With my previous posts I started to write a serious of blogs with the heading “My journey with Institut Technik & Bildung (ITB)”. These blogs are intended to support the work (or follow-up) of the ITB “Klausurtagung” that will take place on Friday 9. December 2016.  The inspiration to write personal blogs that deal with the history of ITB comes from the Klausurtagung 2015. With this series I try to compensate my absence due to health issues and to pass a message, wah has happened at different times and with different themes. In the first post I tried to cover my first encounters –  my study visit in 1989 and participation in the Hochschultage Berufliche Bildung 1990 conference. In the second post I gave insights into the Modellversuch Schwarze Pumpe and to related European cooperation projects 1995 – 1999. In the third post I discussed the Europrof project, the Unesco International TVET meeting in Hangzhou 2004 and its follow-up. In the fourth post I discussed the  TTplus project and the European Consultation seminars in the years 2007 – 2010. In the fifth blog I discussed the  Work & Learning Partners (2005-2006) and the Euronet-PBL (2009-2010). In this sixth and final post I will discuss the expedition with the Learning Layers project (2012 – 2016).

Here, it is worthwhile to emphasise that this ‘journey’ has taken me and my ITB colleagues through different periods of European cooperation. Not all of our efforts have been that successful. Yet, we have achieved respectable results and we have learned a lot. It is also important to emphasise that there is a strong continuity with underlying theoretical concepts and guiding principles for R&D activities (participation, dialogue and social shaping – all in one word: Gestaltung). With this interim conclusion I try to give a nutshell picture of the latest leg of the journey – our expedition with the EU-funded Learning Layers project (on which I have been blogging the last four years).

The starting points of the Learning Layers project

Thae Learning Layers (LL) project was funded by the 7th Framework Programme of Research, Technology and Development of the European Uninon (EU FP7). The aim was to support informal learning in the context of work and organisations by using digital tools, web resources and mobile devices. Special emphasis was given on addressing SMEs (and their networks) as users and to scale up innovations during the project. As a contrast to the previous projects discussed in this series of blogs, our (= ITB) starting position was completely different:

• Firstly, the previous projects had mainly been initiated and/or led by ITB and carried out with a partnership that we new of the vocational education and training (VET) research community.  In the Learning Layers project we joined in a consortium that was led by research institutions from the fields of educational technology, software solutions, knowledge management and infrastructure architectures. Pontydysgu had made the contact between us and the emerging project consortium.
• Secondly, the project plan had initially envisaged only one field for piloting (the healthcare sector in England, represented by General Practice stations affiliated with the National Health Service, supported in the project by Leeds University). In the final phase of the preparations the construction sector from Germany (supported by ITB) was included into the project plan as the second field for piloting.
• Thirdly. the project concept was relying on a good synchronisation of different contributions from the technical partners in a co-design process, so that the users could easily take up the tools (with the support of an integrated scaffolding model). In this concept there was no clear pre-defined role for us (other than coodination fo the sectoral activities with the application partners in the German construction sector.

The above mentioned plan and project concept were reflected in the set of work packages in which we found our role primarily in the WP7 (deployment and promotion of LL tools in the pilot sectors). However, during the project the ‘cards were mixed and redistributed’ in the processes of co-design, tool development and bringing them to users.

The starting points of the construction pilot

Looking back, the starting point for the construction pilot was somewhat similar as the earlier educational pilot projects (Modellversuche) and the innovation programme on Work and Technology (Arbeit und Technik). Obviously, we could consider that our role was similar to the accompanying research (Begleitforschung). Yet, we had to start with a relatively open research agenda visà-vis the predecessor projects. And, compared to our colleagues in the healthcare sector (Leeds University) we both had an intermediate position between the technical partners and the application partners. Ye, in the course of the project, the pilot activities and our roles developed into somewhat different directions. I will try to summarise the points below:

• As a contrast to the Modellversuche or the AuT programme, the accompanying research team of ITB could not take a pedagogic pilot concept and related working hypotheses (Versuchshypothesen) or explicit programme goals (AuT-Gestaltungsziele) as points of reference.
• Concerning the project concept, the accompanying research team had to take an intermediate and interpretative role regarding the achievement of project goals in the context of apprentice training and within organisational learning in construction sector.
• Concerning the co-design processes, the healthcare pilot worked with three parallel design ideas (and emerging tools) towards a integrative approaches. This process was supported by separate tool development teams of technical partners. In the construction pilot the overarching design idea went through two iterations before the co-design work took the course towards an integrative toolset – the Learning Toolbox. This development process was prepared jointly by the application partners, research partners and intermediate partners, whilst the technical partners joined in later.

In this respect the accompanying research team in the construction pilot had to reconsider its tasks and contributions and to take new roles in the course of the project work.

The R&D dialogue in Bau-ABC – the iterative process

In the co-design process in Bau-ABC (intermediate training centre of of North-German construction industry) was to digitise the Bau-ABC White Folder (collection of training materials, worksheets and reporting documents) and the related training and learning processes. In the initial phase the ITB team engaged heavily Bau-ABC trainers and apprentices by work process analyses and storyboard workshops to identify potential points of intervention (for using digital tools). In the subsequent co-design workshops a lot of attention was paid on haping the tools in such a way that they support vocational learning – and reflective learning. However, in two iteration cycles the joint conclusions was reached to give up the over-ambitious digitisation agenda. Instead, the course was taken to develop a flexible and integrative toolset – the Learning Toolbox – to provide access to web resources, to create own resources and to share knowledge and communicate in real time.

Immediately after this shift into new phase the ITB team together with the LTB developers and colleagues from Bau-ABC started outreach activities that engaged more construction sector professionals and apprentices in discussions on the emerging toolset – on the elementary functions and what could be added upon. These talks were carried out in the Brunnenbauertage trade fair (in Bau-ABC), in the Demo Camp workshop event (also in Bau-ABC) and in the NordBau trade fair (in Neumünster). Also, a closer cooperation with the first interested construction companies was started at this phase.

The training schemes as capacity building and contribution to tool development

Already before the abve mentioned shift in the co-design process the partners in the construction pilot had agreed to start a multimedia training scheme for the trainers in Bau-ABC. The first scheme was developed step by step to equip the participants with basic multimedia competences and capability to assess possibilities for using existing apps or tools and for co-creating and co-developing new ones. In this context the Bau-ABC trainers started working with their domain-specific blogs (Zimmererblog, Maurerblog, Tiefbaublog, Brunnenbauerblog) and to develop them into repositories of their own training materials and supporting content. After the first multimedia training the Bau-ABC trainers (who had participated) produced series of videos pointing to specific contexts for using the toolset to optimise work processes and to support workplace-based learning.

