design workshops’ that mapped some needs and possible ways forward. The common design conferences of the consortium gave a rough orientation towards a design idea – digitization of training and learning materials in the construction sector. Yet, with trials, efforts and reorientation this idea was reworked into the concept of the Learning Toolbox – a digital toolset to support workplace learning. Yet, the path from the design idea to a workable toolset and to digital competences to use it was a rocky road. Thus, we needed to take several actions in training the trainers and in finding ways to use the functionality that was emerging. All this complexity and the search and research processes provided a basis for active blogging.

In a similar way I faced a challenge in the follow-up phase when I got the task to represent ITB in the TACCLE4 CPD project. As I have explained it in my blogs of the recent years, I had to work myself and the field of VET in into a project that had focused on general education and promoting digital competences of classroom teachers. Here, I had to analyse the tradition of earlier TACCLE projects and the legacy of the Learning Layers project as a different starting points for promoting digital competences of teachers and trainers. This tension provided a basis for a further period of active blogging.

At the end of both the Learning Layers project I have compiled annual logbooks of the blog posts that I have written during the years that project worked (2012/13 – 2016/17). I also compied a thematic logbook on the development of the Learning Toolbox during the project and in the immediate follow-up phase. Finally, at the end of my work for the TACCLE4 CPD project I have compiled a logbook of my blog posts for this project. All these logbooks – as well as the earlier logbooks of mission reports are all available on my page on ResearchGate.

I guess this is enough of the different periods in my work with European projects. As I see it, I am now stepping out of the project activities – but I can still keep on reflecting, what have been the lessons learned. And I have also learned to write blogs on other topics of European interest. So, I will not drop the pencil now that I have gone to retirement.

More blogs to come (but from different perspective) …

Working and Learning with the TACCLE4 CPD project – Logbook of blog posts available on ResearchGate

November 19th, 2020 by Pekka Kamarainen

During the years 2017 – 2020 I have written regularly blog posts on my work for the EU-funded TACCLE4 CPD project. These have been published  on my blog “Working and Learning” and on the TACCLE4 CPD website. As has been indicated in the blog posts, this project is the fourth in the series of transnational TACCLE projects to promote digital competences of teachers and trainers in Europe. Now, on having completed my work for the project, I have collected the blogs into a single document “Working and Learning with the TACCLE4-CPD project – Logbook of blog posts on the TACCLE4-CPD project 2017-2020”.  Below I share some introductory remarks on the logbook.

The background of the TACCLE4 CPD project

The acronym TACCLE referred to the title of the first project “Teachers’ aids on creating content for learning environments” and to its main product – teachers’ handbook for developing e-learning. In the subsequent projects the emphasis was shifted to specific subject domains (TACCLE2) and to supporting the teaching of programming in general education (TACCLE3). The aim of the current project (TACCLE4 CPD) is to support the development of continuing professional development of teachers and trainers in order to enhance their digital competences. Whilst the previous projects were providing direct support for classroom teachers, the current project seeks to develop training models and provide support for those who plan CPD measures.

The challenge for the project work in the field of vocational education and training (VET)

This logbook contains primarily contributions to the work for the TACCLE4 CPD project in the field of vocational education and training (VET). However, many posts try to relate this work to the school-centred approach of the previous TACCLE projects. In particular this becomes visible in the blogs that reflect the importance of the Learning Layers project as a predecessor of the TACCLE4-CPD project.

In this respect this logbook serves as a documentation of a project-specific learning history in which achievements of prior TACCLE projects and of the Learning Layers project are brought together in order to support CPD initiatives in the field of VET. Since this is a logbook of blogs that had been written for an ongoing project, it is not appropriate to present final conclusions. Instead, the logbook provides snapshots on the development of the work at different phases of the work. Therefore, the original blog posts have been copied below as such, without further commentaries.

The logbook “Working and Learning with the TACCLE4 CPD project” is available in the project space “TACCLE CPD and VET” on ResearchGate.

With this update I bring my blogging on the TACCLE4 CPD project to an end and finalise the logbook of the blogs.

