In my previous post I reported on the opening event of the ‘Learning Exhibition’ “nachhaltig. bauen. erleben” and its importance for the EU-funded project Learning Layers (LL). This event – the inauguration of the new ecological building and the opening of the inaugural exhibition is clearly a highlight for our application partners Agentur, NNB and NZNB in Verden.  In the previous post I summarised some first impressions of the Learning Layers team that contributed to the exhibition. Now that some of our photos are available as photo albums in our Facebook group “Learning Layers Photos“, it is possible to make further comments on the way that the exhibition has implemented the design ideas of the Learning Layers project (in particular of the Captus design team).

1. What was the design team Captus looking for?

As I already mentioned in my previous post, one of the early design ideas of the Learning Layers project was called “Captus” – Capturing of knowledge and experiences with the help of digital media and web tools. This design idea and the design team that worked with it took the the ‘Learning Exhibition’ as their focal point.

The contributors from the project worked with the question: How can the use of digital media, web resources and mobile devices best be incorporated into the exhibition?

For the organisers the key question was rather: How can the exhibition be shaped as an experienceable learning opportunity (Gelegenheit for erfahrbares Lernen)?

For the LL project the key question was: How can we get these two perspectives joined together?

This gave rise to different learning exercises with web tools, webinars, video production and annotation sessions. Also different explorations were made on the use of QR-tags and alternative solutions. Finally, these efforts culminated to the questions:

1) How can we support the participants in getting more knowledge and insights into the exhibits/exhibition areas than is possible by posters, info sheets ans flyers?

2) How can we provide opportunities for such knowledge acquisition that makes it possible for the participants to take their new knowledge with them for further reflection?

These questions brought into picture the efforts to introduce augmented reality as an integral part of the exhibition concept.

2. What did we witness as ‘ideas put into practice’ in the exhibition?

At best we can demonstrate the impact of the Captus ideas with a ‘guided tour round the exhibition’ via the photos that we have uploaded in the album “The ‘Learning exhibition’ “Nachhaltig. bauen. erleben” of our application partners Agentur, NNB, NZNB (ecological construction work)“.

We see firstly the welcome message (here a screenshot) of the web page that is available on the tablets used in the exhibition. The users can indicate their interests as ordinary visitors, construction sector specialists, construction companies or their clients.  Each of them can make their own ‘guided’ tour with the help of the AR application used on the tablet.

Secondly we see the exhibition area for heating and cooling (basement ambiente) and for furnishing and wood materials (wider area). Both areas have hot spots for using AR.

Thirdly we see the use of the tablet at those hot spots and the additional text-based or picture-based information that appears on the screen.

Finally we see the instructions, how to take this information home and how to access it from home offices.

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As we see it, this may appear as rather simplistic way of implementing the ideas that were discussed. But, what makes it important, in this way the ideas of using digital media, web tools and mobile technologies have become integral parts of the exhibition concept. Moreover, the key organisers have taken this as their starting point to work further with this approach. And finally, we saw that the exhibition is still in many ways under construction. From this perspective the tools, system solutions and software solutions that are being piloted in Bau-ABC could also be demonstrated as parts of the exhibition (when the time is ripe for this step). At least we saw this as an entry point to a new phase rather than as a final station of completed journey.

More blogs to come …

PS. With this blog I have worked with Joanna Burchert who has been most intensively working with the Captus idea from the ITB team. I have listened to her views and taken on board as much as possible but the words are mine. PK

Yesterday we witnessed a great day for the EU-funded project Learning Layers (LL) and its work in the North German construction pilots. Our application partner Agentur für nachhaltiges Bauen (Agency for ecological construction work) and the support organisations Netzwerk Nachhaltiges Bauen (NNB) and  Norddeutsches Zentrum für Nachhaltiges Bauen (NZNB) had reached an important milestone of their project activities. Their new  Exhibition building was inaugurated and the Learning Exhibition “nachhaltig. bauen. erleben” was opened. The preparation of this exhibition has been the central theme of the colleagues from Agentur, NNB and NZNB throughout their participation in the LL project.

