With my three previous posts I have started a series of blogs that review the video produced by the Bau-ABC team for the recent consortium meeting of the Learning Layers (LL) project. As I have indicated, the video focused on the usability of the emerging Learning Toolbox (LTB) – a framework for accessing web resources and managing web apps – in the construction sector. In the two previous posts I discussed, how the LTB can be used in the the context of the training activities of the Bau-ABC  and in the companies or construction sites. In this post I will focus on the Bau-ABC trainers’ views, how LTB will support learning alongside working. Here I share the link to the video:

http://youtu.be/Z2JoZSn4PyY

In the latter part of the video (between 18,04 and 29:00) Melanie Campbell has a discussion with four full-time trainers, who have been involved in most of the LL activities and engaged their apprentices as well – Lothar Schoka, Kevin Kuck, Stefan Wiedenstried and Markus Pape. Below I will highlight some points of their discussion and the messages they are passing to us (as their LL partners) and to wider audiences.

 New prospects for using digital media and smartphones alongside working and learning

The LL project has brought into picture new ways of using digital media, web tools and smartphones in the context of work and workplace learning. The trainers themselves have launched their blogs and brought their apprentices to demo sessions on the LTB. The apprentices have greeted this with enthusiasm. They and their companies have now new prospects for using these tools for working and learning – not as distraction and waste of time. From this perspective the trainers are keen to take further steps forward in piloting.

The LTB as support for learning and professional growth

The trainers saw in the LTB a great potential for supporting holistic, action-oriented and self-organised learning (in German with one concept: Handlungsorientiertes Lernen). Whilst they are currently delivering their info-sheets and worksheets each time for the respective project, the LTB provides a realm for information and challenges the apprentices to do their own searches and consolidate their own findings. In the same way, as the documentation of work processes and learning results is currently a routine with paper documents, the LTB opens room for creativity. The apprentices can enrich their documents with photos, videos and multimedia (with annotations, cartoons and other possibilities). In this way they can demonstrate also their learning progress and achievements to their peers and friends but also to their companies and to their supervisors. So far, the feedback from apprentices points to this direction if the apprentices can be wider engaged in the piloting.

Expectations on next 12 months with the LTB

The trainers are eager to see a beta-version of a functioning LTB on smartphone and tablet to be used in real life. On their behalf they are prepared to start the piloting with selected projects. They do not expect a fully completed end product but rather a pilot version that can be further developed on the basis of feedback. And for them it is important that the apprentices are engaged as pilot users who can also contribute to the development. This was the key message.

Reflective commentary

Here I prefer to let the trainers’ message speak for itself. However, it is interesting to see that they have confidence in their apprentices as smart users of smartphones when there is a framework like the LTB to draw their attention to working and learning contexts. Also, they are confident that the apprentices will use the LTB to enhance their learning rather than to minimize their learning effort. And finally, they see their apprentices as valuable stakeholders in giving feedback on the pilot use of LTB and in promoting the tool to their companies as well.

Secondly, it is worthwhile to note that the trainers are not only focusing on the training that is provided on the premises of Bau-ABC under their supervision. Instead, they are looking forward to see the LTB being used in wider contexts support professional growth and to strengthen professional communities. This became very clear when they discussed the impact of the Multimedia training and of sharing the experiences. But this merits a post of its own.

More blogs to come …

With my two previous posts I started a series of blogs that review the video produced by the Bau-ABC team for the recent consortium meeting of the Learning Layers (LL) project. As I have indicated, the video focused on the usability of the emerging Learning Toolbox (LTB) – a framework for accessing web resources and managing web apps – in the construction sector. In my previous post I discussed, how the LTB can be used in the the context of the training activities of the Bau-ABC. This post shifts the emphasis towards companies and construction sites. Here I share the link to the video:

http://youtu.be/Z2JoZSn4PyY

Example on machine and metal techniques: The store of chains for construction machines

In the first case (placed between 0.25 and 1.42 on the current version) Rainer Schütte tells about the store of chains for construction machines. Each of these chains is a unique example, tagged with a separate chip or embedded chip, and the chains have to be tested regularly. Both for companies as well as for the training centre it would be useful, if the tags could be read by a smartphone or tablet that has the LTB installed. In this way the identification of appropriate equipment (numer of chains, capacity and tolerance) could be concluded with the help of the tool.

