GoogleTranslate Service


Learning Layers – Socio-technical fantasy and learning in everday life situations (Part 2)

April 17th, 2013 by Pekka Kamarainen

In my introductory post I told how I was pushed to write a series of blog posts about the value of learning from everyday life situations in different work organisations (including our own ones). This was posed as a challenge for the research partners and technical partners of the Learning Layers (LL) project. After some hesitation I got the point and came to the motto “Socio-technical fantasy and learning in everyday life situations”. (I owe much to C. Wright Mills and to Oskar Negt.)

Here, I want to report of a strange story that we experienced when we here at ITB (Bremen) tried to complete some administrative duties for the LL project and for that purpose sent a letter quickly to CIMNE (Barcelona).  This is how the story went on:

1. Episode: We had to provide documents with  signatures of the authorised persons of the University of Bremen and to send them by post (not only as scanned copies) to CIMNE. We were among the first to obtain the signatures and were ready to send the letter long before the end of November. I was about to engage a courier service (DHL) but colleagues from our administration convinced my that DHL is only the other part of the German post and that a registered letter would be delivered just as quickly.

2. Episode: One week passes and another week has started and the letter has not arrived in CIMNE. Most of the other partners have sent their ones and we are in the rearguard. The web monitoring service of the German post only tells us that the letter has been delivered to a foreign partner. The website of the Spanish post could not inform of the adventure of the letter. So, since we got concerned, we sent an official inquiry to the German post (date 30.11.2012) to find out, what had happened to the letter. We received an automated answer that the German post will promptly examine, what has been the cause of the delay and inform us asap.

3. Episode: Immediately after sending the inquiry we received the good news that the letter had reached CIMNE and that the finalisation of main contract between European Commission and CIMNE could be completed immediately. So, the big problem was no longer there. Nevertheless, we wanted to keep the inquiry going on to find out what had happened (and to see how it will be explained to us).

4. Episode: Just before the Easter holidays we get an official letter from the German post (dated 18.3.2013)  informing that the letter has unfortunately not been delivered to the recipient (CIMNE). There is no explanation what might have happened. Instead, there is a helpful advice, what to do to get a compensation for eventual damage.

Concerning our theme, “learning from everyday life situations in work organisations” we can draw several lessons and locate them on different levels (or – if you insist –  layers):

a. Lessons learned by the individuals involved: We at ITB have drawn our own conclusions on the question, which means of delivery we can rely on in our international correspondence. We also noticed the limits of the web-based monitoring services.

b. Lessons learned at the level of ‘knowledge sharing’ in the organisation: At the moment this story is being shared as a joke that is being told to colleagues as a part of informal chatting. However, there is a far more important lesson that needs to be learned across the organisation. This time a threatening problem situation was avoided but one should be prepared.

c. Lessons learned at the level of ‘knowledge sharing’ in a wider international community: Looking at this story from a wider international perspective, it is again one of those stories of things that have gone (almost) wrong because of practicalities (like sending the letter securely). In some cases huge consortia have lost the chance to submit bids because letters of commitment have not reached the coordinators in due time. This raises a question, whether someone should create a knowledge sharing tool (“Erfahrungssammler”) to raise awareness of such problems and to give recommendations for appropriate practice.  …

I stop my story here before the fantasy carries us too far away from the realities of everyday life. Of course I have put a bit of exaggeration into  my last point. Indeed, it is easy to try to push others to examine their everyday life situations (with the hope that they find the episodes as stimulus for learning). It is a bit more difficult to get inspired of one’s own experiences with everyday life situations as described above. However, this is the motivational hurdle that the LL project and the partners try to overcome.

Acknowledgements. This work is supported by the European Commission under the FP7 project LAYERS (no. 318209), http://www.learning-layers.eu.

 

Please follow and like us:

Comments are closed.

  • 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.

    Please follow and like us:


    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.

    Please follow and like us:


    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.

    Please follow and like us:


    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.

    Please follow and like us:


    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.

      Please follow and like us:
  • Twitter

  • RT @Curriculum_Jrnl Newly published article in @Curriculum_Jrnl by @Michaela0liver What styles of reasoning are important in primary English? bera-journals.onlinelibrary.w…

    About 15 hours ago from Cristina Costa's Twitter via Twitter Web App

  • Recent Posts

  • Archives

  • Meta

  • Categories