GoogleTranslate Service


Looking back at three years of Learning Layers – Part One: Challenges and responses

October 25th, 2015 by Pekka Kamarainen

At the moment the EU-funded Learning Layers (LL) project is preparing documents for the review of the Year 3 – an interim review to pave the way for the final year. In this context we have a chance to consider the development of the project and our activities in a new light. Now we have more perspective to reflect, how we have encountered the challenges and to what extent our responses have brought us further. In this first post I will focus on the challenges of of the early phase and on the role of participative design processes and capacity building initiatives.

1. Challenges met in the beginning of construction pilot (Year 1)

In the beginning phase of the Learning Layers project the application partner organisations (Bau-ABC Rostrup, Agency and Network for ecological construction work -Agentur/NNB and the construction companies) had difficulties to see, how to use digital media, web tools and mobile technologies as support for working and learning. Partly this was due to a scattered picture of single tools and apps, many of which had been designed for laymen users and only few for construction specialists. Partly this was due to general doubts that mobile devices at training and working sites provide distraction, safety risks and data privacy risks. Partly this was due to prior negative experiences with earlier generation of ‘new technologies’ (mobile offices based on laptops, faxes etc.) that did not bring the expected efficiency but added to the workload.

As a response, the research partners and the application partners started looking for solutions that would provide more transparency to training, learning and instructive activities as well as facilitate accessing, sharing and reusing digital contents. In a similar way the apprentices in Bau-ABC that participated in a User Survey  indicated that they were already using mobile devices to support learning (but had very limited awareness of relevant web tools and apps).

2. The importance of participative design activities and capacity building initiatives (Year 2 and Year 3)

After an initial search phase in the co-design activities the emphasis was shifted to the co-design and co-development of Learning Toolbox as a framework for using digital media, web tools and apps via mobile device. Here it is worthwhile to note the shift of emphasis from particular design idea (digitisation of learning materials and/or reporting documents) to a flexible framework with which users can shape their own digital working and learning environment. In this way the design idea transformed into a an integrative toolset that needs to be linked to complementary apps, tools and web resources. In order to achieve this, the project had to start capacity building measures that contributed to users’ awareness and skills.

As a response, the research partners ITB and Pontydysgu organised during Y2 a series of Multimedia Training workshops that helped Bau-ABC trainers to start working independently with their own blogs, edit video materials and use other digital tools. Based on this experience, Bau-ABC trainers produced a series of videos, in which they (together with apprentices) demonstrated potential uses of Learning Toolbox at training sites and in actual construction work situations.

In the next phase the Bau-ABC trainers continued the training as peer learning sessions and developed a new flexible training model – the “Theme rooms” – to spread the training across the whole organisation. At the same time the co-design sessions with Bau-ABC trainers have turned into co-development exercises in which they have created their own stacks to provide access to training materials and other resources (user instruction manuals, maintenance manuals etc.) that are relevant in their trades.

I think this is enough of this issue – the implementation of the Them Rooms in Bau-ABC and the reporting on parallel developments in the construction sector pilot is a matter for the reports. I wanted to highlight here the fact that our application partner (Bau-ABC) and the trainers are taking initiatives to give Internet a major role as the fourth learning venue (alongside workplace, school and intermediate training centre) and they are becoming owners of the innovations.

More blogs to come …

Comments are closed.

  • Search Pontydysgu.org

    Social Media




    News Bites

    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


    Post-Covid ed-tech strategy

    The UK Ufi VocTech Trust are supporting the Association of Colleges to ensure colleges are supported to collectively overcome challenges to delivering online provision at scale. Over the course of the next few months, AoC will carry out research into colleges’ current capacity to enable high quality distance learning. Findings from the research will be used to create a post-Covid ed-tech strategy for the college sector.

    With colleges closed for most face-to-face delivery and almost 100% of provision now being delivered online, the Ufi says, learners will require online content and services that are sustainable, collective and accessible. To ensure no one is disadvantaged or left behind due to the crisis, this important work will contribute to supporting businesses to transform and upskilling and reskilling those out of work or furloughed.


    Erasmus+

    The European Commission has published an annual report of the Erasmus+ programme in 2018. During that time the programme funded more than 23,500 projects and supported the mobility of over 850,00 students, of which 28,247 were involved in UK higher education projects, though only one third of these were UK students studying abroad while the remainder were EU students studying in the UK. The UK also sent 3,439 HE staff to teach or train abroad and received 4,970 staff from elsewhere in the EU.


    Skills Gaps

    A new report by the Learning and Work Institute for the Local Government Association (LGA) finds that by 2030 there could be a deficit of 2.5 million highly-skilled workers. The report, Local Skills Deficits and Spare Capacity, models potential skills gaps in eight English localities, and forecasts an oversupply of low- and intermediate -skilled workers by 2030. The LGA is calling on the government to devolve the various national skills, retraining and employment schemes to local areas. (via WONKHE)


    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 @socialtheoryapp Just published: Taking education to account? The limits of law in institutional and professional practice tandfonline.com/doi/full/10.1…

    About a day ago from Cristina Costa's Twitter via Twitter for Android

  • Recent Posts

  • Archives

  • Meta

  • Categories