Example on construction vehicles: Driving supported by QR tags

In the second case (placed between 1.43 and 2.30) the apprentice Arnold demonstrates how he can manage a massive excavator. Whilst he already manages the routine commands, he feels the need to check the special commands for the forthcoming task. For this purpose he uses the QR-reader of the his smartphone and the QR tag (attached to the machine) that gives him access to the user’s manual of this particular type of excavator.

 Example on building the construction scaffolding in accordance to health and safety regulations

In the third case (placed between 15:34 and 18:35) Markus Pape and his apprentices demonstrate with Melanie Campbell and Kerstin Engraf how the building of scaffolding is carried out in compliance with the health and safety regulations. Markus points to the current tagging of the elements of scaffolding that point to instructions that are available online. The LTB that is equipped with a QR reader can make the instructions and the requirements of special clothing (with safety lines) transparent on site. In the filmed episode the team of apprentices assemble a high scaffolding and Max who is on top wears the required clothing. At the end of the episode Melanie, Markus and Kerstin discuss, how to accommodate this information under the designed tiles of the LTB and how to use existing materials in a compressed form.

Reflective commentary

All these cases were filmed on the premises of Bau-ABC but they did not differ from normal circumstances in construction sites. Selecting the appropriate chains, managing the excavator and assembling the scaffolding are real issues for construction companies. If construction workers are not sure about the right choices, it is very helpful that they have the possibility to double-check from a relevant resource. Here, the use of the LTB is to be seen as assurance and confirmation, not as an excuse for not learning things properly. This kind of issues were taken up in the group discussion of the Bau-ABC trainers that will be covered in the next post.

 More blogs to come …

In my latest blog I gave a quick overview of the video produced by the Bau-ABC team for the consortium meeting of the Learning Layers (LL) project that took place in Tallinn from Wednesday to Friday. I wrote the blog when I was preparing the presentation of the video in the meeting. From that point of view it became an overview on the contents as such – a verbalised table of contents. Now, after having viewed the video some  more times, I realize that we have a much richer resource at our hands than we thought. Before I go further with my second thoughts I will share the link here:

http://youtu.be/Z2JoZSn4PyY

In this first post I outline a set of questions that I will discuss in a series of posts. With these questions I try to get a deeper insight into the importance of this video material for us as project partners and for external viewers. In particular I want to tease out some feedback on, what the project is achieving and what kind of impact it can have in the construction sector. From this point of view I will discuss in the next posts the following questions:

1. What do we learn from the usability of Learning Toolbox in that training provided by Bau-ABC?
2. What do we learn from possible uses of Learning Toolbox in companies and in workplace contexts?
3. What do we learn of the views of trainers on Learning Toolbox?
4. What do we learn of the impact of the Multimedia Training in Bau-ABC?

As I see it, the current video is a treasure island that has several treasures that need to be found and mapped. In the following blogs I try to identify the sections that respond to the above mentioned questions and to highlight the messages that are coming through.

More blogs to come …

In my previous blogs on the fieldwork of the Learning Layers (LL) project I have firstly focused on stakeholder engagement events and then on the blogs of the full-time trainers (Lehrwerkmeister) in Bau-ABC. Now I will shift the emphasis to the wok with video material, again carried out by the colleagues in Bau-ABC. Here, it is worthwhile to notice that the progress of the trainers with blogs (as tools for organising workplace learning projetcs) is a result of the Multimedia Training organised by the LL partners (Pontydysgu and ITB). In a similar way the work with video material has been a major theme in these training workshops. Now the colleagues from Bau-ABC have sent a message via video to the LL project consortium meeting in Tallin (when they themselves have not been able to come to the meeting). Although the video is a lengthy one (31 minutes) and it is mostly in  German language (not accessible to all LL partners), I hope these brief commentaries in English will help us to receive the message as original version with the hear and soul and the sincere commitment of our colleagues in Bau-ABC Rostrup.