More blogs to come (but from different perspective) …

 

The reports of ITB for the TACCLE4 CPD projects are published on the website and on ResearchGate

November 18th, 2020 by Pekka Kamarainen

In my latest blog posts I have announced that I have completed the work on behalf of Institut Technik & Bildung (ITB) for the TACCLE4 CPD project. I have described the finalisation of the latest reports and given a group picture. In this way the journey from preparatory analyses to addressing key points in promoting digital competences of vocational teachers and trainers has become more transparent. Moreover, the revisited framework Theme Room training 2020 and theTACCLE4 CPD Showcase have been set to a context. And the glimpses to the newer work with the theme ‘Artificial Intelligence and VET’ and the progress with using the digital toolset Learning Toolset (as support for online conferences) have been added to the picture.

Now it is time to announce that all these reports have been made available on the TACCLE4 CPD website in the section

Developing Technology Enhanced Learning in VET.

In addition to this, the reports are also available on ResearchGate in the project space

TACCLE CPD and VET.

And, as has been mentioned above, they are also accessible via the above-mentioned LTB-powered resource environment

TACCLE4 CPD Showcase.

The project work with focus on the field of vocational education and training (VET) has been completed and the results have been delivered. Now it is time for follow-up activities and for reflecting on lessons learned.

More blogs to come (but from different perspective) ….

The work of ITB for the TACCLE4 CPD project successfully completed

November 5th, 2020 by Pekka Kamarainen

In my latest blog post I reported of my last contributions to the ongoing EU-funded project TACCLE4 CPD. In the same context I announced the end of my career as an active researcher and my transition to retirement. However,  I then realised that I had been asked to write a short overview on the finalisation of my project work for the web page of our institute – Insitut Technik & Bildung (ITB), University of Bremen. I then thought that the best way to complete this task is to write firstly a blog post. In this way I have the chance to revisit firstly the initial idea, then the way that project work was shaped and finally results of the project. Here, it is worthwhile to note that I am not writing on behalf of the whole project but on the specific contributions that focus on the field of vocational education and training (VET).

The project idea and finding the way to work with it in the field of VET

TACCLE4 CPD project was launched as a successor of three earlier TACCLE projects that focused on promoting the digital competences of classroom teachers. The acronym TACCLE stands for “Teachers’ Aids on Creating Content for Learning Environments. The three first projects developed handbooks and online materials to support teachers who were creating contents for e-learning. The aim of the fourth project was to develop strategies and models for continuing professional development (CPD) to promote digital competences of  teachers and trainers in different educational sectors.

Whilst the other partners were focusing on general education and adult education, ITB was invited to work with the field of VET. Here the main reference was the involvement of ITB in the co-design of digital tools, multimedia training for vocational trainers and pilot testing of digital tools in the EU-funded Learning Layers project. From this point of view the background of ITB experience and collaboration with practitioners differed from the approach of other partners who focused integrating the use of digital tools to school-based learning.

The above-mentioned contrast became apparent when the founder of the project, Jenny Hughes from Pontydysgu became seriously ill and then passed away during the first year. As Angela Gerrard from Pontydysgu took over the coordination, the project team had to redefine their roles in the project and find their own ways to work in their respective fields. From this point on the work of ITB became a specific sub-project that focused on the field of VET  and built upon the work in the Learning Layers project.

The main contributions of ITB to the project

Consequently, the contributions of ITB have been special reports that link the issue of promoting digital competences to contexts of vocational and work process-oriented learning. From this perspective the reports have addressed the following themes, challenges and working perspectives:

  • The report on Policy analyses made transparent specific governance models in the field of VET (federal structures, stakeholder involvement) and the role of national local and sectoral innovation partnerships;
  • The examination of Prior and parallel innovation projects gave insights into different innovative approaches in school-based education and in vocational learning contexts;
  • The report on Open Educational Resources (OER) in the field of VET gave insights into specific cases in which OER had been used in vocational learning arrangements;
  • The research report on Strategies and Training concepts for promoting  digital competences builds upon the previos reports. It makes distinctions between school-based and work process-oriented approaches, dicusses overarching frameworks and outlines different innovation paths.
  • The framework “Theme Room Training 2020” builds upon the research report. It revisits the experiences of training with theme rooms in the Learning Layers project. It then outlines a new set of thematic blocks in the light of the research report (e.g. the innovation paths) and other contributions (e.g. the planning tool “TACCLE Routemap”).
  • The report on Civic learning and new uses of digital toolsets complements the picture with newer developments. Firstly it informs of training initiatives that focus on artificial intelligence (AI). Secondly, it informs of new ways of using the Learning Toolbox (LTB) as support for self-organised learning and for online conferences during the coroca-crisis.

