Archive for the ‘TEL’ Category

Reflections on the impact of the Learning Layers project – Part Four: What all has contributed to the sustainability of the Learning Toolbox?

April 29th, 2020 by Pekka Kamarainen

With my three previous posts I have started a series of blogs that report on the discussions of former partners of the Learning Layers (LL) project on the impact of our work. The discussion started, when I published a blog post on the use of Learning Toolbox (LTB) in the training centre Bau-ABC to support independent learning while the centre is closed. This triggered a discussion, how the digital toolset Learning Toolbox – a key result from our EU-funded R&D project – is being used in other contexts. This then gave rise to collect such experiences and to start a joint reflection on the impact of our work.

In the first post I gave an overview of this process. In the second post I presented the main points that I and my co-author Gilbert Peffer outlined on the use of LTB to support vocational and workplace-based learning in the construction sector. In the third post I gave insights into the use of LTB in other contexts based on spin-off innovations and on refocusing the use of the toolset. With this concluding post I try to summarise – from my perspective – what factors have contributed to the sustainability of the Learning Toolbox. Here I will make use of some aspects that were outlined for the authors of particular case studies that were brought together in our joint discussion. The points that I present below reflect the views of me and my co-author Gilbert Peffer on our experiences with the construction pilot of the LL project and its follow-up phase.

Strong focus on co-design and stakeholder engagement

As we see it, the co-design, pilot implementation and wider deployment of LTB in the training centre Bau-ABC Rostrup underlines the importance of well-functioning research & development dialogue. Many elements in the project design of Learning Layers provided favourable starting points – e.g. the emphasis on co-design practices, iterative processes and flexible teamwork. Yet, during the work, the partners had to find their ways – time and again – to adjust the guiding principles, the practical pedagogic orientations and possible software solutions to each other.

Flexible collaboration between partners during the follow-up phases of the project

By the end of the project it was not certain, in what ways the innovations could be sustained and the collaboration between researchers, technical partners and practitioners could be continued. From this perspective it was essential that the developers of the LTB and the accompanying researchers from research institute ITB  took several initiatives to launch follow-up activities with partner organisations  in the construction sector. These efforts were not always successful in terms of acquisition of new funded projects. Yet, they provided new insights into potential use of the LTB in organisational contexts and between dispersed work processes.

Rethinking the contextual opportunities and applying technology in previously unforeseen contexts

Due to many intervening factors the progress with the follow-up activities had not been a direct process of  scaling up the innovation. Instead, the interested partners have had to find new paths for working further with the Learning Toolbox in new contexts. Partly the success in using Learning Toolbox in vocational training and partly the spread of using ePosters in conferences have inspired new users. Partly the feasibility studies in the construction sector have opened new prospects for using Learning Toolbox for organisational knowledge sharing – as has been the case latterly in the healthcare sector.

Shaping of R&D projects as innovation hubs/ platforms

On this point our experiences suggest a common success conclusion: R&D projects should not be understood and planned out as mere research studies. Neither should they be looking for allegedly integrated solutions (‘one size fits all’, ‘one format suits all’). Instead, they should rather be shaped as networked innovation hubs or platforms. In such context research elements can receive initial validation and a team to start an innovation process. As we see it, the strength in the construction pilot of the LL project was the continuity of a participative research & development dialogue that kept the processes vivid and helped to overcome difficult periods. Moreover, the multiple support activities helped the practitioners to take ownership of the innovation and become multipliers of new practices.

I guess this is enough of our reflections for the moment. I will get back when we know, on what forum and in what way we will be presenting our joint findings and conclusions from all case studies.

More blogs to come …

 

Reflections on the impact of the Learning Layers project – Part Three: The use of Learning Toolbox in new contexts

April 29th, 2020 by Pekka Kamarainen

With my two latest posts I have started a series of blogs that report on the discussions of former partners of the Learning Layers (LL) project on the impact of our work. As I have told earlier, the discussion started, when I published a blog post on the use of Learning Toolbox (LTB)  in the training centre Bau-ABC to support independent learning while the centre is closed. This triggered a discussion, how the digital toolset Learning Toolbox – a key result from our EU-funded R&D project – is being used in other contexts. And – as I also told earlier – this gave rise to the initiative  of the leader of the Learning Layers consortium to collect such experiences and to start a joint reflection on the impact of our work. In the first post I gave an overview of this process of preparing a joint paper. In the second post I presented the main points that I and my co-author Gilbert Peffer presented on the use of LTB to support vocational and workplace-based learning in the construction sector. In this post I try to give insights into the use of LTB in other contexts based on spin-off innovations and on refocusing the use of the toolset. Firstly I will focus on the development of ePosters (powered by LTB) in different conferences. Secondly I will give a brief picture on the use of LTB for knowledge sharing in the healthcare sector.