So, please have a look at the video message to us even if it (as it stands now) might seem a long message! It is rich with content and there are several messages to convey – as I will describe briefly below. The link is the following:

http://youtu.be/Z2JoZSn4PyY

1. How to use the Learning Toolbox in the training of Bau-ABC

Already during the three first minutes of the video you get insights how the trainers and apprentices of Bau-ABC demonstrate uses of tools like the Learning Toolbox in the training. Mr Schütte, trainer fot the mechanic engineering and machinery shows the multitude of chains for different equipments for the training – each one of them being a unique example for pulling different loads with different maximum weights. They have already been tagged but it would be beneficial for all parties involved if a tool like Learning Toolbox would have all this information stored.

In a similar way Arnold, an apprentice in his second year of apprentice training shows how he can drive the heavy vehicle with the help of the driving instructions that he gets via QR-tags. As we know, one of the key features of the Learning Toolbox is the QR-reader. And one of the key features in the LL Multimedia Training was to create QR-codes.

2. How to enrich the apprentices’ projects with the help of the Learning Toolbox?

After these starters the video offers us several (lengthy but interesting) examples, how the apprentices work with typical workplace learning projects and how they are instructed.

Martin, apprentice in his second year of training for industrial maintenance work (Industriemechaniker) demonstrates firstly with instruction and planning & evaluation documents what he has to carry out. Then he demonstrates with tools and materials how this works and how he can support this work with smartphone/tablet PC and with the Learning Toolbox (LTB) how he can carry out his project with access to information resources. Here, the big difference with the LTB is  the fact that the search processes can be repeated. Also, the key advantage is the possibility to access the health and safety requirements while completing such tasks and to get alerted to clothing, procedures and to treatment of materials.

In a similar way the full-time trainer (Lehrwerkmeister) of road-builders, Mr Wiedenstried, is demonstrating the process of instructing new apprentices in his trade (road building) into the basics and then he shows a video on the ‘ticks of the trade’ in getting the plastering of the roads more even when using specific ‘old-fashioned tools’ (Sandhobel). Here we have a clear case for the Learning Toolbox to provide access to such exemplary videos as ‘tricks of the trade’.

Likewise, the full-time trainer (Lehrwerkmeister) of the carpenters, Mr Pape demonstrates the usability of Learning toolbox in getting quick instructions for building the scaffolding (Gerüstebau)  and for wearing the right clothing (that complies with the health and safety requirements) when building such scaffolding.

3. Reflections on the LL project, on the Multimedia Training and on the Learning Toolbox

In the third part of the video we see four full-time trainers (Lehrwerkmeister) reflecting on their experiences with the LL project and on their expectations on the LTB. Here, the trainers indicate that when they have revealed some of the featurtes of the emerging Learning Toolbox, the apprentices have been full of enthusiasm and that they themselves have got convinced that the use of smartphones and other mobile devices will be positive already in the near future. (Officially these devices are still banned to avoid distraction.)

When thinking about the multimedia training they have gone through in the context of the LL project, they have a high opinion on it. also, they have got positive feedback from their apprentices on the blogs they have set up and on the way they have supported the projects of apprentices.

Finally, regarding the Learning Toolbox, the trainers are looking forward to have a beta-version of a functioning tool to work with. They – just as their colleagues in other trades – have identified quite a lot of points where they could make use of it. In a similar way they are confident that the apprentices are capable of addressing how  the tool could be developed further. They are not expecting a product in its final stage but something that can be used and developed further.