In the next phase a more overarching training programme, based on the “Theme Room” concept (initiated by Bau-ABC trainers) was implemented as a ‘whole organisation’ campaign involving all  training staff of Bau-ABC. The training scheme consisted of four Friday afternoon workshops in November 2015 with focus on two main themes – ‘Use of Social Media’ and ‘Production/Use of Digital Learning Materials’ – with two workshops for each theme. The training staff in Bau-ABC (Rostrup) was divided into four parallel groups (and a fifth group in the branch centre Mellendorf). Each group was tutored by one Bau-ABC trainer and a researcher from ITB team. Altogether this campaign gave a strong push for using digital tools, and web resources in the apprentice training. Moreover, it paved the way for improvements in the infrastructure to enable the piloting with the Learning Toolbox – within the apprentice training of Bau-ABC.

The breakthrough with Learning Toolbox and the completion of the project work

In February-March the Learning Layers project project started the active use of Learning Toolbox in the apprentice training for selected pioneering trades. After the Kick-off event in March the trainers started to spread the piloting via peer tutoring and via joint projects involving several trades. This process was supported by accompanying researchers from ITB, the Learning Toolbox developers and visiting researches from Innsbruck, Espoo and Tallinn. With the jointly implemented evaluation studies in May, August and September we could conclude that the trainers in different trades had found somewhat different ways to use Learning Toolbox – and that the apprentices in their respective trades responded positively to their approaches.

Parallel to the these final activities the Learning Layers partners have prepared their contributions to the final deliverable – a comperehensive reporting website, currently called as ‘the Layers Web’. The main contributions of the construction pilot include the following:

• Impact Cards: C-01 on specific pilot with AchSo video annotation tool in Bau-ABC; C-05 on pilot activities in Verden; C-11 on the use of Learning Toolbox in Bau-ABC, C-12 on Training schemes in Bau-ABC.
• Learning Scenarios: S-02 on use of Learning Toolbox at a construction site (Verden); S-09 on Learning Toolbox as support for Handlungsorientiertes Lernen in Bau-ABC; S-10 on changing and sustaining practices in the pilot sectors.
• Methodology documents: M-10 on accompanying research and participative design; M-11 on Training interventions as capacity-building.

These final documents and many other working documents have been made available as draft versions on the following ResearchGate project spaces:

• Learning Layers project (2012 -2016) – Construction sector pilot and follow-up
• Learning Layers Theory Camp (2014) and follow-up.

The follow-up prospects

The signals from pilots in Bau-ABC have been positive and they have been picked up. Following the example, the application partner organisations in Verden have made their steps in using Learning Toolbox in construction work and in promoting the tool to other actors in construction sector. Based on these pioneering cases, the ITB team has recently organised bilateral talks with interested companies. Some spin-off projects have already been started with other construction sector partners before the Learning Toolbox was fully available (to be integrated to their working concepts). At the moment the ITB team is involved in talks to prepare proposals with new knowledge on the usability of Learning Toolbox in the projects.

I think this is enough of the Learning Layers project – of our experiences, achievements and follow-up prospects. To me it is important to not that this has been an exceptional project with richly documented activities and sustainable results to take further by follow-up activities. And for this reason it is important to continue the ‘harvesting’ of results while preparing further follow-up initiatives. It has been and it it is worthwhile.

More blogs to come …

During the four last years I have been blogging intensively on our ongoing EU-funded Learning Layers (LL) project. Now the time has come to close that chapter. I have three reasons to make that statement:

1. The project itself is at its final stage and our field activities are being closed.
2. My contract with the project has already come to an end. At the moment I have not been yet been engaged in the follow-up activities that are still in the process of getting shaped.
3. Due to health issues I am no longer available for field activities in the same way as before.

So, with all the good time passed with the LL project and with all due optimism vis-à-vis the open questions, I am well advised to to take a look back at my blogs and see, what all comes up there.

1.  Blogs of the years 2012 and 2013 – Working ourselves in into the project

Now, looking back, the blogs of the first year reflect a period when we all (research partners, technical partners and application partners) were working ourselves in into the project and finding our ways to work together. I have reported intensively of the initial field visits, of the Application Partner Days and of the work around the Helsinki Design Conference 2013. Also, I have reported of several rounds of co-design workshops and of the first Multimedia Training workshops. At that point we still tried to work with a massive digitisation agenda with the Bau-ABC “White Folder” and sought to narrow it down for rapid prototyping. As our main achievements I highlighted the good collaborative spirit in the co-design workshops and the readiness for shared learning in the Multimedia training workshops. Later on I started to use the concept ‘research & development (R&D) dialogue’ to emphasise this as something very valuable that we had established together.

The logbook of my blogs of these years is available on ResearchGate, see:

PK-Logbook of Working & Learning blogs on Learning Layers 2013

2. Blogs of the year 2014 – Taking the course to develop the Learning Toolbox

The second year was started with a planning exercise – to sketch ‘development projects’ as mode of operation that gives us more flexibility across the work packages and initial design teams. For the construction pilot this was an important signal because it helped us to highlight the development of the Learning Toolbox (LTB) as our new working perspective. In addition to this important shift of emphasis I have reported intensively of the preparation and implementation of the Theory Camp (March 2014) and our follow-up with our contributions to the European Conference on Educational Research (ECER 2014, September 2014). However, the main thrust in that year was clearly in our user engagement with our colleagues in Bau-ABC. We had a major promotion campaign on the idea of LTB during the annual Brunnenbauertage conference. We had an intensive “Demo Camp” promotion session with Bau-ABC trainers and apprentices alongside our consortium meeting in Bau-ABC. We had other outreach activities (the NordBau trade fair and a workshop with companies). Finally, the highlight of the year was the package of videos that we edited with Bau-ABC trainers to support the development of the LTB.

The logbook of my blogs of this year is available on ResearchGate, see:

PK-Logbook of ” Working & Learning ” blogs on Learning Layers 2014

3. Blogs of the year 2015 – The rocky road to Theme Room training and piloting with LTB

The first half of the year 2015 was characterised by hard work with software development and with preparing funding bids for follow-up projects. Neither of these topics was heavily present on the blogs. Therefore, there was quite a lot of reporting on interim events, on the Espoo Design conference and on several hot issues from Finland (the AchSo pilot in Finnish construction sector, the Sustainability Commitments, knowledge sharing on Activity Theory, joint event with Finnish promoters of apprentice training). In April we experienced the opening of the Learning Exhibition “nachhaltig.bauen.erleben” of our application partners in Verden. In May we visited the annual Training Day of Bau-ABC trainers, still with a simulation version of LTB. The turning point was the consortium meeting in Tallinn where we had our first discussion on the Theme Room training concept and a release of LTB with which we could proceed to preliminary testing. So, after the summer break we were already engaging Bau-ABC trainers in testing and in the autumn months we implemented the Theme Room training campaign – both topics well covered with blogs.