1. The journey from an early design idea to making the exhibition

As we remember it, the idea to prepare a special exhibition – with emphasis on learning from experience – was highlighted by the colleagues from Agentur, NNB and NZNB during the first working meetings (December 2012) and the Application Partner Day (APD) visit (January 2013). At that time the construction work for the new building was at an early stage and there was quite some time to develop plans for the exhibition. In the Y1 Design Conference in Helsinki one of the working groups brought these early thoughts into concept with the design idea “Captus” – Capturing of knowledge and experiences with the help of digital media and web tools. At that stage it was clear that it is not an easy road forward to put those ideas into practice.

Already the first encounters and the working groups during the APD visit brought into picture that there was a lot of scepticism and reservation vis-à-vis introduction of digital media, web tools and mobile technologies among the people who were interested in ecological construction work. And the key persons working for Agentur, NNB and NZNB were not quite sure, how the use of new media, web tools and mobile devices could best support their ecological message and ideas on the exhibition. During the next phases of project work several exercises were made to bring the new media, use of web tools and trials with mobile devices closer to the everyday practice. This phase was characterised by various learning experiences but uncertainty, whether the learning gains can be put into practice. It was a question mark, to what extent a trans-national R&D project can support the making of the exhibition in the local environment and for the local/regional and national audiences.

2. Impressions on the exhibition as a materialised reality

Jumping to the impressions of yesterday I have to confess that it was a kind of positive cultural shock – the new building with sveral storeys for offices and with the wide exhibition spaces on ground floor and basement made a huge difference to the past. Also, the exhibits representing different aspects of ecological, sustainable and energy-saving solutions were presented nicely and with smart anc compressed green information sheets. Also, a lot of materials and artefacts were made easily accessible in small spaces – including the isolation materials (compressed straw to be covered with clay).

What about the role of digital media, web tools and mobile or embedded devices? They were also there and implemented in a harmonious way. Several info sheets had camera symbols or QR tags that provided access to background information or light-weight applications of augmented reality. And at different areas we saw embedded computer screens on the wall or on the table surface – all this implemented as a part of the exhibition experience, not something added on. Some of these impressions have been made accessible via the updated website http://www.nznb.de whilst more information is yet to be updated after the event.

Looking at other visitors, it was obvious that everything was new to them and it was difficult to digest the new experience. A lot of visitors were moving around in bigger groups, guided by the organisers, whilst some others were making impressions as individual observers. It was clear to us that the time for more focused stakeholder talks will come later when the exhibition will be visited by groups from organisations like Bau-ABC or from networks that are affiliated with the NZNB.

3. Voices of the key organisers

For us from the LL team participating in a visitor (and co-exhibitor) role – Joanna Burchert and me (ITB) and Martina Lübbing (Pontydysgu) it was most rewarding to make interviews with the key organisers – Dorothee Mix and Ute Gieseking (NZNB), Enno Precht and Michael Burchert (Agentur). All of them were highly positive about their participation in the LL project and valued the ideas and learning experiences made with the project. At the same time the others praised Michael for his role as a change agent, mediator and interpreter. Altogether, they one by one characterised their own learning history with digital media, web and mobile technologies as a transition from scepticism to a new awareness, how link this support to their own practice. Given this background, Michael was sure that this was not the end station of such transition process. Instead, now that the exhibition is there, the LL project has a good opportunity to bring in new solutions, frameworks, tools and apps once they have reached the maturity. In particular the cooperation with Bau-ABC can be strengthened in this respect.

I think this is enough of the first impressions. I have agreed to work with Joanna Burchert to give a more detailed picture, what all had been achieved regarding the introduction of digital media, web tools and software solutions. So, the story goes on.