4. PS: What can a trainer’s blog achieve and what messages to the LTB developers?

As the first ‘bonus track’ the video contains an introduction (by Mr Pape) to the carpenters’ blog (Zimmererblog) and to the way in which such a blog can be used to guide the self-organised learning of apprentices at different stages. Also, the reflection session shows how the blog has suddenly become international. So, there we are – the Layers’ fieldwork agenda is taking off, far quicker than we expected.

As the second ‘bonus track’ Mr Schoka – well known to usd as a participant in the Helsinki Design Conference – addresses the general wish of the Bau-ABC colleagues: to get a nice package with the LTB tiles and to find a fully functioning mobile phone with the LTB functionality ready to be tested. The trainers and their apprentices are ready for this step!

I guess I have written enough to convey the message of our Bau-ABC colleagues. The ball is clearly on our side of the (tennis) court. What shall we do next?

More blogs to come …

In my previous blogs on the fieldwork of the Learning Layers (LL) project I have focused on stakeholder engagement events. This time I shift the emphasis to the results of our earlier activities. As I have been reporting, an integral part of our fieldwork has been the Multimedia training that we (Pontydysgu and ITB) have carried out in Bau-ABC from August 2013 onwards. Now we start to see, how this training bears fruit and has an impact on the initial vocational training (VET) in the construction sector. In order to demonstrate this I will explore three blogs of the full-time trainers (Lehrwerkmeister) of Bau-ABC.

1. Zimmererblog – the Carpenters’ blog

This blog has been started by Meister Markus Pape, who made an early start with developing his blog as a tool for organising the training and learning activities in his domain.

The main content areas are descriptions of project tasks for the apprentices in their first, second and third years of training. The tasks are presented with project sheets from the White Folder of the Bau-ABC and illustrated with (3D) pictures. Alongside the progress of the training, the selected tasks become more demanding. Also, the blog provides a supporting resource area (Hilfe), a slideshow of pictures and section with literature recommendations. Considering the initial design idea of Sharing Turbine – the digitisation of the White Folder, this blog is a long step forward in implementing it – inasmuch as the contribution of trainers is concerned. However, it also reveals that support for apprentices and the learning activities can best be provided by a solution like the Learning Toolbox.

2. Tiefbau – the Roadbuilders’  Pipeline-builders’ and Sewage-builders’ blog

This blog has been started by a group of of trainers and it covers three areas of construction work – road building, pipeline building and sewage building. Thus, it has three main sections for these areas of specialisations.

In a similar way as in the above mentioned case, each area provides examples of project tasks for the first, second and third year of apprentice training. However, since this blog is being created by a group of trainers from different areas, it is still under construction and contains fewer examples. In addition  to the project descriptions it has also a special area for supporting info sheets and a slideshow of pictures.

3. Mauerwerksbau – the bricklayers’ blog

This blog has also been created by a group of trainers but working in the same domain – training bricklayers and concrete-builders. They also provide training for construction workers in the neighbouring areas.

In a similar way as the two above mentioned blogs, this blog provides a set of exemplary project tasks for apprentices in their first, second and third year of training. Likewise, it contains a section for support resources with several inputs. The special feature of this blog is the combination of pictures and brief info sheets on Slideshare. Like the others, this blog has a slideshow of pictures.

Altogether, these blogs serve as a evidence that the Multimedia Training has paved the way from learning (acquisition of new skills and insights) to knowledge utilisation (putting the skills and insights into practice). Apparently the three blogs are at a different evolutionary stage. Also, they are based on different degree of teamwork. However, a major point of interest is that they have spread the idea of using digital media and web tools across a wide number of trades. Also, they have developed a germinal cell for wider dissemination of innovative practice.

