Archive for the ‘trainers’ Category

Multiplier Event of TACCLE4 CPD project – Part Two: Presenting the LTB-Showcase of the TACCLE4 CPD project

October 18th, 2020 by Pekka Kamarainen

In my previous post I gave a report on the Multiplier Event of our current EU-funded project TACCLE4 CPD. The event took place on Friday the 16th of October in the German training centre Bau-ABC Rostrup in North-Germany. As regular readers of this blog know, Bau-ABC was an important application partner in our earlier EU-funded project Learning Layers (2012 – 2017). Their collaboration was crucial for the development of the main product of the project – the digital toolset Learning Toolbox (LTB). As I have also reported, how the LTB has been used across the training centre in all apprentice training programs.

During the current project I have made several working visits to Bau-ABC. On several occasions I have discussed with  Bau-ABC trainers on challenges and perspectives for promoting digital competences in the context of vocational learning. These interviews gave me plenty of food for thought when I prepared my reports for the project. In the previous post I gave an account on my input and reported briefly on the discussions that we had during the session. I also mentioned that I had prepared a showcase that was powered by the LTB. In this post I try to give insights into the showcase and its contents.

The idea of preparing an LTB-showcase for TACCLE4 CPD project

I have already presented the LTB Showcase of the LTB-developers in an earlier blog post. In that showcase they had given on overview of several conferences and online events in which LTB had been used to produce ePosters for the respective events. Given the success of these ePosters, the LTB-developers had created the format of showcase to select the ePosters of one event under a common banner. With regular users they had created cumulative showcases that contain ePosters of several years. With this newest showcase the LTB-developers had provided an overview on different user-events. And by tagging the individual ePosters with the name of the user-event they made it possible for the viewers to access the specific showcase of that event. In this way I became aware that there had already been a case in which an Erasmus+ project had organised a virtual multiplier event by creating an LTB-showcase for the project and then making it accessible for virtual participants.

This gave me inspiration of preparing a similar showcase to support the forthcoming Multiplier Event that was under preparation. I understand that I have used specific terminology that doesn’t necessarily communicate clearly, what kind of product I was making. Perhaps one can characterise an ePoster (which is technically an LTB-stack) as a digital bookshelf that contains a collection of digital documents and other digital resources. The showcase that contains several ePosters (or LTB-stacks) can then be characterised as a small digital library. And the major showcases of the conferences can then be characterised as major ‘thematic libraries’, whilst the overarching LTB Showacase is a central library that refers to the ‘thematic libraries’.

Overview on the contents of the TACCLE4 CPD Showcase

Below I will first present screenshots of the contents of the showcase and of the banner that links them to each other:

I guess that the screenshots above give an impression of the kind of digital contents that have been packed to the showcase. Some of these contents have been prepared as ePosters for conferences. Some have been prepared as LTB-stacks that present project reports for the TACCLE4 CPD and Learning Layers projects.

I guess this is enough for a moment. Later on I will prepare a separate report that gives more detailed insights into the contents and explains how they can be accessed.

More blogs to come …

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Multiplier Event of TACCLE4 CPD project – Part One: Report on the event in Bau-ABC Rostrup

October 18th, 2020 by Pekka Kamarainen

Last Friday, the 16th of October, I was pleased to visit the German training centre Bau-ABC Rostrup once again. As regular readers of this blog already know, I have been working together with this training centre for several years. Our cooperation started when our institute (Institut Technik & Bildung, ITB) and Bau-ABC became partners of the EU-funded Learning Layers (LL) project in the year 2012. During the LL project we worked intensively together in the co-design process that led to the development of the Learning Toolbox (LTB) and in training activities to promote the digital competences of the trainers in Bau-ABC. After the end of the project (2017) I maintained contact with Bau-ABC and was pleased to continue working with them when I became the ITB partner in the EU-funded TACCLE4 CPD project (2018 -2020). This newer project gave me an opportunity to reflect on the achievements of the earlier one and to develop models and strategies for continuing professional development (CPD) of vocational teachers and trainers. Now, at the final phase of the project I was pleased to visit Bau-ABC and to organise the German Multiplier Event of the current project together with trainers of Bau-ABC. Below I will give a brief account on the event as such and in my next post I will discuss the contribution that I prepared for the event – a new LTB-showcase of LTB-powered stacks that I prepared for the TACCLE4 CPD project.