More blogs to come …

In my three previous posts I have discussed the Finnish Sustainability Commitments and their relevance for our EU-funded project Learning Layers (LL). In the first blog I described the model, in the second one I shifted the emphasis to the sustainability of apprentice training and in the third one I discussed the transferability of the commitment model to the Learning Layers project.

In the meantime I have had some talks with my colleagues on this model and its applicability. Some of the comments have been inspired: There seems to be something attractive in the approach. Some of the comments have been characterised  by scepticism: Isn’t this yet another one of those campaigns that end up as lip service without major impact? Below I try to give some further insights into the model itself and into mechanisms that can make it work as a real thing.

1. What is so special about these Sustainability Commitments?

The inspiring aspect of these Sustainability Commitments is that they are part of a nation-wide strategy for Sustainable Development – targeted to the year 2050 – but they are operative commitments agreed in particular organisations. They refer to a four-page reference document that outlines seven sustainability goals. And then it is up to each organisation to agree which of these goals it will select for its own operative commitments. Once this discussion is through the organisation has to agree on the time frame of the commitment and on the indicators for assessing the success. When these decisions have been made the organisation can register its commitment on the special website http://sitoumus2050.fi (Commitment 2050). And when the commitment has been registered and published, the organisation has the responsibility to report on the progress.

Altogether, this model is that of a Societal Commitment Process – it transforms the implementation of the national strategy into a movement that consists of into sets of goal-oriented local and domain-specific commitment processes. When an insider-expert tells how this model came into being, it is easy to sense the inspiration and creative energy. Yet, it is worthwhile to ask, what mechanisms and  measures can prevent it from falling into ritualism and lip service.

2. What makes these commitments become real measures with impact?

It is worthwhile to consider, what kinds of background factors, mechanisms, efforts, initiatives etc. have been provided to make these commitment processes work towards the desired change. I will try to list some of these below:

a) High level policy support: The national commission for sustainable development has been chaired by the prime minister and the commitment processes have been taken up by ministries, central government bodies, employers’ confederations, trade unions, political parties, big enterprises etc. Key players in national politics want to be involved in such processes.

b) Facilitation and assistance by expert organisations: In the field of vocational education and training (VET) – as well as in general and adult education – a  special expert organisation (the OKKA foundation) has developed Sustainability certificates for educational establishments. In a similar way universities (among others the Aalto University) have made commitments to support their partner organisations in joining the commitment processes and in reaching their objectives.

c) Expanding the range of commitments after first pilots: Several regional consortia for VET (the inter-municipal ‘holding’ organisations of VET institutes) have started their commitment processes with one institute and educational domain candidating for a Sustainability certificate of the OKKA foundation. After a successful pilot they have continued with further commitments involving other institutes and educational domains.

d) Cooperative chains and business networks as promoters of commitments: The leading cooperative chain – the S-group with its shops, department stores, supermarkets and hotels – has committed itself nation-wide to link sustainable development into its processes of inducting new employees. In a similar way a nation-wide network of social responsibility managers has made its own commitments for its member enterprises.

e) NGOs as promoters of commitments: In the dissemination activities the Ministry of Environment and the participating organisations are supported by creative NGOs. In particular the NGO “Yllätetään yhteiskunta” (Let’s surprise the society) has specialised in organising dissemination events – such as sustainability jams – that give visibility to particular initiatives.

f) The role of social media: So far the Commitment process has been supported by a static website. Yet, the according to the newest plans (that were reported in the Finnish radio podcast, http://areena.yle.fi/radio/2630343) the website is being transformed into a social networking website and the commitment processes are being transformed into community processes. The launch of the new platform is scheduled for the 3rd of June 2015.

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I think these points were already enough to give an impression, what all is making the commitment process work. And I will try to find out more in due time.

More blogs to come …

In my two previous posts I started with a topic that might seem remote to our EU-funded project Learning Layers (LL). The first post focused on the Finnish sustainability commitments. In the second post I discussed the sustainability issue from the perspective of apprentice training making comparisons between Germany and in Finland (and setting the LL pilots in Germany and Finland into their contexts). In this third post I try to bring these two threads together by posing the question: What about making sustainability commitments for apprentice training?