The final activities and results – Multiplier Event and the TACCLE4 CPD Showcase

In the final phase ITB organised a Multiplier event in the training centre Bau-ABC Rostrup – a former partner of the Learning Layers project. The event was based on a short resume of the work of the TACCLE4 CPD project and on the experiences of Bau-ABC trainers on the use of the Learning Toolbox (LTB) as support for training. Also, the experiences with training in theme rooms and the prospect of relaunching a new round of such training was discussed. The work with and in the multiplier event has been documented in and activity report.

In this context ITB presented the TACCLE4 CPD Showcase – a digital resource environment that presents the work of the project as a collection of several LTB-stacks. In this way the showcase provides a comprehensive overview and an easy access to the digital resources that have been produced and used in the project. The showcase has also been introduced in a special report for the project.

I think this is enough of reporting of the work that has been completed in the TACCLE4 CPD project. From now on I need to move on to a phase of reflecting on lessons learned – in this project and throughout my career as researcher. That is a different exercise.

More blogs to come (but from a different perspective) …

 

 

 

Multiplier Event of TACCLE4 CPD project – Part Two: Presenting the LTB-Showcase of the TACCLE4 CPD project

October 18th, 2020 by Pekka Kamarainen

In my previous post I gave a report on the Multiplier Event of our current EU-funded project TACCLE4 CPD. The event took place on Friday the 16th of October in the German training centre Bau-ABC Rostrup in North-Germany. As regular readers of this blog know, Bau-ABC was an important application partner in our earlier EU-funded project Learning Layers (2012 – 2017). Their collaboration was crucial for the development of the main product of the project – the digital toolset Learning Toolbox (LTB). As I have also reported, how the LTB has been used across the training centre in all apprentice training programs.

During the current project I have made several working visits to Bau-ABC. On several occasions I have discussed with  Bau-ABC trainers on challenges and perspectives for promoting digital competences in the context of vocational learning. These interviews gave me plenty of food for thought when I prepared my reports for the project. In the previous post I gave an account on my input and reported briefly on the discussions that we had during the session. I also mentioned that I had prepared a showcase that was powered by the LTB. In this post I try to give insights into the showcase and its contents.

The idea of preparing an LTB-showcase for TACCLE4 CPD project

I have already presented the LTB Showcase of the LTB-developers in an earlier blog post. In that showcase they had given on overview of several conferences and online events in which LTB had been used to produce ePosters for the respective events. Given the success of these ePosters, the LTB-developers had created the format of showcase to select the ePosters of one event under a common banner. With regular users they had created cumulative showcases that contain ePosters of several years. With this newest showcase the LTB-developers had provided an overview on different user-events. And by tagging the individual ePosters with the name of the user-event they made it possible for the viewers to access the specific showcase of that event. In this way I became aware that there had already been a case in which an Erasmus+ project had organised a virtual multiplier event by creating an LTB-showcase for the project and then making it accessible for virtual participants.

This gave me inspiration of preparing a similar showcase to support the forthcoming Multiplier Event that was under preparation. I understand that I have used specific terminology that doesn’t necessarily communicate clearly, what kind of product I was making. Perhaps one can characterise an ePoster (which is technically an LTB-stack) as a digital bookshelf that contains a collection of digital documents and other digital resources. The showcase that contains several ePosters (or LTB-stacks) can then be characterised as a small digital library. And the major showcases of the conferences can then be characterised as major ‘thematic libraries’, whilst the overarching LTB Showacase is a central library that refers to the ‘thematic libraries’.

Overview on the contents of the TACCLE4 CPD Showcase

Below I will first present screenshots of the contents of the showcase and of the banner that links them to each other:

I guess that the screenshots above give an impression of the kind of digital contents that have been packed to the showcase. Some of these contents have been prepared as ePosters for conferences. Some have been prepared as LTB-stacks that present project reports for the TACCLE4 CPD and Learning Layers projects.

I guess this is enough for a moment. Later on I will prepare a separate report that gives more detailed insights into the contents and explains how they can be accessed.