The preparation of the Multiplier Event – the long and winding roads

Originally I had prepared the initial plan for such an event together with my ITB colleagues. We had the idea of a bridging event that links the results of the TACCLE4 CPD project to their ongoing work with Open Educational Resources (OER) and with new developments with artificial intelligence (AI) in the field of vocational education and training (VET). We had drafted an invitation list that would bring together vocational teachers and trainers from different organisations – vocational schools and training centres – in the nearby region. The event was supposed to take place in June – between two travel periods when I was working outside Germany. BUT the corona-crisis made it impossible to implement these plans. Instead of returning to Bremen at that time I had to stay a longer period in my home country Finland. And due to the lockdown and the subsequent restrictions it was not possible to organise any presence event at the university campus before the summer holidays. Neither could we expect that vocational teachers and trainers could have had time to participate in such events when the schools and training centres were able to start anew at the end of May.

During the summer months it became apparent that there will be no chance to organise any kind of face-to-face event with external participants at the university campus. On the contrary, the access of university researchers and supporting staff was strictly restricted  and meetings were transformed into online events. From this perspective it seemed impossible to go further with plans that would include inputs from different projects and bring together participants from different organisations. For some time it seemed that the only way to implement the Multiplier Event would be to produce a pre-recorded webinar and then invite online participants to access the online material. However, due to the travel restrictions I was stuck in Finland and even if I could have returned earlier, it would have been difficult to put together a good quality online resource to attract participants at the beginning of a new school year or the training period of apprentices.

When returning to Bremen in the beginning of October I didn’t have high hopes of getting a decent multiplier event organised (whether as a face-to-face event or as a virtual even). However, things changed when I contacted Melanie Campbell, coordinator of Continuing Vocational Training at Bau-ABC and the key person for promoting the use of LTB  during the LL project and afterwards. We came to a conclusion that it would be possible to have a face-to-face event on Friday, the 16th of October in the afternoon (when the apprentices had already left for the weekend but the trainers were still there). We agreed on the input that I would make on the TACCLE4-CPD project (and the earlier LL project) and on her input concerning the current use of LTB in Bau-ABC.

The inputs for the Multiplier Event

So, we had the short time frame of two hours on Friday afternoon at our disposal – just as had been the case with the Theme Room training sessions in November 2015. This time there were additional challenges due to the corona restrictions and due to the fact that some of trainers were tied up with examination duties. But, with the thirteen trainers representing different trades and different training activities we had a qualified audience.

In my input I tried to give a picture, how three aspects of fieldwork in Bau-ABC became vital threads of the work of the Learning Layers project and its Construction pilot:

  • Joint analyses of work processes ans work-realated learning in different trades of construction sector;
  • Co-design of the digital toolset Learning Toolbox and different design events with trainers, apprentices and construction sector professionals who all gave their views, how a digital toolset could support them;
  • Multimedia training and ThemeRoom training that paved the way for the introduction of the LTB as a toolset that is being used regularly in the apprentice training and vocational learning activities provided by Bau-ABC.

In a similar way I emphasised the special approach to the field of vocational education and training (VET) to promoting digital competences and to shaping continuing professional development of teachers and trainers:

  • We are not discussing merely about integrating the use of digital tools to teaching school subjects. Instead, the challenge is, how to link the use of tools to vocational learning and occupational work.
  • We are not discussing merely about use of new educational technology to support school-based learning. As a contrast, the challenge is, how to link the use of appropriate digital toolsets that contribute to changes in working life and work-related learning.
  • We are not merely talking about promotion of digital competences of individual teachers (responsible of their subject matter). As a contrast, the holistic approach to vocational learning requires that teachers and trainers have a common approach to using digital tools.