The logbook of my blogs of this year is available on ResearchGate, see:

PK-Logbook of “Working & Learning” blogs on Learning Layers 2015

4. Blogs of the year 2016 – With seven-league boots in the final run

The clear highlight of the final project year has been the introduction of the Learning Toolbox (LTB) into apprentice training in Bau-ABC – and later in the year to construction site management in Verden. The progress in Bau-ABC has been covered with blogs on preparatory meetings in February, on the Kick-off event in March and on later working visits in April and May. The exemplary openings in the pioneering trades (well-builders; carpenters and bricklayers) and the transfer to neighbouring trades have been observed carefully. Also tests in other fields of application (Training in Health and Safety; Support for trans-national mobility) were introduced. And in-between we had fairly successful testing visit with AchSo and SOAR introduced by colleagues from Aalto. And after the summer break we were happy to find out during the evaluative field visits (together with Markus Manhart from UIBK and Jaanika Hirv from TLU) that the Bau-ABC trainers and apprentices had taken LTB as their own tools to use it with their accents as support for training and learning. This then paved the way for the high season of preparing the final deliverables (that I have discussed in my latest blogs).

The logbook of my blogs of this year is available on ResearchGate, see:

PK-Logbook of “Working & Learning” blogs on Learning Layers 2016

– – –

I think this is enough of my journey with the LL project as it has been portrayed on my blogs. Of course, the blogs are episodic snapshots and do not necessarily grasp the bigger picture (although I have tried to cover this level of analysis as well). Some of the blogs have been combined and reworked into articles on the LL project website and latterly into the “Learning Toolbox Chronicle”. As the running number of the blog entries is right now 176 (if I have not counted wrong), it is perhaps easier to get an overview from those chronicles than by walking through the heavier logbooks. But both types of collections are there. With this statement I close this chapter and take the next step  to move on.

More blogs to come …

Quite some time my blogs have focused on producing contributions to the final deliverable of our (still) ongoing EU-funded Learning Layers (LL) project. Now these contributions are taking shape and are being edited as part of a group picture of the results of the whole project. This gives me rise to work with the question: How can we make sure that we take full benefit of the legacy of our project? One part of the answer is to edit a good final deliverable (that will happen). Another part is to make sure that the working documents and reflection documents produced at different stages of the project are not getting lost but are being ‘harvested’ as well. With both aspects in my mind I have recently worked to build up the Learning Layers presence on ResearchGate. I have created two project spaces – one for “Learning Layers Construction Pilot” and the other for “Learning Layers Theory Camp follow-up”.

RG project space for “Learning Layers Construction Pilot” – what for?

The decision to set up a project space for Learning Layers – and in particular for the Construction Pilot – grew out of the need to create commentary spaces that point to the Learning Layers materials that I am uploading to ResearchGate anyway. Firstly I used that space as means to provide some samples of information – news updates on series of blogs and lists of articles – as ‘starters’ to get familiarised with our project. Now that our final contributions are taking shape, this project space provides an opportunity for ‘sneak preview’. Moreover, since some of the draft documents will be edited shorter, I have uploaded the original draft versions (ODV) in full length.

As of today we find the following final documents of the Construction Pilot as ODVs on ResearchGate:

• Use of Learning Toolbox (LTB) by Bau-ABC Trainers and Apprentices (Impact Card C-11, Construction pilot, Germany)
• Multimedia Training for and with Bau-ABC trainers (Impact Card C-12, Construction pilot, Germany)
• Learning Toolbox (LTB) as Support for Action-Oriented Learning in the Apprentice Training of Bau-ABC – Instances of Change (Learning Scenario S-09, Construction Pilot, Germany)
• Learning Toolbox as Support for Organisational Learning and Cooperation at a Construction Site in Verden – Instances of change (Learning Scenario S-02, Construction Pilot, Germany) Motivation and Theoretical Contribution
• Accompanying Research and Participative Design in the Pilot activities in the Training Centre Bau-ABC (Methodology Document M-10, Construction Pilot, Germany)
• Training interventions as capacity-building for digital transformation in the Training Centre Bau-ABC (Methodology Document M-11, Construction pilot, Germany)

As the project is coming to an end, this space will also provide insights into follow-up activities.

RG project space for “Learning Layers Theory Camp follow-up” – what for?

The second project space was created quite recently to ‘harvest’ the contributions to the Learning Layers Theory Camp (March 2014) that were prepared by the ITB team. Whilst there was some kind of follow-up at the consortium level with some meta-themes, the contributions provided by us were not discussed widely. Yet, we had put some effort to cover some theoretical, methodological and research-strategic issues. Now, in the final analyses and in the the transition to follow-up activities, it is useful to revisit some of these themes and our theoretical contributions from the earlier phase of the project. Currently we have following main documents allocated to this project space:

• WP1/ Work Process Knowledge: Introduction to the reviewing of the legacy of the EU-funded Work Process Knowledge network (FP4 – TSER)
• WP2/ Work Process Knowledge: Revisiting the Theme ‘Work Process Knowledge’ and its implications for vocational education and training – The position the WPK network
• Commentary 1 on theoretical foundations of the Work Process Knowledge network (based on the synthesis article of M. Fischer and N. Boreham 2004) – 2014
• Commentary 2 on empirical studies of Work Process Knowledge network – based on the interim synthesis article of M. Fischer and N. Boreham
• WP Accompanying Research: Reviewing the role of Accompanying Research, Interactive Research and Action research as support for participative design processes
• Commentary note 1: Activity Theory – Foundations, conceptual evolution, implications for a developmental research strategy – 2015
• Commentary note 2: Activity Theory – Intervention research cases, Change Laboratory processes and research findings – 2015

As the project is coming to an end we will also rework with these materials as well when we are preparing (secondary) analyses of the empirical findings and reflection papers on our fieldwork.

– – –

I think this is enough of the Learning Layers presence on ResearchGate – as far as the project spaces “Construction Pilot” and the “Theory Camp follow-up” are concerned. Both will have a life beyond the funding period of the current Learning Layers project.

More blogs to come …

In my latest blog I started yet another series of posts on our contributions to the final deliverable of our EU-funded Learning Layers (LL) project. I might be repeating myself but it is worth reflecting, what kind of learning experience we have made with our partners in the Learning Layers Construction pilot. At the end of the journey  we are able to highlight what all has contributed to the innovation processes we have been working with. In my previous post I discussed this with focus on the role of accompanying research in a process of multi-channeled research & development (R&D) dialogue. In this post I focus on the role of training interventions in our project experience.