More blogs to come …

Multiplier Event of TACCLE4 CPD project – Part One: Report on the event in Bau-ABC Rostrup

October 18th, 2020 by Pekka Kamarainen

Last Friday, the 16th of October, I was pleased to visit the German training centre Bau-ABC Rostrup once again. As regular readers of this blog already know, I have been working together with this training centre for several years. Our cooperation started when our institute (Institut Technik & Bildung, ITB) and Bau-ABC became partners of the EU-funded Learning Layers (LL) project in the year 2012. During the LL project we worked intensively together in the co-design process that led to the development of the Learning Toolbox (LTB) and in training activities to promote the digital competences of the trainers in Bau-ABC. After the end of the project (2017) I maintained contact with Bau-ABC and was pleased to continue working with them when I became the ITB partner in the EU-funded TACCLE4 CPD project (2018 -2020). This newer project gave me an opportunity to reflect on the achievements of the earlier one and to develop models and strategies for continuing professional development (CPD) of vocational teachers and trainers. Now, at the final phase of the project I was pleased to visit Bau-ABC and to organise the German Multiplier Event of the current project together with trainers of Bau-ABC. Below I will give a brief account on the event as such and in my next post I will discuss the contribution that I prepared for the event – a new LTB-showcase of LTB-powered stacks that I prepared for the TACCLE4 CPD project.

The preparation of the Multiplier Event – the long and winding roads

Originally I had prepared the initial plan for such an event together with my ITB colleagues. We had the idea of a bridging event that links the results of the TACCLE4 CPD project to their ongoing work with Open Educational Resources (OER) and with new developments with artificial intelligence (AI) in the field of vocational education and training (VET). We had drafted an invitation list that would bring together vocational teachers and trainers from different organisations – vocational schools and training centres – in the nearby region. The event was supposed to take place in June – between two travel periods when I was working outside Germany. BUT the corona-crisis made it impossible to implement these plans. Instead of returning to Bremen at that time I had to stay a longer period in my home country Finland. And due to the lockdown and the subsequent restrictions it was not possible to organise any presence event at the university campus before the summer holidays. Neither could we expect that vocational teachers and trainers could have had time to participate in such events when the schools and training centres were able to start anew at the end of May.

During the summer months it became apparent that there will be no chance to organise any kind of face-to-face event with external participants at the university campus. On the contrary, the access of university researchers and supporting staff was strictly restricted  and meetings were transformed into online events. From this perspective it seemed impossible to go further with plans that would include inputs from different projects and bring together participants from different organisations. For some time it seemed that the only way to implement the Multiplier Event would be to produce a pre-recorded webinar and then invite online participants to access the online material. However, due to the travel restrictions I was stuck in Finland and even if I could have returned earlier, it would have been difficult to put together a good quality online resource to attract participants at the beginning of a new school year or the training period of apprentices.

When returning to Bremen in the beginning of October I didn’t have high hopes of getting a decent multiplier event organised (whether as a face-to-face event or as a virtual even). However, things changed when I contacted Melanie Campbell, coordinator of Continuing Vocational Training at Bau-ABC and the key person for promoting the use of LTB  during the LL project and afterwards. We came to a conclusion that it would be possible to have a face-to-face event on Friday, the 16th of October in the afternoon (when the apprentices had already left for the weekend but the trainers were still there). We agreed on the input that I would make on the TACCLE4-CPD project (and the earlier LL project) and on her input concerning the current use of LTB in Bau-ABC.

The inputs for the Multiplier Event

So, we had the short time frame of two hours on Friday afternoon at our disposal – just as had been the case with the Theme Room training sessions in November 2015. This time there were additional challenges due to the corona restrictions and due to the fact that some of trainers were tied up with examination duties. But, with the thirteen trainers representing different trades and different training activities we had a qualified audience.

In my input I tried to give a picture, how three aspects of fieldwork in Bau-ABC became vital threads of the work of the Learning Layers project and its Construction pilot:

  • Joint analyses of work processes ans work-realated learning in different trades of construction sector;
  • Co-design of the digital toolset Learning Toolbox and different design events with trainers, apprentices and construction sector professionals who all gave their views, how a digital toolset could support them;
  • Multimedia training and ThemeRoom training that paved the way for the introduction of the LTB as a toolset that is being used regularly in the apprentice training and vocational learning activities provided by Bau-ABC.