Insights into the development of ePosters powered by LTB

Here I do not wish to repeat the picture of the evolution of the ePosters – as a spin-off innovation of the LTB as it has been delivered by the responsible co-authors. Instead, I try to give firstly my impressions of the initial phase of this innovative use of LTB to support poster presenters in conferences. Then, I will give a glimpse, how we tried to present the ePoster approach to the European Conference on Educational Research and to the VETNET network. Here I can refer to my blog posts of that time. Then I will add some information on the current phase of developing the work with ePosters – as presented by the responsible authors for the joint paper on the impact of LL tools.

  • In October 2017 I became familiar with the breakthrough experience that the developers of the LTB and the coordinator of the healthcare pilot of the LL project had had with the development of ePosters for conferences. In the annual conference of medical educators (AMEE 2017) they had introduced the ePosters (prepared as LTB stacks) as alternatives for traditional paper posters and for expensive digital posters. At that time I published an introductory blog post – mainly based on their texts  and pictures. Foe me, this was a great start to be followed by others. Especially the use of poster cubicles to present  mini-posters that provided links to the full ePosters was very impressive. Another interesting format was the use of ePosters attached to Round Tables or Poster Arenas was interesting.

  • In the year 2018 we from ITB together with the LTB-developers and with the coordinator of the VETNET network took the initiative to bring the use of ePosters into the European Conference on Educational Research 2018 in Bolzano/ Bozen, Italy. We initiated a network project of the VETNET network (for research in vocational education and training) to serve as a pioneering showcase for the entire ECER community. In this context we invited all poster presenters of the VETNET program to prepare ePosters and the LTB-developers provided instructions and tutoring for them. Finally, at the conference, we had the ePoster session and a special session to e approach for other networks. This process was documented by two blog posts – on September 2nd and on September 11th – and by a detailed report for the European Educational Reseaarch Association. The LTB-stacks stacks for the ePosters can be found here, below you have screenshots of the respective web page.

  • In the light of the above the picture that the promoters of ePosters have presented now is amazing.  The first pilot was with a large, international medical education conference in 2017. In 2018 it was used at 6 conferences across Europe. In 2019 this number grew to 14 and also included US conferences. The forecast for 2020 is that it will be used by more than 30 conferences with growth in the US being particularly strong.  The  feedback from users and the number of returning customers  suggest that the solution is valued by the stakeholders.

Insights into the use of LTB in the healthcare sector

Here I am relying on the information that has been provided by the coordinator of the healthcare pilot of the Learning Layers and by the former partners from the healthcare sector. Therefore, I do not want to go into details. However, it is interesting to see, how the use of LTB has been repurposed to support knowledge sharing between the healthcare services across a wide region. This is what the colleagues have told us of the use of LTB:

“LTB has been used to create stacks for each practice and thereby improve the accessibility of the practice reports as well as to enable the sharing of additional resources which could not be included in the main report due to space. The app has thus improved the range of information that can be shared, and links are also shared which allow users to read more in-depth into the topic areas. The use of LTB has also enabled the spread of information more widely, as the team suggested that the stack poster (a paper-based poster displaying the link to the stack and a QR code) should be displayed in the practice to allow any interested staff to access the stack and resources. The use of the stack also allows for all the information to be kept by interested staff in one central place, so previous reports and resources can be referred back to at any point. It can also be accessed via a personal mobile device, so gives the opportunity for users to access the information at the most convenient time for them, and without the need to have the paper report or to log in to a system.”

I guess this is enough of the parallel developments in using the LTB after the end of the LL project and alongside the follow-up in the construction sector. In the final post of this series I will discuss some points that have supported the sustainability of the innovation and contributed to the wider use of the LTB.

