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Scaling up the use of technology for learning through SME clusters

October 21st, 2013 by Graham Attwell

Much of the work we do in Pontydysgu is project based. And a lot of that work is funded by the European Union, inv0olving multi national consortia of partners working together over a period of two to four years. The two year projects are a bit tight for time, especially if this includes technology development. But the big problem is what happens after the project funding ends. In the best cases, the ideas and products get taken up, further developed and embedded in practice. For instance  work we undertook through the MOSEP project has led to the introduction of e-portfolios in German schools. And work piloted in the Mature IP project has led to the development of an open portal and database for labour market information to improve career choices and decision making in the UK.

But all too sadly, many projects just fade away at the end of the funding. Of course sometimes this is because the work turned out to be less impressive than we had initially hoped. But there are also two big problems more relater to the structuring and fincaci9ng of European projects. The major one is the scaling up of projects and innovations. If products and processes are to be used after a project ceases funding, whatever the outcome, substantial numbers of users are needed. This is true for software, for processes or for more traditional products such as handbooks. Of course it is difficult to scale up to substantial numbers of users with two years. But regardless of the length of a project it requires a strategy. And most projects do not have such a goal, let alone a strategic approach.

The EU funded Learning layers project has as a major objective, scaling the use of technology to substantial numbers of small and medium enterprises in the construction and health sectors. To do this we are looking at developing engagement with clusters of small and medium-sized enterprises.

Between 2002 and 2010, nearly 85% of new jobs in Europe were created by small and medium-sized enterprises (SMEs), which are currently employing 67% of the total workforce (De Krok et al., 2011). Notably, it is the smallest and youngest SMEs that drive this trend, while more established and larger firms are shedding jobs on a net basis. Many of the new jobs created by these SMEs are knowledge intensive and demand specialised skills. According to a European Commission study, the number of low skilled jobs is expected to fall from 21% of total jobs in 2012 to 18% by 2020, while jobs that require higher skills levels are expected to rise by 20%. (European Commission, 2012).

Highly specialised and high-skill growth SMEs increasingly organise in regional clusters as competitive pressures and the difficulties in some sectors of finding skilled workers make collaboration even among competitors an attractive value proposition. At the same time, clusters have a unique negotiation advantage in the region compared to smaller actors, and have the power to influence educational institutions and policy makers. In theory, by joining clusters together with other firms and regional players, SMEs have  a means to influence educational and business development policy in their region and the bargaining power to lean on local colleges and universities to produce the skills and talents needed for economic advancement. Cluster organisations can drive innovation in learning at the workplace by helping SMEs and other cluster members in developing joint technology-enabled training and skills services, which in turn provide an additional funding source for the cluster organisation.

A recent study conducted by the Cluster Excellence Initiative (Meier zu Köcker et al., 2012) of over 300 European cluster organisations shows that the depth and breadth of services offered to their members is the most important contributor to generating impact on the business of SMEs. In terms of the type of service offered by the cluster organisation, our research indicates that currently, services focusing on training and skills development have the greatest potential in terms of generating revenues. This supports the Learning Layers project strategy of targeting cluster organisations as scaling partners and the focus on training and skills development services for SMEs in and across regional clusters. Inter-cluster collaborations in developing learning services makes economic sense since clusters in a given region share common actors, including regional policy makers in education and business development, universities, VET and general upper secondary schools, research institutions, and financial institutions and investors. (more to follow).

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How do we report on our work?

October 9th, 2013 by Graham Attwell

Sorry for the gaps in posts – was travelling and then we had technical issues with the server. But the site is back and so am I.

Since returning from my travels last week, most of my time has been focused on the Year 1 Deliverable for the EU Research Framework Learning Layers project. Each year the project has a review meeting with three external reviewers, who have a frightening amount of power to stop the project or require work to be redone. However, in my experience the process is useful as most reviewers provide constructive feedback and useful ideas.

Whilst that aspect of the reviews is fine, it is the reporting format which puzzles me. The project is organised into some nine separate work packages. Each work package is required to produce report – the deliverables – on its work. And the culture is that these reports are long. We are trying to keep our reports down to about 50 or 60 pages, not including appendices. But one project i acted as a reviewer for produced a 160 page report from one work package. I wasn’t amused!

If the format of the reports is traditional so too is the organisation of the review meetings. Generally each work package presents their report through a half an hour formal presentation, with standardised, bullet pointed Powerpoint templates. Its not very stimulating, and knowledge exchange is somewhat limited.

I find all this a bit ironic, since our project focused on the uses of technology for informal learning and knowledge development. We certainly are not practising what we preach. But it is not just a question for the European Research Framework projects. Despite all the opportunities that Web 2.0 and social software offer for innovation and creativity in the way we present and share knowledge, project reports, in most instances, remain unchanged. In the past I have experimented with formats of evaluation reports, – using video and cartoon books. These had a much greater impact. However the powers that be still like to weigh the project outcomes.

What I would like to see is review and reporting processes to become part of the research, development and dissemination of a project. But I fear until we see a change in the culture and practice of academia this will not happen.

 

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    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.

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    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.

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    This is from a Tweet. In 1994 Stephen Heppell wrote in something called SCET” “Teachers are fundamental to this. They are professionals of considerable calibre. They are skilled at observing their students’ capability and progressing it. They are creative and imaginative but the curriculum must give them space and opportunity to explore the new potential for learning that technology offers.” Nothing changes!

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    Graduate Jobs

    As reported by WONKHE, a survey of 1,200 final year students conducted by Prospects in the UK found that 29 per cent have lost their jobs, and 26 per cent have lost internships, while 28 per cent have had their graduate job offer deferred or rescinded. 47 per cent of finalists are considering postgraduate study, and 29 per cent are considering making a career change. Not surprisingly, the majority feel negative about their future careers, with 83 per cent reporting a loss of motivation and 82 per cent saying they feel disconnected from employers

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