In the light of the above I made the point of different innovation paths for introducing the use of digital tools. In this context I referred to different ITB projects that I had described in my reports:

  • The Kompetenzwerkstatt projects have been (re)designing the curricula (as a whole) for different vocational learning contexts. Here, the use of digital tools has been built in into specific curriculum processes.
  • The Learning Toolbox has been introduced as a new integrative toolset to be used in exemplary learning projects and to be spread in further projects via internal knowledge transfer and peer tutoring.
  • The Brofessio project had to deal with process industry cases in which the processes were sealed and could not be made transparent for learning in the context of work. As a contrast, it was necessary to introduce micro-learning units for off-the-job training to support work-related learning.
  • The use cases of introducing Opene Educational Resources (OER) were taken from specific vocational of pre-vocational learning contexts. Altogether they opened a perspective from relatively simple exercises to more complex uses of high-tech resources and to collaborative learning that involves learners from different trades.

Finally, I discussed the Theme Room experience of the year 2015 and the rethinking of the Theme Room approach for present date use. Firstly, I emphasised that the concept of training with Theme Rooms was a well-thought format but we couldn’t benefit of all the richness since we couldn’t integrate the use of LTB to the training. Secondly, I emphasised the need of making a situation assessment on the challenges in the occupational fields, on the capability of trainers and learners regarding the use of digital tools and on the path to follow in the training. In this respect I underlined that the Theme Room Training 2020 framework (that I had drafted for the project) invites the users the design their own theme rooms with their own themes instead of following a ready-made guideline.

 

The discussion takes off – coming together

When opening the discussion Melanie Campbell pointed to the importance of the Theme Room training in 2015 as atraining campaign for all trainers of Bau-ABC. The aim was to bring the digital competences of trainers to an equal level – as much as this could be achieved. Since then the use of LTB in different trades has taken the main attention and the practical issues have come up as the main concerns.

In the discussion many trainers brought into picture different problems that delimit the use of LTB at the training sites. Partly these are of infrastructural nature, partly there are difficulties in using the functions of LTB with given software solutions. Thus, the trainers have noticed that LTB is frequently used over the weekend. Melanie Campbell took note of these issues and suggested that similar Friday afternoon sessions should be used for troubleshooting and for sharing knowledge, how to overcome the difficulties.

Some of the trainers made the point that the Theme Rooms should be brought back to picture. Others commented that more emphasis should be given on overcoming the problems and getting more users at same level. Once this has been achieved, then it would be possible to take further steps in deepening the understanding on digital tools.

Altogether, the discussion reflected the situation in a training centre that had the experience of being early users of digital tools. In this respect it seemed that a period of “Theme Forums” would be needed to deal with the current problems befor heading to new cycle of Theme Rooms. Yet, when looking back at the earlier phases of the Learning Layers project in 2014 and 2015, the ones of us who had shared experiences of that time could agree that we come a long way further. Indeed, much of what we discussed as something desirable, had become lived practice of present date.

I guess that this is enough of the event and of our discussions. In my next post I will give insights into the LTB-showcase of the TACCLE4 CPD project that I presented in the event.

More blogs to come …

 

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A German MP visits the training centre Bau-ABC Rostrup – Great praise for their digital competences

October 6th, 2020 by Pekka Kamarainen

Last week I got informed that Mr Stephan Albani, a German MP (Bundestagsabgeordnete) visited the training centre Bau-ABC Rostrup during his field visit in the region. Here it is worthwhile to note that Mr Albani is a representative of that very region but also a member of the special commission of the German Parliament for Vocational Education and Training (VET) in the digital world of work (Enquete-Kommission Berufliche Bildung in der digitalen Arbeitswelt). Given this background, it was interesting to hear, what he thought of the use of digital tools to support apprentice training and further vocational learning in Bau-ABC. After all, a team of us from Institut Technik & Bildung (ITB), University of Bremen had worked together with Bau-ABC in the EU-funded project Learning Layers (2012-2016) to co-design and pilot test digital tools to support work process -oriented learning. The main result was the digital toolset Learning Toolbox (LTB) that has then been implemented in Bau-ABC in their apprentice training.