More blog posts to come …

With my previous post I started to report on the recent steps in the fieldwork of the Learning Layers (LL) project in the construction sector. I firstly reported on the participation of LL partners in the large German construction sector fair NordBau and on the stakeholder talks we had their with several companies. A major topic was to engage them into pilot activities on the LL tools in particular with the Learning Toolbox (LTB). This post will give insights into the recent Pilot workshop with craft trade companies on LL tools. This workshop was organised and documented by our ITB colleague Werner Müller. He has written a more detailed report for internal use. I will highlight here some points that give a general picture, how our pilot activities are moving on.

The workshop was planned as a follow-up to the stakeholder engagement activities that we carried out during the Well-builders’ fair in May 2014 (65. Brunnenbauertage) in Bau-ABC Rostrup. However, before launching a wide range of workshops, we agreed to have first a smaller pilot workshop. We invited two companies that we had interviewed during the initial phase of the project and with which the LL partners had good contacts.

The company K is a carpentry company with currently 36 employees. It is involved in the network for ecological construction work (Netzwerk Nachhaltiges Bauen – LL partner organisation) and in several domain-specific networks. The company has been pioneering with company-specific apps and is in the process of introducing tablet PCs for team leaders. At the same time the company is paying attention to the fact that introduction of new ICT tools will not cause a digital divide in access to information and communication. The company has regular meetings to discuss quality issues (QT-Runde).

The company W is a larger medium-sized company with ca. 430 employers and specialised on pipeline-building. It has most of its staff working on missions in teams of two or three skilled workers. This company has a long-term cooperation with Bau-ABC. The company W has been pioneering with digital pens, mobile offices (laptops with internet access) allocated to teams and with centralised databases. Yet, the company has had mixed experiences with the effectivity of such tools regarding time used for searches vs. finding adequate solutions. The company itself has centralised databases and is concerned of knowledge management and confidentiality issues. Concerning knowledge sharing and learning across teams, there are very limited possibilities to provide face-to-face meetings.

In the workshop we presented a general picture on the Learning Layers project and invited the companies to present their own situation assessment on their use of ICT, Web tools and digital media (including use of mobile technologies). Then, we presented a demonstration on the emerging Learning Toolbox (LTB) as a framework for managing web resources and apps with a mobile device. in the next rounds of discussions we were mapping different situations for piloting with the LTB and needs to which it could respond.

At this point it is not appropriate to go into details of the subsequent discussion. For the LL project it was important that both companies found their specific entry points to pilot activities. For the company K these were more in the intra-company communication and knowledge sharing and in the network-wide knowledge sharing. For the company W they were in the filtering of different quality guidelines and requirements (provided by different electricity providers or public authorities). Altogether, both companies agreed to continue the cooperation with the project and to organise further talks and pilot workshops in their companies.

After this pilot event and after the stakeholder talks during the NordBau fair (see my previous post) we are looking forward to the next pilot workshops.

More blogs to come …

In my three previous posts I have reported on the three sessions via which the Learning Layers (LL) project contributed to the European Conference on Educational Research (ECER’14) in Porto, Portugal. With this one I try to pick up some key points from the feedback we got from our colleagues.

Firstly, the presentation on the Legacy of the Work Process Knowledge network was well received – given that the network itself had been strongly present in ECER conferences between 1998 and 2006. But, what was more striking to me was the fact that the most recent changes in technologies – e.g. “Internet of things” – trigger a new interest on human interaction in organisational contexts. Thus, our researchers in vocational education and training (VET) want to find out, whether ‘organisational learning’ is merely a result of management strategies and consultants’ interventions. Or – like the WPK network argued – often unintended consequence of designed actviities, supported by shared knowledge processes.

Secondly, our symposium “Construction 2.0” appeared to be a heavy load of information. Yet – no one complained that we had all these inputs (accompanying research methodologies, the encounters between work process knowledge and mobile learning and framework for scaling up innovations). We tried to focus on the work in construction sector. As a consequence, we failed to give a sufficient picture of the other parts of the project. We tried to emphasise the relevance of our activities for work organisations. As a consequence, we got questions, why we don’t focus more directly on (vocational) learning. Yet, by the end of the symposium we had probably covered most of the questions on understanding. And furthermore – we had brought the reality of complex R&D projects into discussion.