Here I have been working with a similar question (as in my previous blog), how to present our training interventions as a contribution to the innovation process (that we have gone through together with our application partners):

• Can we claim that our training interventions have been based on a pre-designed ‘training method’ that guided the shared learning into good results? Can we present this ‘training method’ as the legacy of our project?
• Or – shall we interpret our training and learning experiences as a more complex process innovation in which we played a part – an active part, but yet only a part of the common story? Shall we present the training interventions as a thread in the story of the R&D dialogue – and as part of the same legacy?

This time I present the answers that we can give by using extracts from our document “Training interventions as capacity-building for digital transformation – Construction pilot”. And here again, I hope that the extracts from the longer report text give a clear idea, what our answer is and why.

Starting point of our training interventions: Need for shared learning to bring co-design work forward

“This document provides insights into the role of training interventions as support for co-design processes and related research & development (R&D) dialogue in the construction pilot. The following developments are highlighted:

• The training interventions were introduced as a process innovation alongside and within the co-design (not as a finalised ‘method’ to be implemented).
• The early Multimedia training activities were introduced as a separate initiative, but gradually they became an important support for refocusing the co-design process.
• The Theme Room training campaign became a ‘whole organisation initiative’ and paved the way to use the Learning Toolbox (LTB) in the apprentice training projects of Bau-ABC in different trades.
• The Theme Room concept was proposed for a longer training campaign with more features. The documentation of the concept and use of materials (in Moodle) makes it possible to customise the approach (including the use of the LTB as a specific theme for training and tool for learning).

In the light of the above the training interventions were introduced firstly as ad hoc measures to support the co-design process. Firstly, they were planned as awareness-raising events with practical tasks to consolidate learning gains. Then, after a short interim period the Bau-ABC trainers prepared a new initiative  that aimed to raise the user-competences of the entire training staff to a new level. Looking back, this process can be reconstructed as two phases of training interventions with an interim phase, during which the initiative shifted from the research and technology partners to the application partners.”

Reflections on training interventions: Process innovations alongside co-design and involving all parties

Looking back, it is apparent that the training interventions were not launched on the basis of ready-made method taken from a textbook. Instead, they were introduced as a process innovation that responded to certain challenges in the co-design work. The dynamics of the process innovation can be summarised in the following way:

Firstly, the Multimedia training activities were introduced as a separate initiative – rather loosely linked to the co-design process. Then, thanks to the learning progress of participants, the training results (the start of the blogs, the work with videos) became an important support for the refocused design work. With the Bau-ABC trainers’ own videos on opportunities and challenges for learning they could give impulses for the shaping of the Learning Toolbox.

Secondly, after the early Multimedia training the Bau-ABC trainers wanted to introduce a lightweight follow-up activity with their weekly sessions for informal exchanges. However, they came to the conclusion that such activities do not support their learning sufficiently. Therefore, they proposed the Theme Room training concept and its implementation as a ‘whole organisation initiative’ in Bau-ABC. In this way the trainers’ informal learning was to be strengthened in collaboration with the research partners. This provided a new opportunity to bring the ongoing phase of design activities closer to the trainers’ learning processes.

Thirdly, the Theme Room concept was proposed as flexible training model for open learning processes that were using given learning spaces (‘rooms’) for going through work-oriented learning processes that were shaped as themes. The pace was to be kept flexible and the ‘booking of rooms’ in force until the participants had completed their tasks. Then the rooms could be re-furnished. In this sense the model was designed for continuing and customised learning processes. In the first implementation it was neither possible to introduce the Learning Toolbox nor to make any use of it. However, after the successful pilot testing in Bau-ABC it is possible to make the use of Learning Toolbox a central element of such training and to make using its functionality in a wide range of learning tasks.

– – –

I think this is enough of the training interventions and their role in the whole process. We may not have drawn all the conclusions from this rich experience. And we may not have thought through, how to build upon this experience in the follow-up activities. However, we have made enough experiences to see, how the training interventions nurtured the co-design work and how the Theme Room concept can be enriched with the use of Learning Toolbox. This is clearly ‘social shaping’ (Gestaltung) in practice – both elements are co-shaping each other in a dynamic process. And we need to to take this experience further.

More blogs to come …

One of the final efforts of our EU-funded Learning Layers (LL) project has been the rearrangement of the dissemination articles that we had published on the LL website, section “Construction”. At the end of the project we felt that we should make it accessible as a more structured documentation of the process we went through with our construction sector partners. However, we knew that we cannot make intensive editing operations – the materials were already there and we could at best make them more attractive by providing easier access to them. Secondly, we needed to think beyond our project experience and to open perspectives for follow-up activities. This gave rise to present the history of Construction pilot as the story on the making of its main result – the Learning Toolbox. And so the articles of past years were give a new life as the “Learning Toolbox Chronicle” and as “Learning Toolbox Chronik (Deutsche Version)”.

Insights into the Learning Toolbox Chronicle (English version)

Under the new heading the articles appear as three volumes (annual chronicles):

Learning Toolbox (LTB) Chronicle Vol. 1, 2014  covers the early phases from the Application Partner Days (APD) and from the early co-design activities (2013) to the outreach activities with the LTB concept in 2014 (Brunnenbauertage, Demo Camp, Nordbau and a smaller demonstration workshop with two active craft trade companies).

Learning Toolbox (LTB) Chronicle Vol. 2, 2015  covers several interim events starting with the opening of the ‘Learning exhibition’ of our partners in ecological construction work in Verden and with the annual Training Day of the Bau-ABC staff. Later in the year we had workshops and conferences in Espoo, Bremen and Budapest and alongside the Bremen conference the publication of the LTB Beta version. This was celebrated with a field visit in Bau-ABC and with special sessions in the Bremen conference. (And let us not forget the visit of the Singapore Workforce Development Agency to Bremen to inform themselves of the Learning Layers project and of the emerging Learning Toolbox!)

Learning Toolbox (LTB) Chronicle Vol. 3, 2016  covers major training interventions (the Theme Room training campaign) and a series of pilot activities and field events in Bau-ABC Rostrup (the major pilot site for the LTB). We also get insights into using the LTB for coordinating construction work processes at a special construction site in Verden.

Insights into Learning Toolbox Chronik (Deutsche Version)

In principle the German versions of the Chronicles cover the same developments. However, the number of articles is smaller (since we have only included articles of the years 2014 and 2015) that are closer to the application partners. But regarding the year 2016 we have covered all events and activities.

Bonus tracks and Online Guide

One of the highlights of the year 2014 was the joint effort of Bau-ABC colleagues to produce a series of videos on possible use of the LTB in their training and in construction work. These videos are also accessible via both language versions of the LTB Chronicles, see

Learning Toolbox videos from Bau-ABC (2014) – Overview 

One of the highlights of the year 2016 has been the publication of the Learning Toolbox Online Guide. It can also be accessed via the the Learning Toolbox chronicles.