Impressions from the visit of Mr Albani

As I read it from the Facebook-update of Mr Albani and from the attached pictures, he has informed himself very thoroughly on the training of apprentices in different trades and on the use of digital toolsets (notably the LTB). He gives great praise for tthe digital competences of trainers and apprentices and declares Bau-ABC as a parade example, how to implement digitization in the field of VET.

Insights into the demonstration of Learning Toolbox during the visit of Mr Albani

Thanks to the photos that Mr Albani has shared in his update we can take a closer look, how the use of digital toolsets (and notably of LTB) has been presented to him. As we see it from the photos, he got a hands-on training and his tutor was an apprentice who had become an advanced user. So, wee see them working with a mobile device and with the LTB-terminal that makes everything transparent for the apprentices in the workshop and to the supervising trainers (Lehrwerkmeister) in their office. And this guided tour is managed by the apprentice.

Perspectives for new innovations regarding digitization in the field of VET

In addition to the above-quoted Facebook-update of Mr Albani I have heard that Bau-ABC Rostrup is involved in a major innovation project that runs until the year 2023. From this perspective it has been important that a prominent politician has informed himself of the state of the art and given positive feedback on the quality of training and learning. I will try to get more information on the new project.

More blogs to come …

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New report for TACCLE 4 CPD on Artificial Intelligence and progress with Learning Toolbox

September 29th, 2020 by Pekka Kamarainen

At the end of last year I wrote a series of blog posts with which I presented a set of reports that I had delivered for the EU-funded project TACCLE4 CPD. As regular readers of this blog know, the aim of the project is to design models for continuing professional development (CPD) that focus on promoting digital competences of teachers and trainers. The earlier TACCLE projects had focused mainly on school-based and subject-based learning in general education. However, in the concept of the current project the aim was also to address also the  field of vocational education and training (VET). From this perspective our institute, Institut Technik & Bildung (ITB) was invited as the partner responsible for VET.

During the work I found it necessary to prepare special VET-related reports to clarify the boundary conditions, specific needs and emerging potentials for shaping VET-related approaches to promoting digital competences. From this perspective I presented in November and December 2019 the following set of  VET-related reports:

  • Report 1: Policy analyses (with focus on different contexts, approaches and strategies to promote digital competences in the field of VET
  • Report 2: Legacy of predecessor projects (with a differentiated interpretation of the approaches of prior TACCLE projects and the Learning Layers project)
  • Report 3: Use of Open Educational Resources in VET (with specific insights into the opportunities to use OER in particular vocational learning contexts)
  • Report 4a: Research-based reflections on strategies and training models (with specific emphasis on different innovation paths and feedback from practitioners)
  • Report 4b: The “Theme Room Training 2020” framework (as an outline of a training concept for the field of VET, based on different thematic blocks)

At that time I felt that the series of VET-related reports had been completed.

Elements on the report – training on Artificial Intelligence and uses of Learning Toolbox

During the later phase of the TACCLE4 CPD project I had some exchanges with the newest TACCLE project on Artificial Intelligence and Vocational Education and Training (AI and VET). I visited their kick-off meeting and learned about their project plans. Then I became aware of the Finnish  initiative “Elements of Artificial Intelligence” that was promoted as important civic learning for the whole civil society. And later on I got access to the first report on the project AI and VET and became aware of the issues that they had explored in the initial phase of their work. This gave rise to a blog post on the challenges for civic learning (in general) and for VET providers (in particular).

In addition to this I have had intensive exchanges with the developers of the Learning Toolbox (LTB) who were our former partners from the Learning Layers (LL) project (see my previous blogs). In this way I got information, how training centres equipped their apprentices for independent learning during the corona crisis – with the help of LTB-stacks. Also, I learned how the LTB-developers made use of the quiet period by preparing new instructions and demonstration videos. Furthermore, I learned of the successful use of LTB as support for ePosters in online conferences and workshops. Finally, the publishing of the new Learning Toolbox Showcase made transparent the wide range of conferences and themes that had been covered by numerous ePosters. I have shared this information by publishing several blog posts.