Thirdly, with the research workshop on “Interactive research” we had clearly found a good format to bring into comparison and dialogue different innovation projects. By using a common background framework and a common format for posters we had a focused discussion on four parallel cases in similar innovation programmes. Here we can speculate whether it would have been better to have the symposium first and the workshop afterwards. Or – was the successful and dialogue-oriented workshop a good starter for digesting the heavier symposium.

Altogether, we saw that we could share knowledge on the complex and dynamic LL project already at this stage. And, moreover, we got interested counterparts who want to deepen this practice into joint knowledge development. We are looking forward to the next steps.

More blogs to come …

In my previous posts on the contributions of the Learning Layers (LL) project to the ECER’14 conference in Porto, Portugal,  I have reported on the Opening Colloquium of the VETNET network and on the LL symposium “Construction 2.0”. This third post will give insights into the joint German-Dutch research workshop on the theme “Interactive Innovation Research in VET and Working Life: Lessons from Dutch and European Projects”.

The background of this workshop was a similar session in the ECER’13 in Istanbul in which three Dutch research groups presented parallel interactive research projects and experiences with boundary-crossing practices in educational innovation projects. This triggered the initiative to prepare a similar session between a merged Dutch research group and the LL research team of ITB. We agreed to present an update on one of the earlier Dutch project and a new project. From the German side we presented the LL development projects “Learning Toolbox” and “Captus – the Learning Exhibition”.

In the workshop session we started with a joint Power Point, presented by Aimée Hoeve (HAN University of Applied Sciences). She gave insights into the key concept “Interactive research” by Per-Erik Ellström (VETNET keynote speaker at ECER’08) and into the framework of Akkerman and Baker for analysing boundary-crossing practicies in innovation practices. Based on these conceptual impulses the Dutch colleagues had developed a poster format to present complex interactive projects with focus on the following points:

• Brief description of the innovation context;
• Characterisation of the interrelations between the activity systems ‘Research’ and ‘Practice’;
• Characterisation of boundary-crossing practices in the project work;
• Reflection on lessons learned.

After the brief introduction Aimée and Loek Nieuwenhuis (also from HAN) presented the two Dutch project cases:

1. The Hybrid Learning Environment project that was carried out in two sectors Catering and Construction, see

https://docs.google.com/file/d/0B02cXf0hbQH0Tm9HUE1JN0l5T0k

2. The Better Learning in Practice (BLIP) project that is being carried out in several vocational schools, see

https://docs.google.com/file/d/0B02cXf0hbQH0UHVYWHdIeVdOMXM

In a second round of discussions I and Joanna Burchert presented the two LL project cases from Germany:

3. The LL development project Learning Toolbox carried out in the training centre Bau-ABC, see

https://docs.google.com/file/d/0B02cXf0hbQH0TWdxbG0xWnVWTHM

4. The LL development project Captus carried out in with the Network for Ecological Construction work, see

https://docs.google.com/file/d/0B02cXf0hbQH0Q0sxQ3B1VGQ2RFE

In this context it is not appropriate to try to go into more detailed discussion. (We have jointly written an article that will be published in a short while.) However, we are pleased to report that this workshop format – even in the lecture theatre -shaped room – served the purpose of bringing the audience into active interaction with us. Also, via this mode of communication we got a better understanding of each others’ projects and agreed to continue this kind of cross-project dialogue and knowledge sharing. As the next milestone we agreed to organise a joint contact workshop with more detailed information on each others’ projects. We also agreed to invite a newer Norwegian project to this cooperation.

More blogs to come …

In my previous post I started a series on the contributions of the Learning Layers (LL) project to the European Conference on Educational Research – ECER’14 – in Porto, Portugal, last week. In this entry I will focus on our main contribution – the LL symposium with the theme “Construction 2.0: Concepts, Challenges and Chances for the research & development work in the Learning Layers project”.