– – –

I think this is enough of the new Chronicles. I hope that they serve their purpose and provide inspiring insights into the making of the Learning Toolbox. For us who were involved in this process they provide an opportunity to celebrate our joint achievements – researchers, practitioners and developers, all working together. And we already know that Learning Toolbox has a future beyond the current project.

More blogs to come …

With my three previous blogs I have started a series of posts to wrap up the experiences of our EU-funded Learning Layers (LL) project. As I have indicated, we are preparing contributions for the concluding deliverable of our project. In my previous post I discussed, how we are showing impact of our project with Impact Cards. Then I discussed, how this can lead to a particularisation of the picture. As a contrast, I tried to bring together the messages of different cards to show, how our interventions in the Construction pilot have had impact in terms of promoting digital transformation. However, my examples remained at the level of presenting local and context-specific success stories and progress reports. This gives rise to the question, what is the value of these achievements in terms of promoting the presented innovations. And this then leads to the question, on what grounds we can interpret this potential.

Below I will discuss these issues in the light of the two Learning Scenarios that we have prepared on the basis of the Construction pilot. In both examples we introduce firstly an exemplary case on the use of Learning Toolbox (LTB). On the basis of such a case we then draw scenarios for further work with LTB and for dissemination of the innovation. And with both examples we can demonstrate the role of research and of our theoretical work in interpreting the impact.

LTB on construction site – the scenario on the work with multiplier networks

In the first “Learning Scenario” on cross-organisational learning with used as a starting point Thomas Isselhard’s presentation on the use of LTB as support for coordination of the work at a construction site and for real-time communication on plans, orders and reports. In the two videos recorded on his presentation Thomas gives a picture, how the use of LTB can help to avoid communication gaps between different parties involved (video 1) and how to get new users accustomed to work with LTB (video 2). The background text in the ‘Learning Scenario’ draws attention to the way in which the the functionality of LTB help to overcome the gaps. In a similar way the text draws attention to the benefits of LTB as an integrative toolset – customised for the users and by the users with their own sets of context-specific stacks and content tiles. Furthermore, the videos and the text give insights into the ways in which new users are introduced to using LTB while getting their instructions for the construction work.

This exemplary case shows the potential of making interactive use of LTB as a common integrative toolset for sharing knowledge and information between different parties at a construction site. In the ‘Scenario’ part of the document we step out from the site and shift the emphasis to different organisations and networks involved in construction sector. Thomas Isselhard is a member in several networks on ecological construction work and these networks have a wide range of specialised cooperation partners. In this respect the ‘Scenario’ outlines a spectrum of activities via which these networks can promote the use of LTB in sharing knowledge and promoting cooperation in ecological construction work and in different campaigns for awareness-raising.

LTB as support for apprentice training – the scenario on supporting learning in special learning areas

In another “Learning Scenario” document we draw attention to the way in which full-time trainers (Lehrwerkmeister) in the intermediate training centre Bau-ABC Rostrup have used LTB to support their training. In the background sections the document gives insights into the transition from working with paper-based materials to creating web-based resources that are available via trade-specific stacks and content tiles.

In further sections we present results from field visits in which researchers have had interview sessions with the trainers and focus groups with apprentices. Here we found an interesting difference between otherwise similar approaches:

• Trainers who follow a problem-oriented training strategy tend to equip  learners with comprehensive resources. The apprentices need to search as self-organised learners  to find the problem-relevant information. In a nutshell, the LTB can be characterised as a ‘well’.
• Trainers who follow an interest-oriented training strategy tend to provide in the beginning fewer resources and only gradually open access to new resources. The learners are nurtured step-by-step with new impulses and challenges once they have started to find their own solutions and ways of working. In this case, the LTB can be characterised as a ‘watering can’.

In the ‘Scenario’ part we stepped out of the trade-specific contexts of apprentice training and shifted the emphasis to specific challenges in the training of Bau-ABC. One issue that the Bau-ABC trainers had raised already at an early stage of the project was, how to make training in Health and Safety (Arbeitssicherheit und Gesundheitsschutz) more inspiring. Another issue was, how to provide easy and filtered access to DIN norms that are relevant for skilled workers. For both cases it is possible to provide interim solutions by providing an overview on the sets of resources via Moodle (or similar platform). Then linking LTB to the respective Moodle application (or similar application) the users could find the resources easier (‘LTB as a well’). However, in the training with these resources it would be possible to introduce some kind of ‘gamification’ to guide the learners from tasks that require general knowledge to more demanding cases that require special expertise (‘LTB as a watering can’).

Reflections

We have also used these documents to highlight the role of our theoretical work in interpreting the impact demonstrated in these exemplary cases (as a basis for the scenarios):

• We have interpreted the first case – the use of LTB at the construction site in Verden – as a micro-case that demonstrates organisational and cross-organisational learning in a local context. Here we underline that ‘organisational learning’ is not merely a result of good management skills or good consultancy. Instead, the key point is in finding the way to promote interactivity and responsiveness between site manager, craftsmen and stakeholders involved. This point has also been highlighted in the concept ‘work process knowledge’ that we have discussed in the project on several occasions.
• We have interpreted the second case – the Bau-ABC trainers’ transition to use LTB – as an example of gradual digital transformation and as enhancement of their pedagogy. Here, it is worthwhile to emphasise that the trainers have challenged apprentices to become self-organised learners and to take ownership on their learning. With the use of LTB they have seen more possibilities – and the learners have felt themselves more empowered. In this way the use of LTB has strengthened the training and learning culture based on action-oriented learning in Bau-ABC.
• We worked out these interpretations in the latter case by combining the empirical findings of a visiting evaluation researcher, the process-related knowledge of a ‘local’ accompanying researcher and the insights into instructional designs provided by an educational technology researcher. In this way way came to interpret the changes in Bau-ABC as indications of a digital transformation based on step-by-step transitions – not as an abrupt digital revolution with great leaps to unknown. Moreover, we could conclude these changes as contributions to the Bau-ABC approach that celebrates action-oriented learning – not as a radical paradigm shift in pedagogy.

– – –

I think this is enough of our work with the ‘Learning Scenarios’ and altogether on the theme ‘digital transformation’. In the coming days our deliverables will take shape and will be made available in due time. There is some more work to be done, but most of the Learning Layers experience is getting wrapped up. Then we have to prepare ourselves for the follow-up.

More blogs to come …

With my two latest blogs I have  started a series of posts to wrap up the experiences of our EU-funded Learning Layers (LL) project. Currently we are preparing contributions for the concluding deliverable of our project. One part of this exercise is writing “Impact Cards” to demonstrate, what kind of achievements we have reached in the sectoral pilots in Construction sector and in Healthcare sector as well as in the supporting activities (development of  tools, software and infrastructure). In general, I have welcomed the idea of preparing such impact cards. They present in different contexts a) the situation before our project activities, b) the interventions that we have carried out and c) the situation/developments  after our interventions.