In a similar way I emphasised the special approach to the field of vocational education and training (VET) to promoting digital competences and to shaping continuing professional development of teachers and trainers:

  • We are not discussing merely about integrating the use of digital tools to teaching school subjects. Instead, the challenge is, how to link the use of tools to vocational learning and occupational work.
  • We are not discussing merely about use of new educational technology to support school-based learning. As a contrast, the challenge is, how to link the use of appropriate digital toolsets that contribute to changes in working life and work-related learning.
  • We are not merely talking about promotion of digital competences of individual teachers (responsible of their subject matter). As a contrast, the holistic approach to vocational learning requires that teachers and trainers have a common approach to using digital tools.

In the light of the above I made the point of different innovation paths for introducing the use of digital tools. In this context I referred to different ITB projects that I had described in my reports:

  • The Kompetenzwerkstatt projects have been (re)designing the curricula (as a whole) for different vocational learning contexts. Here, the use of digital tools has been built in into specific curriculum processes.
  • The Learning Toolbox has been introduced as a new integrative toolset to be used in exemplary learning projects and to be spread in further projects via internal knowledge transfer and peer tutoring.
  • The Brofessio project had to deal with process industry cases in which the processes were sealed and could not be made transparent for learning in the context of work. As a contrast, it was necessary to introduce micro-learning units for off-the-job training to support work-related learning.
  • The use cases of introducing Opene Educational Resources (OER) were taken from specific vocational of pre-vocational learning contexts. Altogether they opened a perspective from relatively simple exercises to more complex uses of high-tech resources and to collaborative learning that involves learners from different trades.

Finally, I discussed the Theme Room experience of the year 2015 and the rethinking of the Theme Room approach for present date use. Firstly, I emphasised that the concept of training with Theme Rooms was a well-thought format but we couldn’t benefit of all the richness since we couldn’t integrate the use of LTB to the training. Secondly, I emphasised the need of making a situation assessment on the challenges in the occupational fields, on the capability of trainers and learners regarding the use of digital tools and on the path to follow in the training. In this respect I underlined that the Theme Room Training 2020 framework (that I had drafted for the project) invites the users the design their own theme rooms with their own themes instead of following a ready-made guideline.

 

The discussion takes off – coming together

When opening the discussion Melanie Campbell pointed to the importance of the Theme Room training in 2015 as atraining campaign for all trainers of Bau-ABC. The aim was to bring the digital competences of trainers to an equal level – as much as this could be achieved. Since then the use of LTB in different trades has taken the main attention and the practical issues have come up as the main concerns.

In the discussion many trainers brought into picture different problems that delimit the use of LTB at the training sites. Partly these are of infrastructural nature, partly there are difficulties in using the functions of LTB with given software solutions. Thus, the trainers have noticed that LTB is frequently used over the weekend. Melanie Campbell took note of these issues and suggested that similar Friday afternoon sessions should be used for troubleshooting and for sharing knowledge, how to overcome the difficulties.

Some of the trainers made the point that the Theme Rooms should be brought back to picture. Others commented that more emphasis should be given on overcoming the problems and getting more users at same level. Once this has been achieved, then it would be possible to take further steps in deepening the understanding on digital tools.

Altogether, the discussion reflected the situation in a training centre that had the experience of being early users of digital tools. In this respect it seemed that a period of “Theme Forums” would be needed to deal with the current problems befor heading to new cycle of Theme Rooms. Yet, when looking back at the earlier phases of the Learning Layers project in 2014 and 2015, the ones of us who had shared experiences of that time could agree that we come a long way further. Indeed, much of what we discussed as something desirable, had become lived practice of present date.

I guess that this is enough of the event and of our discussions. In my next post I will give insights into the LTB-showcase of the TACCLE4 CPD project that I presented in the event.

More blogs to come …

 

A German MP visits the training centre Bau-ABC Rostrup – Great praise for their digital competences

October 6th, 2020 by Pekka Kamarainen

Last week I got informed that Mr Stephan Albani, a German MP (Bundestagsabgeordnete) visited the training centre Bau-ABC Rostrup during his field visit in the region. Here it is worthwhile to note that Mr Albani is a representative of that very region but also a member of the special commission of the German Parliament for Vocational Education and Training (VET) in the digital world of work (Enquete-Kommission Berufliche Bildung in der digitalen Arbeitswelt). Given this background, it was interesting to hear, what he thought of the use of digital tools to support apprentice training and further vocational learning in Bau-ABC. After all, a team of us from Institut Technik & Bildung (ITB), University of Bremen had worked together with Bau-ABC in the EU-funded project Learning Layers (2012-2016) to co-design and pilot test digital tools to support work process -oriented learning. The main result was the digital toolset Learning Toolbox (LTB) that has then been implemented in Bau-ABC in their apprentice training.

