Learning Layers in dialogue with DigiProB project – Part Three: Talks on the usability of Learning Layers tools
In my two previous posts I have blogged on a new phase of our EU-funded Learning Layers (LL) project. In the Construction pilot we have started cooperation with a spin-off project. The German-funded DigiProB project focuses on the training of certified construction site managers (Geprüfte Polier) – see more on this training and on the background of the project in my two previous posts. In this post I will have a look at the discussions between the technical partners of both projects on the usability of the Learning Layers tools in the new context. But firstly, I need to recapitulate, what kind of change of perspective is taking place in the transition from the LL project to the spin-off project.
Changing the perspective from apprentice training to continuing vocational training (CVT)
So far the pilot activities of LL project in the training centre Bau-ABC have focused on initial vocational education and training (VET). Thus, the LL project has worked with apprentices and full-time trainers who are present in intermediate training centres (in workshops and on outdoor training areas). In such contexts and the processes instruction, tutoring and peer learning rely on the presence of a learning community.
The change of perspective to the CVT programme for certified construction site managers (Geprüfte Polier) brings into picture a completely different learning environment. The participants are former craftsmen who are in the process of transition to managerial positions. The training programme is based on a 2-month period of courses and a subsequent period of self-organised learning alongside working. In the latter phase the participants are expected to complete integrative learning tasks and to prepare a project report that demonstrate the acquisition of required coordination and management competences.
In the light of the discussions in the preparatory phase (see my first post in this series) and taking into account the messages coming through in the initial interviews (see my second post) it is possible to raise the following questions concerning the introduction of digital media, web support and mobile devices into such a training programme:
1. What can be the role of social learning platform(s) as support for integrative pedagogic approach and as support for self-organised and/or collaborative learning practices?
2. What can be the role of digital learning materials provided by guest trainers/lecturers in supporting the work with integrative learning tasks and project reports?
3. What can be the role of digital documents in facilitating the self-organised learning processes and presenting the results of project work?
4. What can be the role of mobile devices and mobile app frameworks in facilitating learning in the context of work and in sharing knowledge and experience with peer learners?
Sharing knowledge between technical partners of LL and DigiProB projects
The above presented questions were implicitly in my mind in the light of our experiences in the LL project and taking into account the shift to the new project. However, in the preparatory meeting of both projects we first explored, what kinds of tools the LL project has developed and in which contexts they have been piloted. In this discussion most attention was given on the Learning Toolbox (LTB) – the integrative toolset with which Bau-ABC is making experiences in several trades. In addition, we took up in particular ‘Bits and Pieces’ (Erfahrungssammler), ‘Living documents’ and ‘Confer tool’ (for collaborative knowledge processing) as different individual tools that can be linked to each other.
Altogether, we concluded that many of the LL tools address some aspects of the R&D agenda that needs to be developed in the new project. In this respect this meeting between the two project needs to be followed up in the near future.
More blogs to come …