However, such cards have also their limitations. Whilst they are good tools for demonstrating particular achievements in specific contexts, it is difficult to keep the big picture visible with such tools. Thus, we may have details but loose sigh on the overall developments to which these achievements contribute. Also, we may fail to see, what kind of challenges we have had to meet during the work to show any impact whatsoever. This, to me is important when we discuss the theme ‘digital transformation’ and consider, how our project has contributed to changes in working and learning processes. From this perspective I will discuss below the picture that we have given on the Construction pilot by reading across the impact cards we have prepared. For practical reasons I focus now on the cards that deal with the training centre Bau-ABC Rostrup.

The situation before the Learning Layers project

Here it is worthwhile to emphasise that the general atmosphere in Germany concerning the role of mobile devices as support for learning – and in particular for workplace learning – was mainly sceptical and restrictive. The use of mobile devices during work was forbidden in most companies and in the training centres. The use of smartphones was considered as distraction and in the worst cases as a risk factor (concerning hazards at work or concerning data privacy in work contexts). Furthermore, the companies that had been involved in early pilots with digital tools had made negative experiences with ‘infant diseases’ of specific tools and compatibility problems with stand-alone tools and apps. The trainers in Bau-ABC had been monitoring tools and apps that were advertised for their trades, but not many of them had proven appropriate for professional use or as support for apprentice training. Moreover, the apprentices had not learned to know tools or apps relevant for their learning and most of them had used smartphones only for private hobbies.

However, having said all that we started our cooperation with Bau-ABC trainers and management in good spirit and the apprentices were keen to join in the activities when there was a chance. All parties were interested in looking, how to bring mobile devices, digital media and web resources into learning and into work processes. All parties informed us of communication gaps and practical difficulties in which they saw the possibility to bring in digital tools to facilitate work and learning. However, the important point was that the new technologies should offload them, not add to their workload. And regarding apprentice training, the new technologies should empower them as self-organised learners, not provide easy shortcuts that reduce the learning effect.

The training interventions as capacity-building

When starting our co-design process with Bau-ABC trainers, we soon realised that we (all of us) needed to raise our awareness on existing tools and apps as well as of processes of using, co-creating and co-developing. From this perspective it was great help that our Pontydysgu colleagues – in particular Jenny Hughes – had a lot of experience with the TACCLE courses in getting teachers familiarise themselves with such technologies for their own use. Moreover, those courses had brought the teachers together to make their own plans for using web resources in their teaching. This provided the background for the first training intervention – the early Multimedia training workshops in Bau-ABC. This training encouraged some of the participants to create their own WordPress blogs and to use them as repositories for making their training materials publicly available (see Zimmererblog, Maurerblog, Tiefbaublog and Brunnenbauerblog).

Based on this experience the Bau-ABC trainers proposed at a later phase the Theme Room training model to raise awareness and to promote digital competences across the organisation. This provided the basis for the second training intervention – the Theme Room training campaign in November 2015. This time the whole organisation participated, whilst partners from LL project worked together with the advanced trainers as tutors and mentors. Here again, the emphasis was on creating an overview on the themes (social media, digital learning materials) and to work together to get an idea, how to use the web-based and tools in apprentice training.

The co-design and pilot testing of Learning Toolbox (LTB)

In the early phase of the LL project the Bau-ABC colleagues proposed as a major design idea the digitisation of the White Folder of Bau-ABC (the collector of training materials, worksheets and reporting documents in their apprentice training). Already at this phase we got a lot of feedback, how the use of the forthcoming tool should enhance the learning of apprentices (instead of providing easy shortcuts to answers before reflecting the task). During the  process the design idea got transformed from digitising the materials to developing an integrative toolset to facilitate the work with web-based resources and real-time communication. In this way the co-design process took the course to developing the Learning Toolbox (LTB). And due to their intensive participating in this work and in Multimedia Training the Bau-ABC trainers were supporting this idea. The strongest evidence for this were the videos that Bau-ABC trainers produced in August 2014 on potential use of LTB in different training and working contexts. In a similar way the ca. 80 apprentices that participated in the Demo Camp workshops in June 2014 were very inspired by the idea of getting such a toolset to work with.

In the final phase of the project when the LTB was ready to be introduced for piloting in the apprentice training (with several few trades and selected training projects) we were pleased to witness a relatively smooth take-off. In spite of some technical problems we got positive feedback from trainers and apprentices. The trainers who were leading these pilots had found their own ways to use the LTB (building their own stacks, screens and tiles) to provide access to learning resources. Some of them provided a wide range of information resources (for problem-oriented searches), some preferred to open the acess to wider resources as a step-by-step procedure (based on learning progress and interests). The apprentices also found their own ways to make use of the LTB and gave their own views as feedback. In a similar way, the separate introduction of AchSo  (video annotation tool) in some of the trades was taken as an enrichment (although there was some confusion, whether it can be integrated into LTB or remains as a stand-alone tool).  Altogether, the experiences with piloting were by and large positive.

– – –

I think this is enough of the situation before the Learning Layers activities and of the interventions that we have carried out during the project work. The impact cards do contain an assessment, how the situation has developed after the interventions and on what points we can show impact. However, from the perspective of the theme ‘digital transformation’ these points would be very detailed. Furthermore, we are still looking forward to having concluding discussions with Bau-ABC trainers and with the management. Therefore, I will not go into the details here. However, I need to emphasise that in our final reporting we have a further task to interpret the impact and achievements in conceptual and future-oriented terms – with Learning Scenarios. I will discuss this task in my next post.

More blogs to come …

With my latest post I started a series of reflections on the concept “Digital Divide 4.0” (see my previous post ). These reflections have been inspired by recent experiences with fieldwork for our ongoing EU-funded Learning Layers (LL) project and in particular with its key product the Learning Toolbox (LTB).  In particular these thoughts have been triggered by our LTB workshops (covered in my earlier posts) and our working visit to the construction sector training centre Bau-ABC. With this blog I try to give insights into our observations on ‘digital divide 4.0’ in the beginning phase of the LL project and into the role of our project work in overcoming such divides. Here I would like to emphasist the role of participative design processes, capacity-building measures and the user-driven deployment of LTB in the training activities of Bau-ABC.

Findings on the use of digital tools and mobile apps in the early phase of the LL project

In the beginning phase of the LL project the ITB team carried out several interviews among Bau-ABC trainers and representatives of craft trade companies regarding their use of digital tools, web platforms and mobile apps. Likewise, we carried out (in collaboration with Bau-ABC) a user survey among the Bau-ABC apprentices.