Impressions from the visit of Mr Albani

As I read it from the Facebook-update of Mr Albani and from the attached pictures, he has informed himself very thoroughly on the training of apprentices in different trades and on the use of digital toolsets (notably the LTB). He gives great praise for tthe digital competences of trainers and apprentices and declares Bau-ABC as a parade example, how to implement digitization in the field of VET.

Insights into the demonstration of Learning Toolbox during the visit of Mr Albani

Thanks to the photos that Mr Albani has shared in his update we can take a closer look, how the use of digital toolsets (and notably of LTB) has been presented to him. As we see it from the photos, he got a hands-on training and his tutor was an apprentice who had become an advanced user. So, wee see them working with a mobile device and with the LTB-terminal that makes everything transparent for the apprentices in the workshop and to the supervising trainers (Lehrwerkmeister) in their office. And this guided tour is managed by the apprentice.

Perspectives for new innovations regarding digitization in the field of VET

In addition to the above-quoted Facebook-update of Mr Albani I have heard that Bau-ABC Rostrup is involved in a major innovation project that runs until the year 2023. From this perspective it has been important that a prominent politician has informed himself of the state of the art and given positive feedback on the quality of training and learning. I will try to get more information on the new project.

More blogs to come …

New report for TACCLE 4 CPD on Artificial Intelligence and progress with Learning Toolbox

September 29th, 2020 by Pekka Kamarainen

At the end of last year I wrote a series of blog posts with which I presented a set of reports that I had delivered for the EU-funded project TACCLE4 CPD. As regular readers of this blog know, the aim of the project is to design models for continuing professional development (CPD) that focus on promoting digital competences of teachers and trainers. The earlier TACCLE projects had focused mainly on school-based and subject-based learning in general education. However, in the concept of the current project the aim was also to address also the  field of vocational education and training (VET). From this perspective our institute, Institut Technik & Bildung (ITB) was invited as the partner responsible for VET.

During the work I found it necessary to prepare special VET-related reports to clarify the boundary conditions, specific needs and emerging potentials for shaping VET-related approaches to promoting digital competences. From this perspective I presented in November and December 2019 the following set of  VET-related reports:

  • Report 1: Policy analyses (with focus on different contexts, approaches and strategies to promote digital competences in the field of VET
  • Report 2: Legacy of predecessor projects (with a differentiated interpretation of the approaches of prior TACCLE projects and the Learning Layers project)
  • Report 3: Use of Open Educational Resources in VET (with specific insights into the opportunities to use OER in particular vocational learning contexts)
  • Report 4a: Research-based reflections on strategies and training models (with specific emphasis on different innovation paths and feedback from practitioners)
  • Report 4b: The “Theme Room Training 2020” framework (as an outline of a training concept for the field of VET, based on different thematic blocks)

At that time I felt that the series of VET-related reports had been completed.

Elements on the report – training on Artificial Intelligence and uses of Learning Toolbox

During the later phase of the TACCLE4 CPD project I had some exchanges with the newest TACCLE project on Artificial Intelligence and Vocational Education and Training (AI and VET). I visited their kick-off meeting and learned about their project plans. Then I became aware of the Finnish  initiative “Elements of Artificial Intelligence” that was promoted as important civic learning for the whole civil society. And later on I got access to the first report on the project AI and VET and became aware of the issues that they had explored in the initial phase of their work. This gave rise to a blog post on the challenges for civic learning (in general) and for VET providers (in particular).

In addition to this I have had intensive exchanges with the developers of the Learning Toolbox (LTB) who were our former partners from the Learning Layers (LL) project (see my previous blogs). In this way I got information, how training centres equipped their apprentices for independent learning during the corona crisis – with the help of LTB-stacks. Also, I learned how the LTB-developers made use of the quiet period by preparing new instructions and demonstration videos. Furthermore, I learned of the successful use of LTB as support for ePosters in online conferences and workshops. Finally, the publishing of the new Learning Toolbox Showcase made transparent the wide range of conferences and themes that had been covered by numerous ePosters. I have shared this information by publishing several blog posts.