Here again, I will make comparisons between the Finnish and German contexts – firstly at a more general level and then secondly from the perspective of scaling up the LL initiatives in the construction sector.

1. Sustainability commitments as a perspective for promoting apprentice training?

Firstly, it is appropriate to consider, whether the sustainability commitments – or to be precise: operative commitments to sustainability goals – can provide an appropriate framework for promoting future-oriented apprentice training.

In the case of Finland this perspective is clearly available. One of the central sustainability goals taken up by the operative commitments is “Sustainable work”. Concerning the role of apprentice training and construction work, this can be argued in a twofold sense:

1)  Apprentice training as it is currently promoted in the construction trades, serves the purpose of sustaining the sectoral craftsmanship and the traditional know-how of elder craftsmen in the context of demographic change.

2) Apprentice training can serve as a medium of promoting other sustainability goals (such as “A carbon-neutral society” or “An economy that is resource-wise”) in the context of construction work.

Moreover, the framework of these operative commitments provides clear instructions for setting the timeline, adjusting to the general criteria and on self-monitoring and reporting on progress.

In the case of Germany it is not easy to see, how a similar framework could emerge on a general policy level. In my previous blog I referred to the national agreements for promoting apprentice training (Ausbildungspakt), which do not provide a similar mechanism for operative commitments. However, the sectoral campaigns of the national association of construction industry (Bauindustrieverband) could possibly be developed into such direction (see the previous campaigns “Leitbild Bau” or “Deutschland baut”).

2. Sustainability commitments as means to promote LL initiatives?

In addition to the above presented thoughts it is necessary to consider, how such commitments could be linked to the promotion and scaling up of LL-related initiatives in the construction sector.

In the case of Finland the current pilots focus on the use of AchSo! as an instrument to document achievements in workplace learning – mainly for the vocational school that is in charge of assessing the apprentices and trainees. In this respect the use of LL tools is rather limited and does not (yet) cover the broader scope of using digital media and web resources to support working and learning process as well as real-time communication. From this point of view the introduction of the Learning Toolbox would open new possibilities to link LL tools to such operative commitments as have been referred to above.

In the case of Germany the current pilot phase focuses on multiple uses of Learning Toolbox in the working and learning environments of apprentices (firstly in the intermediate training centre and then subsequently in the companies). In this respect the situation is different from the Finnish pilots. Here, in the pilot context of the training centre Bau-ABC it is possible to develop sets of small-scale commitments and to introduce corresponding patterns of (self-)monitoring and (self-)evaluation. These initial steps can then provide a basis for wider roll-out phase.

I think this is as far as I can get with my thoughts, what we (the LL project) can learn from the Finnish approach to promote sustainable development via operative commitments. If my quickly written blogs have left gaps of information or if I should add more specific examples, I am happy to continue the discussion. Otherwise, we are heading to further tasks in our current pilots.

More blogs to come …

In my previous post I discussed with some length a topic that is seemingly remote to our EU-funded project Learning Layers (LL): The Finnish campaigns to promote sustainable development via sustainability commitments. I promised to get back to the relevance of such commitments to the LL project in a later blog. In this post I will discuss the sustainability issue from the perspective of apprentice training – using the different situations in Germany and in Finland as a starting point and then proceeding to campaigns to promote the sustainability of apprentice training Then I will discuss the importance of LL pilots in construction sector – both in Germany and in Finland – in this context.

1.  Sustainability issues in apprentice training – the cases of Germany and Finland

Apprentice training in Germany (the dual system of apprentice training) has traditionally been the flagship model of vocational education and training (VET). This tradition has been deeply rooted in economy, educational policy, labour market relations and working culture. In particular in the construction sector Germany has opted for high-skilled workforce, to be obtained via apprentice training. This, however has been challenged via academic drift (young people opting for studies rather than career as skilled worker) and by competition from semi-skilled or low-skilled workforce (external companies, migrant workforce etc.). Therefore, already for several years the educational policy debates have been concerned about the sustainability of apprentice training (and the reliance on skilled workforce). This has given rise to different initiatives and support measures to promote the sustainability of apprentice training (see below).