Without going into details, both the interviews and the survey gave a picture of a scattered landscape of stand-alone tools, apps and platforms. The trainers and company representatives had looked at different sites but were not convinced of the quality – it was difficult to distinguish, what tools/apps were meant for professional use and what for hobbyists. The apprentices new very few of them and had hardly any experience with them.

In general, this picture corresponds with my characterisation of ‘digital divide 4.0’ (see my previous post). Both our interview partners and the apprentices responding to the survey were users of smartphones, had acquired a considerable web capability and were exploring, how to use the new tools and technologies. Yet, the trainers and company representatives experienced a kind of Tantalos-situation (see my previous post) – having a multitude of possibilities but not getting a hold of them. Likewise, the apprentices were frustrated because web tools, apps and mobile devices played no role in the training.

What was the role of co-design processes and multimedia training?

In the co-design workshops with Bau-ABC trainers we were looking for ways to support their pedagogic approaches (action-oriented learning, self-organised learning) in context-specific training projects. Likewise, in the workshops with apprentices we were looking at characteristic working tasks and specific situations in which digital tools would be useful. This all was fed to the development of the Learning Toolbox.

In the Multimedia Training we (the facilitators from Pontydysgu and ITB) helped the Bau-ABC trainers to find their own approach to using digital tools and web resources – and to editing their own contents. The most important achievements of this phase were the trainers’ own WordPress  blogs with which they have made their training materials publicly available. (See Zimmererblog, Maurerblog, Tiefbaublog, Brunnenbauerblog.)

Interim assessments by Bau-ABC trainers during the project

In between the Bau-ABC trainers have contributed with their interim assessments that have given important impulses for the development of the Learning Toolbox and for reshaping of the multimedia training arrangements:

• In August/September 2014 the Bau-ABC colleagues couldn’t participate in the LL consortium meeting in Tallin. Instead they prepared a video message that was later on edited into short videos. These outlined different contexts for using the Learning Toolbox in the training of Bau-ABC and in different work situations. In one of the videos four trainers discuss their pedagogic principles (action-oriented learning; self-organised learning) and how they see the possibilities to promote such learning via Learning Toolbox (see below).

• In May 2015 the Bau-ABC trainers made an interim assessment on the earlier Multimedia training (2013 -2014) and on their internal follow-up (2014 -2015). They came to the conclusion that Bau-ABC needs to organise a training scheme for the whole trainer staff to bring the media competences to a common level and to work out joint approaches for using the respective tools, apps and platforms. This provided the basis for the Theme Room training campaign that was implemented in November 2015 by tutors from Bau-ABC, ITB and Pontydysgu (with on-site support by Jaanika Hirv from TLU). This campaign was a major step forward to prepare the Bau-ABC trainers to take the role of active users of the Learning Toolbox.

Reflections on the deployment of Learning Toolbox and on the feedback from the users

In February and March 2016 we started the active phase of deployment of the Learning Toolbox with some Bau-ABC trainers in their training projects. Already at that stage we could see that the trainers quickly developed their own ways to use stacks, pages and tiles to shape their training projects:

• In the trade of well-builders (Brunnenbauer) the emphasis was given on a specific project folder that is supported by content tiles (Reference materials) and collection tiles (photos and videos). When the pilot group of well-builder apprentices moved on to training periods in other trades (metalworking, borehole building), the trainers in these trades provided similar project folders.
• The joint project of carpenters (Zimmerer) and bricklayers (Maurer) was based on a common mother-stack that was linked to daughter stacks that presented the respective subprojects to be carried out during training periods in the respective trades. In addition, the mother stack provided links to other daughter stacks that provided collections of tools and of further learning materials.

When collecting feedback on the use of Learning Tools the LL researchers involved (mainly Markus Manhart from UIBK) could conclude that the trainers were becoming owners of the innovation and that the apprentices had adopted the use of Learning Toolbox as ‘their way’ of managing the projects. In particular the following observations were of interest:

• From the pedagogic point of view the trainers had set somewhat different accents. Some of them put an emphasis on equipping the apprentices with comprehensive sets of reference materials and challenging them to do selective and searches for their purposes. Here one could use the metaphor of ‘well’ for the stacks as stable learning resources. Other trainers put an emphasis on curiosity- and interest-based learning and with respective opening of new pages or tiles for apprentices. Here one could use the metaphor of ‘watering cans’ for the stacks as learning resources that are adjusted to the learners’ progress. Consequently, their apprentices have developed either explorative or level-by-level progressing learning approaches.
• From the infrastructural and organisational points of view the trainers concluded that the deployment of Learning Toolbox had been carried out as a limited pilot. Now the time had come ripe to make commitments for the whole organisation (including the infrastructure and the availability of mobile devices for all training areas). The apprentices had experienced difficulties due to limited internet access – both in the training centre and even more when they were on construction sites. Yet, they emphasised the advantages of using Learning Toolbox vis-à-vis the time when they had not had such a toolset. Also, they put a major emphasis in having the necessary tools in an integrated and contextually adjusted set. However, very few had been able to convince their employers or supervisors of the benefits of the Toolbox. Here, it apparent that the company representatives have to find their own ways to use such a toolset and to become aware of the benefits from their perspective.

Concluding remarks

I believe this is enough of our learning journey in the context of the Learning Layers project and with focus on the project activities in the construction sector training centre Bau-ABC. To me this story serves as an example, how participative design process, capacity building and user-driven tool deployment can work well in the long run. As I see it, we started in a situation that could be characterised as ‘digital divide 4.0’ and worked through processes that helped us to overcome such divides (including us as researchers and our counterparts in the training centre). However, the story shows that we need extra efforts to help the construction companies to find their ways forward. I will get back to this in my next blog.

More blogs to come …

With this post I will start a series of reflections on the concept “Digital Divide 4.0” (to be explained below). These reflections have been inspired by recent experiences with fieldwork for our ongoing EU-funded Learning Layers (LL) project and in particular with its key product the Learning Toolbox (LTB).  In particular these thoughts have been triggered by our workshops last week (see my previous posts) and our working visit to the construction sector training centre Bau-ABC (to be covered in my next posts). All of a sudden I started thinking, what kind of ‘digital divide(s)’ we are encountering.  And in addition to this, I got struck by the question: In what ways can the Learning Toolbox help us to overcome such divides?

The different meanings of  ‘digital divide’

As I see it, debates on the topic ‘digital divide’ have come and gone in several waves. In the more recent debates the authored have characterised their point of view with expressions like ‘Digital divide 2.0’ or (in some cases) ‘Digital divide 3.0’. This, of course has been shadowing the authors view on the evolution of web technologies, uses of web and the perception of the gaps that cause the respective divide.