More blogs to come …

 

Reflections on the impact of the Learning Layers project – Part Two: The use of Learning Toolbox in vocational learning and construction work

April 28th, 2020 by Pekka Kamarainen

With my latest post I started a series of blogs that report on the discussions of former partners of the Learning Layers (LL) project on the impact of our work. This was triggered by reports  that the key result of our work – the Learning Toolbox – is being used in the original pilot context (training for construction work) and is getting new users. In particular this discussion was inspired by the fact that such tools gain new importance in the period of corona crisis, when schools and training centres are closed and traditional conferences are being cancelled. In my previous blog I gave a brief overview on the discussions that we have had and on the joint paper that we have been preparing. In this blog I will summarise some key points that I and my co-author Gilbert Peffer have raised on the case that we have presented – the use of Learning Toolbox (LTB) in the training centre Bau-ABC Rostrup. Below I will use our draft text (that was shaped as responses to given questions) as a slightly edited version.

The pioneering Case: Learning Toolbox in the training centre Bau-ABC Rostrup

The Learning Toolbox was developed in the Learning Layers project as a response to the needs of the training centre Bau-ABC Rostrup (a major application partner from the construction sector). The initial design idea referred to digitisation of training materials, instruction sheets, project reporting sheets and self-assessment procedures. However, in the course of  iterative co-design cycles, the process took the course towards shaping an interactive toolset to support training and learning activities.

What particular problems were addressed in the co-design process?

In Bau-ABC Rostrup the apprentices spend relatively short periods (one or two weeks at a time) and are trained by full-time trainers who are Meisters (master craftsmen) in their trade. During each period they complete a project in the respective trade. Then, they move back to their companies or have another training period in a supporting trade. In general, the projects are based on genuine work tasks that are implemented in a workshop or at outdoor training areas.

Previously, the instructions for the apprentices’ projects had been provided orally with the help of instructive worksheets (for preparing the project plans). Likewise, the reporting on the projects was done manually. In principle, the project cycle was based on self-organised learning – independent search for knowledge resources, drafting the plan plan, reporting the implementation and then assessing the outcome. The functionality of Learning Toolbox – based on trade-specific stacks that consisted of different tiles – provided support for learning when completing the work tasks.

Stakeholders who have been involved in the co-design process and pilot activities

The co-design work was carried out as a collaborative process by researchers, technical partners and full-time trainers from Bau-ABC. During an earlier phase of the work the project team provided basic multimedia training for some voluntary trainers. At a later phase the project team and these trainers provided an intensive training campaign for all trainers of the training centre. In the pilot testing of the Learning Toolbox a core group of trainers introduced the toolset in their training and results were monitored by the project team. Also, at the final phase of the project, the use of the Learning Toolbox as support for construction work processes was demonstrated for several craft trade companies. As a result, follow-up processes (feasibility studies and project initiatives) were started with some companies.

How have the training practices been changed and what new practices have emerged?

The functionality of the Learning Toolbox was easy to be customised for different training purposes and according to the pedagogic priorities of the trainers. Thus, it made it easier for the trainers to emphasise independent searches among a wide range of web resources. (This was essential for borehole builders who were working alone on remote construction sites). Also, it made it possible to give learners a gradual access to a wider range of resources (and to solutions of their peers) once they had learned to develop their own solutions to the project tasks. (This was essential for the road-builders and pipeline-builders.) Moreover, apprentices were encouraged to document their projects with the Learning Toolbox. This enabled the instructors to see progress of their apprentices in real time and provide more timely feedback. The LTB has also strengthened the self-organisation of the instructors in terms of streamlining their content and sharing common resources between the different professions. While this approach to collaborative training was already there at Bau-ABC, the LTB offered a further channel to systematise this practice. Altogether, the co-design process has been characterised by a continuing research & development dialogue that has been underpinned by the accompanying research approach of the research institute ITB, University of Bremen.

What has been the impact so far and what can be expected in the near future? 

After the project the use of the Learning Toolbox was spread across all trades in which Bau-ABC Rostrup provides apprentice training. Consequently, the apprentices have started to complete their projects with the help of the Learning Toolbox. Based on this pioneering case, other German training centres in the construction sector are in the process of adopting the Learning Toolbox both for initial VET and for continuing VET. There are also teacher groups at a number of medical faculties in Germany who have adopted the LTB for practice training. Due to the closure of the training centres because of the COVID19-epidemic the trainers of Bau-ABC Rostrup have prepared trade-specific stacks with the Learning Toolbox to support independent learning.