The idea of a new report takes shape

When writing this blogs I was focusing on separate issues. And indeed – the themes ‘training on artificial intelligence’ and ‘reporting on successful use of Learning Toolbox’ seemed to be different cups of tea (or different pairs of shoes). However, once I got further with the blogs on using Learning Toolbox – during the training in exceptional times and in the transformation of conferences into online events – I found a new perspective. Both themes can be treated with the help of a similar (non-linear) story line: facing a challenge – search for an approach – finding a solution – piloting with innovation – facing new challenges with the innovation – transfer of innovation. In this context I wanted to draw attention to the ideas that came up with the training initiatives that link to each other civic learning and vocational learning when introducing artificial intelligence in working life. Furthermore, I wanted to underline the aspect of re-inventing the ordinary practice when adjusting vocational learning or conference cultures into new constraints – when contact learning and presence events are no longer available. As I see it, the work with Learning Toolbox has progressed in a fantastic way but remains work in progress.

The report “Promoting digital competences beyond the accustomed realm of ICT skills – New challenges for civic learning and continuing professional development” is already available on ResearchGate and will be published on the website of the TACCLE4 CPD project.

With these reflections this report completes the series of VET-related reports for the TACCLE4 CPD project. As I see it, this report links current expertise on promoting digital competences to future-oriented challenges and to continuing professional development in real working life. We have put a lot of effort in this project but there is a lot of work for future projects.

More blogs to come …

Impressive Learning Toolbox Showcase presents the success of ePosters

September 25th, 2020 by Pekka Kamarainen

In my latest blog I had reported of the achievements of our former partners from the Learning Layers (LL) project  with ePosters powered by the Learning Toolbox (LTB) in different online conferences. As regular readers of this blog know, the LTB was developed as a digital toolset to support workplace-based and vocational learning in the Construction pilot of the LL project. After the project the LTB-developers have developed a spin-off innovation with ePosters that use the functionality of the LTB. The further development and commercialisation is carried out by the start-up company Kubify BV and up-to-date information is delivered via their Twitter feed Kubify – LTB for ePosters. After I had written my latest post I discovered that the LTB-developers had released a new Learning Toolbox Showcase that presents a gallery of ‘all stars’ of ePosters in recent conferences. Below I will give some insights into this interesting resource environment.

ePosters conquer new grounds

So far I have been able to observe the progress with the LTB-powered ePosters from the conferences of the Association of Medical Educators in Europe (AMEE) in the years 2017 and 2018. I have also become aware that they have been able to mainstream the use of ePosters in several conferences – mainly in the healthcare sector. In my recent blog I referred to the new interest of several conference organisers who have had to transform the conferences into online event. Yet, my picture of the progress has been fragmentary and my awareness of the range of LTB-users has been narrow.

Now, when looking at the selected ePosters of the LTB Showcase I realise, how widely the innovation has spread – both in geographic and in domain-related terms. What is of particular interest, is the fact that some of the early users have incorporated the ePosters into their regular conference culture – no longer as an optional space but as a mainstream approach. Moreover, some of the new users have directly stepped into a broad-based introduction of ePosters. And last but not least – whilst the main activity around the ePosters will take place during the conference dates, the ePosters are visited in great numbers also after the conferences (as the statistics of the LTB-developers show it).

Concerning the spread of the  ePosters, this new showcase makes it transparent that they are really widely used in several conferences and online events. In fact, the sample that is presented is merely the top of an iceberg. Behind the chosen ones there is a critical mass of other ones. So, when clicking the names of the events (attached to the ePosters) you will get a link to the respective showcase with many more to explore. Below I try to give a brief group picture.