We had prepared this session to give an overview on

1. the R&D work in the construction sector as dynamic participative design process,
2. on the specific design issues that require mediating between work-related challenges and mobile learning and
3. on the challenges regarding ‘scaling up’ of innovations.

 The first paper – authored by me together with Ludger Deitmer and Lars Heinemann – had the title “The Role of Accompanying Research and Participative Design in the Learning Layers Project”. Our key messages can be summarised in the following way:

1. Key message: Initial shaping of the project concept of Learning Layers: In the initial phase the key achievement of the consortium was to overcome one-sided technology-push approaches and simplistic assumptions on the adaptability of web tools and software solutions that seemed context-relevant. The interim conclusion for the whole project was to launch participative design processes with relatively open innovation agendas and to allow several iterations. The interim conclusion for the ITB team was to support the interaction of different parties and to facilitate their search for specific solutions.

2. Key message: Building on prior accompanying research in innovation programmes: When looking back to prior experiences with accompanying research, the ITB has built upon the work in the  networked innovation programmes (Work and Technology, New learning Concepts) in which the coordination units supported knowledge sharing across the projects and the outreach activities. The interim conclusion for the ITB team was to look for opportunities to engage professional organisations and networks on the participative design process and to promote targeted outreach activities.

3. Key message: Adjusting the documentary and interpretative contributions to the process dynamics of participative design: During the design process (with manifold workshops) the ITB team has been responsible for the real-time documentation of the events and subsequent interpretation of the steps taken.  In this way the research team has provided a basis for joint reflection and process-awareness across different parties involved. The interim conclusion for the ITB team is that such material provides a basis for deeper conceptual interpretation of the design and transfer processes.

4. Key message: Adjusting research interventions to further development of design and transfer processes: In general, accompanying research is being legitimated as evaluation measure. Yet, in the light of the dynamics of the design process – and taking into account the goals for scaling up innovations – it has been appropriate to delay the evaluation measures.The interim conclusion for the ITB team is that the evaluation activities need to grasp the initial pilot contexts, the potential transfer contexts and the role of multipliers and peer tutoring and/or peer learning.

 The second paper – authored by me and Joanna Burchert  – had the title “Work Process Knowledge meets Mobile Learning – Insights into conceptual backgrounds and sectoral challenges within a participative design process”. In this  paper we focused on the legacy of the Work Process Knowledge network (see also my contribution to the VETNET opening colloquium) and the newer insights into mobile learning technologies. The recapitulation on the theme “work process knowledge” drew attention on the (informal) learning gains in organisational innovations. As a contrast, the newer discussion on mobile learning tends to be overshadowed by technology-push approaches and there are fewer insights into work contexts – and they tend to address motivational aspects. Here, we drew attention to the feedback we had got from apprentices and from company representatives at different phases of the participative design processes. As a conclusion, we pointed out to the need to analyse more the risks and conflicting interests that are at stake when introducing the LL tools into work organisations. Here, we saw the analogy to the case studies of the Work Process Knowledge network.

The third paper – authored by Gilbert Peffer and Tor-Arne Bellika – had the title “Designing and organising for scale – Experiences from a large-scale TEL project”.  This paper provided a wider overview on the whole LL project in its full complexity and addressed different aspects of scaling that we can take up. It explored some threads in the literature and some paths easily available for the LL pilots.Then it started working with a conceptual (synthesis) model that covers different organisational levels and brings into picture our outreach activities (including the work with managed clusters outside the pilot regions). Based on this introduction the paper looked closer at the design processes with Learning Toolbox as a progress from disconnected insular pilot to an open and expansive innovation agenda. In a similar way the paper outlined the work with cluster organisations.

I think this is enough of our input to the symposium. I will get back to the discussion in a later posting.