What have been key aspects for sustaining this initiative so long after the project 

Altogether, the co-design process, the piloting phase and the follow-up phase have been characterised by intensive research & development dialogue (underpinned by an accompanying a research approach that dovetails with the co-design process), adjustment of the tool development to the pedagogic approach of the trainers and to the effort to promote self-organised learning of apprentices. In addition, the project work and the follow-up has been characterised by strong support from the accompanying researchers of ITB. Furthermore, the trainers of Bau-ABC have become strong multipliers of innovation both within their organisation and in their networking with other training centres and partner companies. At the end of the project it was not certain, how the innovations could be sustained and spread. In the construction sector it was essential that the developers of the Learning Toolbox and the accompanying researchers from ITB took several initiatives to launch follow-up activities with construction companies.

I think these were the main points that we (I and Gilbert) wanted to bring into discussion in this process. In my next post I will take a quick look at the other cases that were explored in our discussions.

More blogs to come …

 

 

 

Reflections on the impact of the Learning Layers project – Part One: New discussions in the project consortium

April 28th, 2020 by Pekka Kamarainen

Three weeks ago I published a blog post in which I reported on the use of the Learning Toolbox (LTB) to support vocational learning during the corona crisis. I shared it on the mailing list of the partners of the former Learning Layers project consortium. As an immediate reaction some partners from the UK healthcare sector informed, how they have made wide use of LTB among general practice (GP) units for sharing knowledge on the patterns to prescribe certain medications. Also, this exchange of messages brought into picture the growing use of LTB as support for e-posters (see my previous post).

This gave rise to the initiative of Tobias Ley, the leader of the former Learning Layers consortium, to report on such sustainable use of Learning Layers tools after the end of the project in a conference paper. And this led to a rapid process of collaborative writing that involved several research partners of the former consortium. The results are now being finalised and will be presented in the respective conference (provided that the proposal will be accepted). Therefore, it would be premature to discuss our findings in toto before the submission has been reviewed and accepted. However, I think that it is appropriate to discuss some of the cases that were examined in this discussion and some lessons that I and my co-author Gilbert Peffer have highlighted in our contributions to this process.

Altogether, this has been an interesting collaborative reflection process that brought together several partners that have been working with the two pilot sectors of the project (construction and healthcare). Also, it has given us a fresh picture on the development of the ePosters (powered by LTB) as a spin-off innovation emerging from the Learning Layers project. So, in my next posts I will discuss different topics that were taken up in our joint discussions.

More blogs to come …

Updates on the corona crisis – What news from the conference fronts?

April 17th, 2020 by Pekka Kamarainen

During the last few weeks my blog posts have been overshadowed by the corona crisis – for obvious reasons. So far I have discussed the impact on European cooperation projects and for their designed events. I have also drawn attention to the fact that the main product of our EU-funded Learning Layers (LL) project – the Learning Toolbox (LTB) has proved to be useful as support for apprentice training during these exceptional times. Yet, as I have mentioned earlier, I need to inform myself better on the new developments in online learning and in organising online events. With this post I give some examples, what is happening with some conferences and how the respective communities are dealing with the new situation. Here, it is worthwhile to note that I am following these developments from a safe distance and I will only refer to ongoing discussions.

Cancellation of ECER 2020 and the VETNET network – what options are being discussed

Shortly after my recent blog we received the news that the European Conference on Educational Research (ECER) that was scheduled to take place at the end of August 2020 has been cancelled. For the moment we do not know, what further measures will be taken at the level of the umbrella organisation European Educational Research Association (EERA). We all understand that this has been a hard decision and that it will have manifold implications.

What we do know, is that the VETNET network (the EERA network for research in vocational education and training (VET)) has started an internal discussion, how to make the best out of the difficult situation. Here it is worthwhile to note that VETNET covers a wide range of research in the field of VET and has developed traditions of its own to strengthen the European research community. At present the following options merit special attention:

  • Ensuring the production of a VETNET proceedings publication in 2020: For several years the VETNET network has been able to produce its own annual proceedings publication based on conference papers presented at the respective ECER. Currently the VETNET board is willing to continue this tradition – even if the conference will not take place. This, of course, requires the agreement of the authors of accepted contributions. (From this point of view some other options for the authors have also been discussed.)
  • The possibility of organising an online event: So far the VETNET network has not organised online events attached to the ECER or independently of it. Now, the possibility has been put into discussion and some experiences from other conferences will be explored. However. on this point the discussion has not yet been concluded.