Apprentice training in Finland has had a relatively marginal position vis-à-vis the dual system of apprenticeship in Germany. Mainly this is due to the late and rapid industrialisation in Finland in the post-war reconstruction era (after the World War II). During that period a wide network of school-based vocational education institutes was built in different parts of Finland to attract expanding industries and services to all parts of the country. In this context industries tended not to engage themselves with initial vocational education but to cater for (formal or informal) continuing training. In the 1990s there was a shift in emphasis to enhance the role of workplace learning in initial VET and revitalise apprentice training (mainly as an option for working adults without formal qualifications to obtain them via on-the-job-training). Quite recently these hitherto separate policies have been combined in pilot projects that enable flexible transition from school-based VET to apprentice training (within the same curricular framework – see below). Also in this case there is an issue, whether the Finnish VET system can compete with the academic drift and ensure such quality of young workforce that can compete against low-cost companies  that tend to rely on lowly skilled workforce.

2. Campaigns for promoting the sustainability of apprentice training

Centralised campaigns for providing sufficient apprentice training opportunities in Germany: Since apprentice training is the main model of VET in Germany, there is a constant concern, whether there are sufficiently apprentice training opportunities and whether these opportunities have been utilised by young people. During the last decade the federal policy makers have introduced new kinds of campaigns in the form of central agreements on apprentice training opportunities (Ausbildungspakt) between government bodies and the Social Partners (= employers’ confederations and trade unions). These agreements (usually for a three-year period) cover a range of nation-wide measures to be taken by public authorities and by the Social Partners to provide better frameworks and possibilities to meet current bottlenecks in the training markets. Yet, there is quite a distance between these measures and the actual implementation in local, regional and sectoral contexts.

Targeted campaigns for raising awareness of apprenticeship as an option: Since the role of apprentice training in the national VET system is not so prominent as in Germany, the central government and the Social Partners have not engaged themselves in such measures. Instead, the campaigning has been a matter for the local/regional agencies for apprentice training (that function as brokers between young people, industries and vocational schools). Their campaigns have been efforts to raise awareness of apprenticeship as option for particular target groups and for interested employers (and to engage the vocational schools). Altogether, this has been more a matter of finding the niche areas and interested partners than contributing to the sustainability of the whole system of VET.

3. The contribution of the LL pilots to the sustainability issues in construction sector

In the light of the above it is interesting to compare, how the pilots of the LL project in construction sector fit to this picture of sustainability issues of apprentice training.

The contribution of the German pilot with Learning Toolbox (LTB) to the sustainability issue in the German construction sector is related to the following questions:

• Can the LTB help the apprentices and skilled construction workers to master their tasks, mobilise their knowledge resources and communicate effectively in problem-situations?
• Can the use of LTB help them to become better aware of their know-how, learning progress and challenges yet to meet?
• Can a wider use of such tools help to overcome some negative images of construction work and to highlight the aspects of knowledge work in the construction trades?

Altogether these questions are related to a general effort to enhance the learning, know-how and co-participation of skilled workers as a part of the sustainability of highly skilled  workforce in construction sector.

The contribution of the Finnish pilot with the video annotation tool AchSo! is a narrower pilot regarding the entire set of issues indicated above. Yet, it focuses on the documentation of learners’ progress in workplace learning – which has so far been the Achilles’ heel in all collaboration between school-based VET and workplace learning. And in the current situation the effective use of LL tools can increase the trust of all parties on the flexible transition from school-centred to apprenticeship-based vocational learning.

I think this is enough at the moment. In my next post I will discuss the relevance of the Sustainability Commitments for the development of apprentice training and for the scaling up of LL pilots.

More blogs to come …