The ePosters made their breakthrough in conferences of the healthcare sector, in particular addressing educators of healthcare professionals. Already this field brings into picture quite a variety  thematic areas:

  • AMEE – the annual conference of medical educators in Europe
  • ADEE – the annual conference of dentist educators in Europe
  • Clinical Education Network Symposium
  • SESAM – the conference on simulations in healthcare education
  • Future Physiology – the conference of early career researchers of the Physiological Society

In addition to the above-listed regular conferences, ePosters have been used widely in special events focusing on other themes that are related to the healthcare issues, such as:

  • Mirots – the multiplier event of the project for internationalisation of occupational therapy
  • APS – the conference for plant health

Furthermore, ePosters have been used in other kinds of contexts, such as

  • Midlands4Cities Digital Research Festival – a regional R&D festival with a broad variety of topics
  • EC-TEL and DELFI Poster and Demo Track – a section in the online conference on technology-enhanced learning
  • IMEX Association Day – a discussion group in a conference of event organisers.

ePosters bring richness to knowledge sharing

When looking at the topics covered in the various showcases it is interesting to see different aspects of expertise and professional development being covered by different ePosters. Then, having them arranged as a conceptual neighbourhood in the common showcase, they give a group picture of current progress in the respective online community. And finally, the fact that the ePosters remain accessible in the showcase after the conference, they remain as sustainable knowledge resources that can be reused as support for domain-specific learning.

I think that this is enough of the new Learning Toolbox Showcase and of the thematic showcases that provide the background for this ‘all stars’ formation. Altogether I am impressed. And I am eager to learn more, how such ePosters and showcases can be used to support the promotion of digital competences of teachers and trainers.

More blogs to come …

  • Search Pontydysgu.org

    Social Media




    News Bites

    Cyborg patented?

    Forbes reports that Microsoft has obtained a patent for a “conversational chatbot of a specific person” created from images, recordings, participation in social networks, emails, letters, etc., coupled with the possible generation of a 2D or 3D model of the person.


    Racial bias in algorithms

    From the UK Open Data Institute’s Week in Data newsletter

    This week, Twitter apologised for racial bias within its image-cropping algorithm. The feature is designed to automatically crop images to highlight focal points – including faces. But, Twitter users discovered that, in practice, white faces were focused on, and black faces were cropped out. And, Twitter isn’t the only platform struggling with its algorithm – YouTube has also announced plans to bring back higher levels of human moderation for removing content, after its AI-centred approach resulted in over-censorship, with videos being removed at far higher rates than with human moderators.


    Gap between rich and poor university students widest for 12 years

    Via The Canary.

    The gap between poor students and their more affluent peers attending university has widened to its largest point for 12 years, according to data published by the Department for Education (DfE).

    Better-off pupils are significantly more likely to go to university than their more disadvantaged peers. And the gap between the two groups – 18.8 percentage points – is the widest it’s been since 2006/07.

    The latest statistics show that 26.3% of pupils eligible for FSMs went on to university in 2018/19, compared with 45.1% of those who did not receive free meals. Only 12.7% of white British males who were eligible for FSMs went to university by the age of 19. The progression rate has fallen slightly for the first time since 2011/12, according to the DfE analysis.


    Quality Training

    From Raconteur. A recent report by global learning consultancy Kineo examined the learning intentions of 8,000 employees across 13 different industries. It found a huge gap between the quality of training offered and the needs of employees. Of those surveyed, 85 per cent said they , with only 16 per cent of employees finding the learning programmes offered by their employers effective.


    Other Pontydysgu Spaces

    • Pontydysgu on the Web

      pbwiki
      Our Wikispace for teaching and learning
      Sounds of the Bazaar Radio LIVE
      Join our Sounds of the Bazaar Facebook goup. Just click on the logo above.

      We will be at Online Educa Berlin 2015. See the info above. The stream URL to play in your application is Stream URL or go to our new stream webpage here SoB Stream Page.

  • Twitter

    RT @Neil_Selwyn "AI & The Future of Education" - recording now online of last night's excellent panel discussion w/ @digiteracy @EricaSouthgate + @ValMMendes ... plus this artistic interpretation of how the conversation unfolded! Video link: youtube.com/watch?v=Epwj1B… pic.twitter.com/DdfJJDUTxj

    About 13 hours ago from Graham Attwell's Twitter via Twitter for Mac

  • Cc @pbhatia94 @bluehousef70 @emaslin94 et al. May be something to consider tomorrow (when our heads start to spin from all the difficult thoughts)

    About 13 hours ago from Cristina Costa's Twitter via Twitter Web App

  • Recent Posts

  • Archives

  • Meta

  • Categories