ECTEL and the complete online conference

As a contrast to ECER, the European Conference on Technology Enhanced Learning (ECTEL) has still kept the option open to organise this year’s conference as a face-to-face event in September. However, the conference organisers have made an explicit statement regarding the risks provided by the COVID-19 virus for the conference. Thus, the organisers have been prepared to transfer the conference into an online event and to secure the publication of the contributions in a proceedings publication. Latterly, the health office of Heidelberg had also advised the organisers, not to have a large face-to-face event in the autumn 2020. Therefore, the organising committee had decided to organise the EC-TEL 2020 fully as an online event.

Issues and challenges for online events

In the light of the above, it is apparent that many research communities and professional communities are looking for ways to transform their traditional conferences into online events. Some of them are approaching commercial software providers who offer solutions for large-scale online conferences. From the perspective of active interactivity among the participants these solutions may not be ideal. So far some conferences have piloted with software solutions that transform traditional posters into ePosters and provide interactive online communication possibilities. Here the functionality of Learning Toolbox has been praised in many contexts. However, so far it has been used for ePosters alongside face-to-face conferences. Now, the challenge is to find a good combination of software solutions that serve different purposes. Whilst there was firstly a phase of uncertainty, the LTB-developers and their start-up company Kubify has now been facing numerous requests to support relatively large conferences with ePosters. Now, as I have understood it, the ePosters are becoming part of the mainstream arrangement of conferences.

I guess this is enough for a news update. I will continue my explorations on different solutions for online learning arrangements and for online conferences with the help of colleagues who have brought me this far. My special thanks go to Gilbert Peffer with whom I will continue our talks in a short while.

More blogs to come …

Quiet period in education and training activities – What news on the project fronts?

April 6th, 2020 by Pekka Kamarainen

Normally I am populating this blog with reports on field visits and project meetings or on emerging results. Right now we are in the middle of a very quiet period. The hitherto normal activities of education and training providers have been closed due to the spread of the corona virus. And in a similar way all face-to-face meetings – whether project meetings, field visits or workshops with local/regional partners – all such events have been cancelled or postponed. So, it is very quiet right now. But yet, it is worthwhile to look at the possibilities that digital tools and online services may provide under such circumstances.

Indeed, as Graham Attwell mentioned in the online meeting of our TACCLE4 CPD last week, this crisis has been a strong push for teachers and trainers to move their activities online. What has been so far considered as a sideline opportunity – something complementary to the ‘regular’ teaching and training in presence – has to be considered as the remaining main option. From this point of view teachers, trainers and university lecturers are making rapid progress in implementing new online learning solutions in their own context. And at the same time developers of online learning platforms and software solutions are doing their best to support such transitions. All this is reflected in many online conferences and meetings. So, even during this quiet period, there are several new developments that need our attention.

From this point of view we discussed the role of our next transnational meeting – which we cannot organise as a face-to-face meeting but as an online meeting. Nevertheless, we agreed to book time slots to catch up with these new developments in online learning and in knowledge sharing within online communities. Also, we discussed the prospects to organise the forthcoming Multiplier events of the project as online events (and to use new formats for such events). Here, we need some time for further planning. BUT, if we want to capture the most valuable fruits of the new developments, we would need to organise the events at a time when our target groups – teachers and trainers – are getting back to the new normality after the period of lockdown. Therefore, I hope that the funding agencies are flexible enough to extend the working periods of projects like ours.

At any rate, I am trying to bring myself back to working mode (at least after the Easter period) and catch up with my friends and colleagues who are closer to new developments. Let us see, what all we will find out.

More blogs to come …

Case study. The Ada chatbot: personalised, AI-driven assistant for each student.

March 31st, 2020 by Graham Attwell

As part of the AI and vocational education and training project funded through the EU Erasmus plus project we are producing a series of case studies of the use of AI in VET in five European countries. Here is my first case study – the Ada chatbot developed at Bolton College.