More blogs to come …

Last week the Learning Layers (LL) project was strongly present at the European Conference on Educational Research (ECER’14) in Porto, Portugal. This year the conference celebrated the 20th anniversary of the founding of the umbrella organisation European Educational Research (EERA) that is in charge of the annual ECER conferences. The overarching theme was “Past, Present and Future of European Educational Research“. In a similar way the EERA network for European Research in Vocational Education and Training (VETNET) took the theme “Past, Present and Future of VET Research in Europe and Beyond” for its Opening Colloquium.

As part of this Opening Colloquium I was invited to give a short presentation on the development European research in workplace learning. Originally this task was planned for two other researchers with mutually complementing approaches. As their substitute I chose to focus on the legacy of the Work Process Knowledge network – a topic that I have also brought into discussion in the first Theory Camp session of the Learning Layers project.

I first looked at the history of the network from the unfunded phase (before 1996) to the first funding period as a European network under the EU 4th Framework Programme of Research (Targeted Socio-Economic Research) to the second funding period as a transnational project on Organisational Learning under the EU FP5. During all these phases the network brought together researchers from a wide range of disciplines including ergonomics, psychology of work, VET pedagogists, industrial sociologists, organisational researchers … For the VETNET network it was important that the network was strongly present in ECER conferences from 1978 (Ljubljana) to 2006 (Geneva).

The main point of interest for us was to look at the work of a Europe-wide interdisciplinary network that focused on skilled workers’ participation in and co-shaping contribution to innovations in working life. Here, the network did not try to make an a priori agreement on one overarching umbrella theory under which it would subsume its contributions. Instead,  it organised several sets of case studies and parallel to this worked with a common interpretative framework.

The main sources for developing the framework were field studies and comparative studies of the following kind:

• studies on organisational innovations (e.g. including the introduction of quality circles) in which skilled workers’ participation and co-shaping contribution became manifest;
• studies on new manufacturing concepts (e.g. transition from conveyor belt to ‘production islands’) that gave skilled workers’ collective responsibility new importance,
• studies on hybrid qualifications and new emergining occupations (e.g. the integrative maintenance competences) that required crossing boundaries between traditional occupational fields.

With the overarching concept “Work Process Knowledge” the network drew attention  to the  acquisition of new kind knowledge in the context of innovations:

1. acquisition of work process knowledge as a whole – not merely as new ‘procedural knowledge’
2. balanced look at the role of informal learning (by-product of designed activities) and formal learning (taking up the learning gains of informal learning);
3. the possibility to give support measures to promote organisational learning with relevant tools, learning arrangements and facilitation;
4. the possibility to promote wider transfer  to other contexts by sharing knowledge and experiences.

When looking back at the history of the Work Process Knowledge network, it became apparent that the phase of the TSER-network was a unique opportunity to provide such a Europe-wide conceptual, transnational and inter-sectoral overview. In the next phase, the follow-up project focused on one branch – the chemical process industry – which was beneficial for becoming more concrete. Yet, the counter-side was the gradual particularisation regarding sectoral aspects and the size of companies. Also, the shift of emphasis brought the management perspective on organisational learning to the centre of interest.

When looking at present, it is apparent that the new presence of Internet, Web 2.0 technologies and mobile technologies open up several working issues of the network in new light. (This became apparent in the other LL sessions in the conference). When looking at the newest technologies that overshadow the construction sector (e.g. “Internet of things”, 3D-printing with new materials, Building Information Modelling (BIM)), there are other challenges that are similar to the ones already discussed by the network at an earlier stage.

Interestingly enough, in the Opening Colloquium Karen Evans raised three main points for looking at past and present and how to draw conclusions for the future:

• Making VET research robust (awareness of conceptual and methodological grounds but being open for new issues),
• Making VET research more dialogue-oriented (research, development and practice working together),
• Making VET research more comparative (both system level, organisational level and in historical terms).

I think this is enough of the opening session. The main contributions of the LL project were in two other sessions – the symposium “Construction 2.0” and the research workshop on “Interactive research”.

More posts to come …