The idea of a new report takes shape

When writing this blogs I was focusing on separate issues. And indeed – the themes ‘training on artificial intelligence’ and ‘reporting on successful use of Learning Toolbox’ seemed to be different cups of tea (or different pairs of shoes). However, once I got further with the blogs on using Learning Toolbox – during the training in exceptional times and in the transformation of conferences into online events – I found a new perspective. Both themes can be treated with the help of a similar (non-linear) story line: facing a challenge – search for an approach – finding a solution – piloting with innovation – facing new challenges with the innovation – transfer of innovation. In this context I wanted to draw attention to the ideas that came up with the training initiatives that link to each other civic learning and vocational learning when introducing artificial intelligence in working life. Furthermore, I wanted to underline the aspect of re-inventing the ordinary practice when adjusting vocational learning or conference cultures into new constraints – when contact learning and presence events are no longer available. As I see it, the work with Learning Toolbox has progressed in a fantastic way but remains work in progress.

The report “Promoting digital competences beyond the accustomed realm of ICT skills – New challenges for civic learning and continuing professional development” is already available on ResearchGate and will be published on the website of the TACCLE4 CPD project.

With these reflections this report completes the series of VET-related reports for the TACCLE4 CPD project. As I see it, this report links current expertise on promoting digital competences to future-oriented challenges and to continuing professional development in real working life. We have put a lot of effort in this project but there is a lot of work for future projects.

More blogs to come …

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Digitalisation, Artificial Intelligence and Vocational Occupations and Skills

July 27th, 2020 by Graham Attwell

geralt (CC0), Pixabay

The Taccle AI project on Artificial Intelligence and Vocational Education and Training, has published a preprint  version of a paper which has been submitted of publication to the VET network of the European Research Association.

The paper, entitled  Digitalisation, Artificial Intelligence and Vocational Occupations and Skills: What are the needs for training Teachers and Trainers, seeks to explore the impact AI and automation have on vocational occupations and skills and to examine what that means for teachers and trainers in VET. It looks at how AI can be used to shape learning and teaching processes, through for example, digital assistants which support teachers. It also focuses on the transformative power of AI that promises profound changes in employment and work tasks. The paper is based on research being undertaken through the EU Erasmus+ Taccle AI project. It presents the results of an extensive literature review and of interviews with VET managers, teachers and AI experts in five countries. It asks whether machines will complement or replace humans in the workplace before going to look at developments in using AI for teaching and learning in VET. Finally, it proposes extensions to the EU DigiCompEdu Framework for training teachers and trainers in using technology.

The paper can be downloaded here.

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Remembering Kerstin Engraf

June 10th, 2020 by Pekka Kamarainen

Earlier this week we received the sad news that Kerstin Engraf, our friend and colleague from the Learning Layers project, had passed away. This was very shocking to us, because we had always learned to know her as a very lively and energetic person and we were expecting her to keep healthy. None of us could have expected this to happen. Below I try to summarise some of my memories of her in a nutshell.

Rembering Kerstin as a key actor in developing continuing vocational training at Bau-ABC Rostrup

We (researchers of ITB, University of Bremen) learned to know Kerstin Engraf at the beginning of the Learning Layers (LL) project when Bau-ABC Rostrup, the North-German training centre of construction centre joined in the project as an application partner. During the project most of our work focused on the apprentice training that was managed by full-time trainers (Lehrwerkmeister) and coordinated in Bau-ABC by Melanie Campbell. However, Kerstin, as the head of continuing training (CVT) of Bau-ABC, was interested in being involved in the development work and participated throughout the lifetime of the project. Moreover, she was supporting the launch of a follow-up project that focused on developing digital tools for training and learning in the CVT schemes of Bau-ABC. During this period we came to understand the complexity of the CVT schemes and the management of the sets short-term courses provided by external lecturers and trainers. And we realised that Kerstin had a complete overview and she knew how to manage the system through and through.