I am not an expert on this topic but my rough picture of this history is the following:

• The initial discussion on the topic ‘digital divide’ (which we could now label as the phase of ‘Digital divide 1.0’) drew attention to lacking access to computer technology and computer literacy as main problem. Thus, strategies to overcome digital divide were directed to provide access (private and public) to devices and to promote computer literacy by different campaigns involving formal and informal learning opportunities.
• The second phase of these debates – named by some authors as ‘Digital divide 2.0’ – has shifted the emphasis on computers and computer literacy to Internet, World-Wide Web and to social networks. The key problem is seen in the lacking or poor Internet connections and web-literacy. Thus, the strategies to overcome digital divide have emphasised the necessity to promote access to internet and to engage the users as participants (clients) of social networks and networked services.
• The third phase – arising from the previous one and only rarely distinguished as ‘Digital divide 3.0’ shifts the emphasis to mobile devices, in particular to smartphones. In this perception the lack of Internet access via mobile devices (and/or the lacking capability to use them for real-time Internet searches and communication) is the main problem addressed by the concept. And, consequently, the main emphasis is given on informal coaching, tutoring, mentoring, scaffolding etc. to get the potential users over the hurdle and turn them into active users.
  

What are we missing from this picture and how – in this respect – could these divides be overcome?

Whilst the above presented picture seems valid, to us it is one-sided: the technologies (as such) appear as the driving force and the users only need to get access to the devices and to the respective ‘literacy’ to use them. In this way the ‘ordinary’ users need to be educated to be able to use the technologies in the way the designers have planned.

However, from starting from very the beginning of the LL project and up to present date we have experienced another type of problem constellation that we could characterise as ‘Digital divide 4.0’. Here we have a situation in which the potential users have access to appropriate devices and to average digital literacy but are confronted with a multitude of stand-alone apps, tools, platforms and services – the relevance of which remains a riddle to them. Thus, the users lack orientation and guidance that would help them to make informed choices for options that match their needs. This can be characterised as a Tantalos-situation – by analogy to the antique tale. (Tantalos was stuck into position next to fruit treas that were quasi at his reach but kept their branches out of his reach. Likewise, he was standing next to a river, but when he bowed down to drink, the water escaped his lips.) Therefore, this new divide is not characterised by lack of access to (and command of) particular technologies but lack of overview and strategic mastery of them in terms of user-competences.

What is so specific in the Learning Toolbox regarding ‘Digital divide 4.0’?

In the light of the above we are happy to announce that on several occasions we have been able to witness that the introduction of the Learning Toolbox has clearly contribute to processes that help to overcome such Tantalos-situations. At the moment our experiences are episodic and limited in numbers. Yet, we can start looking at the turning points and at the criteria for overcoming the kind of ‘Digital divide 4.0’ that has been typical of the situation before our pilot activities.

– – –

I guess this is enough as an introduction to the topic. In my next post I will have a look at our fieldwork and on our observations concerning the use of the Learning Toolbox to overcome the kind of digital divide I discussed above.

More blogs to come … 

In my previous post I started a series of reports on the newest events in the fieldwork of our EU-funded Learning Layers (LL) project and its key product Learning Toolbox (LTB) developed in the construction sector pilot. The LTB has been shaped together with our application partners in the North-German construction industries and trad to support workplace learning and/or learning in the context of work processes. With the two workshops that we organised on Wednesday (7.9.) and Thursday (8.9.) we wanted to present the Toolbox and to bring it close to users. The previous post covered the workshop with researchers from our institute – Institut Technik & Bildung (ITB). This second post focuses on the workshop that we had with representatives of craft trade companies and construction sector professionals from Bremen region.

Introducing the Learning Layers project and the Learning Toolbox

In this workshop the moderator Werner Müller (ITB) and the representative of the developers of the Toolbox Gilbert Peffer (CIMNE) focused on the efferts of the project to support learning and knowledge sharing in the context of work and organisations. In particular Gilbert demonstrated the use of the Toolbox with different examples on practice-based learning and on getting access to relevant information and deeper know-how in work situations. See Gilbert’s slides here LTB-WS_Handwerksbetriebe.

The case for using Learning Toolbox at a construction site presented by Thomas Isselhard

After the introductions our application partner Thomas Isselhard from the network for ecological construction work (Netzwerk Nachhaltiges Bauen – NNB) presented the case with which he had trained himself to become an active user of the Learning Toolbox. Thomas is an architect with expertise on renovating old buildings and work with ecologically sound  construction materials. He is now in charge of a special construction site in Verden. The old building that is under preservation order (Denkmalschutz) needs to be renovated thoroughly. However, due to the preservation order there are further requirements how the work needs to be done. And therefore, there are frequent changes in plans and instructions – and repeated needs for real-time communication between and advice for the teams that are working on the site. In the following video clip Thomas and Werner discuss this issue when visiting the construction site:

Concerning the introduction of the Toolbox in their working Thomas refers to their standard procedures, files and use of colours in paper-based archiving. It has been convenient for his fellow colleagues and collaborators to use the similar structure in creating digital tiles in the Toolbox (for specific phases and documents) and to equip them with the colours that have been used in paper-based archiving. Therefore, he has a general prototype stack (of such tiles) that he can copy for new cases with which he will use the Toolbox. In the following video clip Thomas expresses this in his own words:

Thomas gave us several examples from everyday life situations, how much miscommunication and unnecessary delays (due to waiting times) can be avoided if different parties involved were equipped with such a Toolbox and had the updated information (without confusion on versions) at the same time available.

Discussion on other prospects or working issues to be considered

In the discussion several issues were raised from the perspective of the companies. In the beginning some participants were concerned, whether construction workers are ready to use digital tools and insert information in writing. Thomas stated immediately that the Toolbox is very easy to use and that users can adjust it to their needs without heavy training. Others emphasised that there are several ‘paperwork’ duties that can be immensely facilitated with such an interactive tool. Furthermore, the Toolbox makes it easier to manage different communication channels and versions of documents that are being used. Also, the Toolbox makes it easier to distinguish between archives and working documents – and to make this distinction transparent to all parties. Yet, for regular use, the participants needed clarification on storage of data (cloud – central server – local server), on different levels of privacy and sharing, on access to public resources (official maps held by public authorities) and on the policies and pricing for subscriptions. These, as we see it, will be clarified by the end of the LL project, when the support of the Toolbox is continued by a new service provider.

– – –

I think this is enough of this workshop. We got a clear impression that the Toolbox is reaching the stage of maturity and that the craft trade companies are ready for further talks on actual use of it in their work. However, given the relatively short time of piloting, we all understand that there is a need for further support by research & development activities. From this perspective we in ITB are pleased to note that we have several follow-up projects that can provide such support. Therefore, we will keep working with such follow-up activities.

More blogs to come …