About Bolton College

Bolton College is one of the leading vocational education and training providers in the North West of England, specialising in delivering training – locally, regionally and nationally – to school leavers, adults and employers. The college employs over 550 staff members who teach over 14,500 full and part time students across a range of centres around Bolton. The college’s Learning Technology Team has a proven reputation for the use of learning analytics, machine learning and adaptive learning to support students as they progress with their studies.

The Ada Chatbot

The Learning Technology Team has developed a digital assistant called Ada which went live in April 2017. Ada, which uses the IBM Watson AI engine, can respond to a wide range of student inquiries across multiple domains. The college’s Learning Technology Lead, Aftab Hussain, says “It transforms the way students get information and insights that support them with their studies.” He explains: “It can be hard to find information on the campus. We have an information overload. We have lots of data but it is hard to manage. We don’t have the tools to manage it – this includes teachers, managers and students.” Ada was first developed to overcome the complexity of accessing information and data.

Student questions

Ada is able to respond to student questions including:

  1. General inquiries from students about the college (for example: semester dates, library opening hours, exam office locations, campus activities, deadline for applying for university and more);
  2. Specific questions from students about their studies (for example: What lessons do I have today/this afternoon/tomorrow? Who are my teachers? What’s my attendance like? When is my next exam? When and where is my work placement? What qualifications do I have? What courses am I enrolled in? etc.)
  3. Subject specific inquiries from students. Bolton College is teaching Ada to respond to questions relating to GCSE Maths, GCSE English and the employability curriculum.

Personalised and contextualised learning

Aftab Hussein explains: “We are connecting all campus data sets. Ada can reply to questions contextually. She recognises who you are and is personalised according to who you are and where you are in the student life cycle. The home page uses Natural Language Processing and the Watson AI engine. It can reply to 25000 questions around issues such as mental health or library opening times etc. It also includes subject specific enquiries including around English, Mathematics and business and employability. All teachers have been invited to submit the top 20 queries they receive. Machine learning can recognise the questions. The technical process is easy.” However, he acknowledges that inputting data into the system can be time consuming and they are looking at ways of automatically reading course documentation and presentations.

All the technical development has been undertaken in house. As well as being accessible through the web, Ada, has both IOS and Android apps and can also be queried though smart speakers.

The system also links to the college Moodle installation and can provide access to assignments, college information services and curriculum materials. The system is increasingly being used in online tutorials providing both questions for participants and access to learning materials for instance videos including for health and social care.

It is personalised for individuals and contextualised according to what they are doing or want to find out. Aftab says: “We are looking at the transactional distance – the system provides immediate feedback reducing the transactional distance. “

Digital assessment

Work is also being undertaken in developing the use of the bot for assessment. This is initially being used for the evaluation of work experience, where students need to provide short examples of how they are meeting objectives – for example in collaboration or problem solving. Answers can uploaded, evaluated by the AI and feedback returned instantly.

Nudging

Since March 2019, the Ada service has provided nudges to students with timely and contextualised information, advice and guidance (IAG) to support their studies. The service nudges students about forthcoming exams, their work placement feedback and more. In the following example, a student receives feedback regarding his work placement from his career coach and employer.

The College is currently implementing ProMonitor, a service which will offer teachers and tutors with a scalable solution for managing and supporting the progress made by their students. Once ProMonitor is in place, Ada will be in a position to nudge students about forthcoming assignments and the grades awarded for those assignments. She will also offer students advice and guidance about staying on track with their studies. Likewise, Ada will nudge teachers and student support teams to inform them about student progress; allowing for timely support to be put in place for students across the College.

A personal lifelong learning companion

For Aftab Hussein the persona of the digital agent is important.

For Aftab Hussein the persona of the digital agent is important. He  thinks that in the future that chatbot will morph into a personal cognitive assistant that supports students throughout their entire educational life, from nursery school to university and beyond.

“The personal assistant will learn from each student throughout their life and adapt according to what they like, while guiding them through studies. It could remind when homework is due, book appointments with tutors, and point towards services and events that might support studies, for example.”