Remembering Kerstin as a contributor to the Construction pilot of the LL project

Looking back, I remember that Kerstin was keenly interested initial workshops with which we started to give shape for the Construction pilot activities. At the earliest phase we discussed the prospect of developing a digitized version of the “White Folder” of the apprentices of Bau-ABC. In these discussions we learned a lot, what the trainers expected of the digital support for a culture of action-oriented learning and self-organised learning. These ideas were taken on board, when the co-design work started to shape the Learning Toolbox (LTB) as a digital toolset to support working and learning processes in the construction sector.

Once the design idea had got its shape, Kerstin was eagerly promoting the idea at special events of construction professionals. I still remember her active support for the LL project activities at the national conference of well-builders and borehole builders (Brunnenbauertage) at Bau-ABC in May 2014 and at the North-German trade fair Nordbau in August 2014. In between we had had the LL project consortium meeting at Bau-ABC. Alongside the meeting we had a demonstration space for Bau-ABC apprentices and trainers. At each corner of the meeting room we had demonstration tables with laptops or tablet PCs to present particular digital tools, toolsets and platforms that we were developing. Thanks to Kerstin’s organisational talent we could manage a carrousel event in which over 100 apprentices and trainers rotated through each demonstration table as small groups whilst members of project team presented briefly the work with the tools.

A very special contribution to the project was the preparation of the Bau-ABC videos (August-September 2014). These were designed give the project consortium an idea, what the trainers and apprentices were expecting of working and learning with the Learning Toolbox. This was of vital importance, since the design work was at a very early stage and the we only had a mock-up version of the toolset to be programmed. In the production of these videos Kerstin was eagerly involved and demonstrated her enthusiasm when editing the videos. Below you see exemplary video that presents the work with trainers’ blogs (predecessors of Learning Toolbox stacks). Here the handwriting of Kerstin is clearly visible (the speed and the music).

Later on, Kerstin was actively involved in developing and implementing a new kind of training concept – the Theme Room training – for all training staff of Bau-ABC. The idea came from the trainers themselves and they had already discussed some key principles, how to put it into practice. Kerstin and Melanie Campbell brought this into discussion in the LL project and it was implemented as a local training campaign during November 2015. The aim was to provide all Bau-ABC trainers basic multimedia competences with focus on vocational learning. The training was run by a pair of peer tutors (one from the trainers and one from the researchers). The training was shaped for four themes (that were covered by respective digital learning space) and the training took place on Friday afternoons. Kerstin was involved in the planning but chose to take the role of learner – and enjoyed it greatly.

Remembering Kerstin as a participant in the consortium meetings

Because of her primary duties Kerstin was not always able to participate in the transnational consortium meetings. But when she had the opportunity, she was very present in many ways. In particular she was actively covering the meetings with photos that were uploaded into the Facebook group “Learning Layers”. And she was also interested in covering the social and natural environments of the meeting venues. Some of these photos she shared on her Facebook page. Thus, we can refresh our memories of the meetings, the sites and extra-curricular activities in Graz, Innsbruck, Tallinn and Espoo. And of course, the project consortium meeting at Bau-ABC Rostrup and the social events at the nearby Bad Zwischenahn (including the lake cruise on the Zwischenahner Meer) were highlights to her and to all of us (as the photo below shows).

These memories have only been glimpses to the time when we worked together and to the activities that we carried out together. I hope that they have given a picture of a friend and colleague whom we learned to appreciate. Kerstin has gone but the work that we have done bears fruit and the good memories bring us forward.

Rest in peace, Kerstin!

 

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New videos on innovative use of Learning Toolbox in vocational learning

June 9th, 2020 by Pekka Kamarainen

In my latest post on this blog I reported on the new Support pages for users of Learning Toolbox (LTB) and Demonstration page with brief introduction and a video presentation. At the end of the post I mentioned that the developers of the LTB had also published three new videos that present innovative use of the LTB in the apprentice training of Bau-ABC Rostrup for different construction trades. These videos had been produced for promoting the use of LTB among other similar training centres in Germany. Therefore they are (for the moment) only available in German. All three videos are available on the following web page: https://support.ltb.io/fallvideos-learning-toolbox-im-bau-abc-rostrup/

Below I present some screenshots of these videos and then give a nutshell summary of the key messages that are conveyed by the respective videos.

Apprentice Jonas reporting on his carpenter’s project with the help of LTB

The two screenshots demonstrate, how apprentice Jonas documents an interim phase in his project in carpentry with the help of the LTB-app on his mobile phone. He takes a photo, gives it a title and then uploads it into the LTB-Stack of his trade as contribution to the current project. The trainer, who is supervising the project gets a notification and sees immediately from the LTB-Terminal in his office, what Jonas has reported and what he has to do in the next phase.

Apprentice Jannis using LTB in the context of masonry

Here the two screenshots demonstrate, how apprentice Jannis uploads the instructions for his new project in masonry by reading the QR-code from a mini-poster with his LTB-app. Firstly he synchronises the LTB on his tablet with a Leica-app on aseparate device. Then he takes a picture and edits it with a line and then takes measures with the laser of the Leica-app. At the end he shows the completely edited picture with all the necessary measurements with explanations in the picture. All this has been achieved with the help of the LTB-app on his tablet PC.

Using the shared LTB-terminal as support for trainers and apprentices in the trade of carpentry

The third video presents the LTB-terminal that has been developed for the training of carpenters – one terminal at the office of the supervising trainers and the other as a ‘kiosk’ to be used by the apprentices at the carpentry workshop. The following screenshots give insights into different potentials of the LTB-terminal.

The first two pictures show that the LTB-terminal (whether in the office or at the workshop) provides access to the training contents of the respective trade firstly as an overview on the whole training year and then at the level of particular projects. In this context it is worthwhile to note that the apprentices can compile their individual learning logs (consisting of completed projects) throughout their training and save them in their own project spaces of the respective LTB-stack. In this respect the LTB has provided a digital solution for the former paper-based White Folder of the training centre Bau-ABC Rostrup.

As further support for training and learning the LTB-terminal provides additional resources. Above the first picture demonstrates the ‘dictionary’ (Lexikon) space of carpenters. It provides overviews on training materials, health and safety and other apps that are being used in the training. All this information is based on reliable sourcesand has been validated by the responsible trainers. The second picture demonstrates the 3D-viewer for carpentry that gives multiple insights into wooden constructions.

I think this is enough of these videos. As I see it, the trainers and apprentices have made great progress as users of the LTB. Thus, the toolset (with these further user-initiated additions) has made its case as support for vocational and workplace learning in the construction sector. Moreover, it is worthwhile to follow the further developments in the field.

More blogs to come …

 

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New instructions for (new) users of Learning Toolbox

June 8th, 2020 by Pekka Kamarainen

My recent posts on this blog have focused on the digital toolset Learning Toolbox (LTB) that was developed in the EU-funded Learning Layers (LL) project to support vocational and workplace learning. At this point it is worthwhile to mention that the developers of the LTB have made good use of the quiet period when they have not been able to travel to visit interested partner organisations and run face-to-face workshops with new users. So, instead, they have prepared new introductory web pages and demonstration pages for the time when they can activate their contacts again. Below I want to give insights into the main introductory page (available in English, German and Spanish) and into a demonstration page (available in German).

Support page for new users of the Learning Toolbox

As I see it, the new support page for new users speaks for itself (see below two screenshots and links to the respective pages):

Here you have the link to Support page in English: https://support.ltb.io/

And here is the link to the Support page in German: https://support.ltb.io/wie-konnen-wir-ihnen-helfen/

Insights into the demonstration page on uses of Learning Toolbox (in German)

In a similar way the demonstration page – “Introduction to the Learning Toolbox in one minute” speaks for itself. Below you find four screenshots of the introductory texts (the one minute information package) and then a longer video presentation (slideshow with audio introduction and subtitles in German).