 

 

 

The future of work, Artificial Intelligence and automation: Innovation and the Dual Vocational Education and training system

March 2nd, 2020 by Graham Attwell


I am speaking at a seminar on Vocational Education and Training’s Role in Business Innovation at the Ramon Areces Foundation in Madrid tomorrow. The title of my presentation is ‘The future of work, Artificial Intelligence and automation: Innovation and the Dual Vocational Education and training system in Valencia’ which is really much too long for a title and I have much too much to say for my allotted 20 minutes.

Any way, this is what I told them I was going to talk about:
The Presentation looks at the future of work, linked to the challenges of Artificial Intelligence, Automation and the new Green Economy. It considers and discusses the various predictions on future jobs and occupations from bodies including CEDEFOP, OECD and the World Bank. It concludes that although one jobs will be v=craeted and some occupations be displaced by new technologies. the greatest impact will be in terms of the tasks performed within jobs. It further discusses future skills needs, including the need for higher level cognitive competences as well as the demand for so called lower skilled work in services and caring professions.
It considers the significance of these changes for vocational education and training, including the need for new curricula, and increased provision of lifelong learning and retraining for those affected by the changing labour market.
Artificial Intelligence may also play an important role in the organisation and delivery of vocational education and training. This includes the use of technologies such as machine learning and Natural Language processing for Learner engagement, recruitment and support, Learning Analytics and ‘nudge learning’ through a Learning Record Store, and  the creation and delivery of learning content. It provides examples such as the use of Chatbots in vocation education and training schools and colleges. It is suggested that the use of AI technologies can allow a move from summary assessment to formative assessment. The use of these technologies will reduce the administrative load for teachers and trainers and allow them to focus on coaching, particularly benefiting those at the top and lower end of the student cohort.
To benefit from this potential will requite new and enhanced continuing professional development for teachers and trainers. Finally the presentation considers what this signifies for the future of the Dual VET system in Spain, looking at findings from both European projects and research undertaken into Dual training in Valencia.
And I will report back here after the event.

Highlights in the TACCLE 4 CPD project – Working with the theme “Open Educational Resources (OER)”

December 15th, 2019 by Pekka Kamarainen

In my previous posts I have presented results that have been achieved in the EU-funded project TACCLE 4 CPD. I have drawn attention to the reports that have focused on promoting digital competences of teachers and trainers in the field of vocational education and training (VET). With this post I want to shift the emphasis from the final products to the process of work that has led to results. Here I want to highlight the collaborative process that has made it possible to achieve genuine results with the theme “Using Open Educational Resources (OER) in the field of VET”.

Before I go any further I need to make the point that I couldn’t have brought such results on my own – as a research in VET with researcher’s view on practice. To me it has been a highlight in this project to work together with my colleague Jan Naumann. Jan has a background in apprentice training for two technical occupations and then a long experience as trainer and as vocational teacher. Having completed his studies in pedagogics of VET he has joined us as a researcher in ITB. With his manifold experience in ‘training teachers and trainers’ projects we could focus on real use cases and teaching/learning arrangements. But we could also bring the documentation and promotion of OER further with our join efforts.

Preparing the report on uses of OER in the field of VET

When we started working with the report for the TACCLE 4 CPD project we made a decision that we will not try to give an encyclopedic overview on different kinds of OER. Instead, we tried to outline an innovation path (or learning journey) in using OER to shape and enrich vocational taeching/learning arrangements. From this perspective we presented exemplary cases – starting from simple ones and heading to more complex ones.

In the first exemplary case the use of digital tools was not highlighted. Instead – with the process in which apprentices were making their own tools – the pedagogic point was that the learners were producing tools for themselves. Thus, they were invited to think of the use of the tools and of the quality requirements. In the second example a learning path in robotics was enriched with the use of Open Resources (OR) into an integrative project that brought together different areas of vocational knowledge. In the third example the use of OR in a nodal point of hitherto separate learning path helped to link them into an integrated set of learning paths. In the fourth example the use of OER and OR helped to bring parallel learners’ teams (technical, administrative and catering) into a joint learning project – planning and organising go-kart races with self-planned project administration, self-made vehicles and self-organised catering services.