Here is the link to this demonstration page: https://support.ltb.io/learning-toolbox-kurz-und-knapp/

The video presentation gives more detailed information on the use of Learning Toolbox in vocational and workplace learning with an audio slideshow. Here we have four screenshots that give insights into the contents.

I think this is enough of these introduction and demonstration pages. In my next post I will discuss further videos that demonstrate innovative use cases of Learning Toolbox in specific construction trades.

More blogs to come …

 

 

 

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Updates on the corona crisis – What news from field activities with the Learning Toolbox?

June 5th, 2020 by Pekka Kamarainen

In some of my recent posts I have discussed the impact of the corona crisis on education, training and learning as well as on conferences that are of interest to us. In my latest blogchat session with developers and promoters of the Learning Toolbox – Gilbert Peffer and Werner Müller – I was able to get more insights into the current activities in the field: What is happening currently with the use of LTB to support education, training and learning during and after the lockdown period? What is happening with the use of LTB as support for conferences that are being organised as online events? I will start with the conferences and then proceed to the field activities in education and training.

What news on the use of Learning Toolbox (LTB) in conferences

As I have told in my recent posts (on the impact of the Learning Layers project), the Learning Toolbox (LTB) was developed primarily to support vocational and workplace learning. However, a very successful spin-off prospect emerged when LTB was used to prepare ePosters (supported with mini-posters on poster walls or cubicles). This kind of complementary use of ePosters alongside other modes of presentation started to spread already before the corona crisis.

Now that many conferences have sought ways to convert face-to-face events into online events, the prospect of using ePosters as a major solution has been taken up by several conference organisers. Here, new arrangements have been made to keep the ePosters visible online already during a pre-conference period. Then, during the actual conference period, particular sets of ePosters have been discussed in batches in online sessions. Now this mode of work is taking up and will probably sustain even after the exceptional period. For the developers and key promoters of LTB this has reduced travelling to conference venues and participation in face-to-face events. Instead, they have done more online tutoring and customisation of the use of LTB with supporting online communication services.

What news on the use of Learning Toolbox as support for vocational and workplace learning

Whilst the lockdown has given a push to conference organisers in finding new solutions to prepare online events with larger scale, the picture in the field of vocational education and training (VET) varies. As we have seen it, the transition from classroom teaching into online learning has been implemented rapidly in general education and higher education. For vocational and workplace learning such a transition has not been an easy exercise. In particular the intermediate training centres (that support work process oriented learning in simulated learning spaces) have gone through hard times. In Germany these organisers have been interested in promoting the use of LTB in education and training. Now, due to the lockdown, some advanced training centres – in particular the training centre Bau-ABC Rostrup – have managed to provide LTB stacks to support independent learning of apprentices during the closure period. However, in other training centres the lockdown has interrupted the process of getting a core group of trainers to promote the use of LTB in several trades. Moreover, the reopening of the centres just before the examination period has provided additional challenges.

I think these were the most important messages that I need to share in my blog. In addition to these general impressions I had some further thoughts concerning the designed Multiplier Event of the ongoing TACCLE4 CPD project that we want to organise by the end of the project. As I see it know, it is not likely that we can organise it as a face-to-face event – whether before the summer holiday period or shortly after it. And since we need to organise an online event, we still have to think about the arrangements and the timing.

As we have a short time to complete the tasks for the project, we need to opt for a prerecorded webinar or a series of short webinars. And with this arrangement we need to think of a flexible mode of participation  within a flexible time frame. In this way we can probably adjust this event to the time constraints of the designed participants – teachers and trainers in the field of VET. As we have seen it, it is essential to provide new impulses at a time when the potential participants have time and energy to work with the content we provide for discussion.

These were my preliminary thoughts. I need to have further discussions with my colleagues who are supporting me in the TACCLE4 CPD project. Let us see where we can get in the coming times.

More blogs to come …

 

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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 …

 

 

 

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