Preparing the supporting power point presentation on two exemplary cases

Whilst the report could provide rather lively summaries of cases that have been implemented in practice, it was necessary to give closer insights into the educational designs. Therefore, we prepared a power point presentation as an annex to the said report. In this presentation we could visualise the development, enrichment and integration of the learning designs in the second and third exemplary case. To us, this provided a basis for discussions, how to build upon such cases.

path1 path2

Preparing the ePoster  to share knowledge on the report and the exemplary cases

However, we didn’t stop working when we had finalised the report and the annexed power point presentation. We wanted to take a further step in using digital tools to promote knowledge sharing on such innovations. Therefore, we prepared an ePoster by using Learning Toolbox (LTB) – the digital toolset that had been developed in the earlier EU-funded project Learning Layers (LL). For this purpose we created an LTB-stack that consisted of three screens (as they appear on the mobile app of LTB). The first screen presents an opening message and then provides access to the report, power point presentation and to a relevant web page for accessing OR. The second screen presents the exemplary case of the single integrative project with additional information and detailed presentation. In a similar way the third screen presents the integrated set of learning paths. Finally we prepared the stack poster that can be used as a mini-poster in conferences.

OER in VET 1 OER in VET 2OER in VET 3

With this process of work we have tried to demonstrate, what we mean with the concept ‘innovation path’ in the context of promoting uses of OER in vocational teaching/learning contexts. And with using LTB as means to share knowledge we have tried to work with our own tools to deliver our message.

I think this is enough of this highlight in our project work. Now it is time to take a break and to see what comes next.

More blogs to come …

Presenting my contributions to TACCLE4 CPD project – Part Six: The complete set of reports is available on ResearchGate

December 14th, 2019 by Pekka Kamarainen

During the last few weeks I have worked hard to finalise my deliverables for the EU-funded project TACCLE4 CPD. The project develops models for continuing professional development (CPD) to promote digital competences of teachers and trainers. The acronym TACCLE stands for “Teachers’ aids on creating contents for learning environments”. The current project is already the fourth one in the series of TACCLE projects. The earlier ones have focused on classroom teachers and on organising training for interested teachers. The current project has shifted the emphasis to organisational level and to different educational sectors – including adult education (AE) and vocational education and training (VET).

My contributions (on behalf of our institute ITB have focused on the field of VET and made transparent challenges and boundary conditions for promoting digital competences as contribution to vocational learning. In my previous blogs I have discussed this with reference to the particular reports once I have got them completed. Now that I have the full set of  reports ready and uploaded on ResearchGate I want to present an overview, what all has been produced to support CPD initiatives and to draw attention to promotion of digital competences in the field of VET.

Overview of the VET-related reports for TACCLE4 CPD project

Below I just present the titles of the reports and the links to ResearchGate. For further information I refer to the previous blogs and to the abstracts on ResearchGate:

Report One: Policy analyses as background for continuing professional development of teachers and trainers in the field of vocational education and training (VET). DOI:10.13140/RG.2.2.24915.73762

Report Two: Finding new approaches to promote digital competences – Legacy of past projects and new inputs from R&D projects in vocational education and training (VET).  DOI: 10.13140/RG.2.2.13171.68649

Report Three: Role of Open Educational Resources (OER) in the field of Vocational education and Training (VET) – Insights into uses of OER in vocational teaching/learning arrangements.  DOI:10.13140/RG.2.2.23552.58880 (co-authored with Jan Naumann)

Annex to Report Three: Using Open Resources (OR) and Open Educational Resources (OER) in Vocational Education and Training (VET). Two examples of teaching/learning designs. DOI: 10.13140/RG.2.2.10969.67684 (co-authored with Jan Naumann)

Report Four a: Strategies and Training Models for promoting Digital Competences in the field of Vocational Education and Training – Reflections on Policies, Conceptual Frameworks and Innovation projects. (Co-authored with Angela Gerrard and Werner Müller)

Report Four b: The Theme Room Training 2020 framework – Promoting digital competences of vocational teachers and trainers Report 4b for the TACCLE4 CPD project.  DOI: 10.13140/RG.2.2.16783.33447

Annexes to The Theme Room Training 2020 framework (Report 4b for the TACCLE4 CPD project) 

As I see it, I have completed a coherent work program starting from policy analyses, continuing with explorations on R&D projects and use cases on introducing OER and then landing to a synthesis report and to framework for shaping CPD measures. I hope that this has been useful.

I thing this is enough of presenting my contributions to the TACCLE 4 CPD project. Now it is time to shift to more specific themes and working issues.

More blogs to come …

 

 

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