In my previous blog I started a series on the new phase of our EU-funded Learning Layers (LL) project. Currently, in the Construction pilot we have been able to start closer cooperation  with a spin-off project. The German-funded DigiProB has started its work and the training centre Bau-ABC and the research institute ITB have a central role to play. The DigiProB project focuses on the training of  certified construction site managers (Geprüfte Polier) – see more on this training and on the background of the project in my previous post. In this post I will have a look at the initial interviews and what we may learn from the dialogue with gust trainers/lecturers who are engaged in this training programme.

The reform of the training concept and tensions in the implementation

As I indicated in the previous post, the new training of the certified construction site managers had introduced a new examination model that put an emphasis on integrative tasks and on a concluding project report. In the conceptual preparation for the project proposal we had emphasised the following tensions:

1. The new training regulation was introduced with short introduction events that familiarised the trainers on the new guidelines. However, these events did not provide an in-depth training for guest trainers/lecturers  to adjust themselves to new requirements.
2. The guest trainers/lecturers are engaged as subject specialists and are responsible for specific blocks in the presence training. They do not have an overarching responsibility on the supervision of integrated learning tasks and project work.
3. There has been no clear model for developing online support, arranging peer tutoring and promoting peer learning among the participants.

Now that the DigiProB project was started, the initial interviews provided an opportunity to test, whether the above outlined picture was correct and what new features could be learned from the guest trainers/lecturers involved in the programme.

Messages picked from the initial interviews

Currently I am not actively involved in the initial activities of the DigiProB project. At best I have been nearby when my ITB colleagues have carried out interviews. Therefore, I leave it to my colleagues to report on the activities and on the findings in greater detail and in time. Yet, already at this stage it is possible to pick as ‘first impressions’ some messages that come through and have been reflected by my colleagues. Although these are only preliminary signals, not thoroughly analysed findings, it is worthwhile to pay attention to them:

• Rapid implementation of the new model: It seems to me that both the training providers (such as Bau-ABC) and guest trainers/lecturers that they use for the training have had very little time to adjust their pedagogic approaches. The training providers arrange short introductory events but then the individual trainers/lecturers have draw the conclusions on their own.
• Willingness of trainers/lecturers to work with an integrative pedagogic approach: Although the guest trainers/lecturers have been engaged as subject specialists, they seem to have an interest in getting their special know-how put into practice. Therefore, they are individually looking for ways to link ‘theoretical’ elements into practical tasks and exercises. Moreover, there seems to be interest in sharing experiences and examples of good pedagogic solutions.
• Interest of trainers/lecturers in using digital media and web tools: It appears that (at least some) guest trainers/lecturers show interest in using digital media and web tools to support their teaching and training. In this respect the Learning Toolbox (whenever demonstrated) has been greeted as a promising framework and the interviewees are willing to learn more of it.
  
• Interest of learners to share knowledge and experiences: According to the guest trainers/lecturers interviewed so far, the participants (learners) are interested in sharing knowledge and experiences during the course periods and during the periods for self-organised learning. In particular from this perspective they considered the Learning Toolbox as a promising toolset to support individual and collaborative learning processes.

– – –

I leave these first impressions and ‘messages picked from discussions’ here and let my colleagues work with further interviews and the group pictures that we get as a result. Altogether, I believe that the DigiProB project is well-timed and that the trainers/lecturers as well as the learners will be interested to work with the project. However, the project will also pose new challenges for the tool developers and to the project partners who introduce the tools.

More blogs to come …

Our EU-funded Learning Layers (LL) project has recently entered an interesting new phase. In the Construction pilot the Learning Layers project has a chance to work together and share experiences with a spin-off project. Recently, the German-funded DigiProB has also started its work in the German construction sector. Two LL partner organisations – the training centre Bau-ABC and the research institute ITB – play a major role in the new project that can be called as a spin-off from the LL project. Whilst the LL project is focusing on workplace learning from the perspective of skilled workers and apprentices, the DigiProB project shifts the emphasis on training of  construction site managers. With this series of blogs I try to give a picture of the conceptual preparation for the new project (part one), on the lessons to be learned with initial interviews (part two) and on the prospects for using LL tools in the new project.

I start by looking back at a symposium at the European Conference on Educational Research (ECER 2015) in Budapest that was initiated by the LL team of ITB. In the symposium we brought together three recently completed or ongoing projects with focus on digital media, web tools and support for workplace learning. With their recent work the three projects (Kompetenzwerkstatt, Learning Layers and EmployID) had -reached a transition stage. From this perspective the symposium provided an opportunity to learn from each other and to draw conclusions for a new phase activities. Below, I will focus on the contribution of the LL team in this symposium and on the interim conclusions from the discussion.

Outline of DigiProB presented in an ECER symposium in Budapest 2015

In our contribution to the symposium we shifted the emphasis from the Learning Layers  project to a designed spin-off project (DigiProB) which we expected to be start soon. The context of this project is the training of construction site managers – a vocational progression route for former skilled workers.

In a recent reform the training of certified construction site managers (Geprüfte Polier) has been regulated with new nationwide standards. The tasks of the certified construction site managers include organisation and controlling of work processes, supervision of construction workers, subcontractors and apprentices as well as monitoring the compliance with health and safety regulations. The new examination model with integrative tasks and project work seeks to push forward a more holistic learning culture.

The major challenge for adapting the new requirements in the training scheme lies in the construct of the curriculum. In general, the curriculum is based on a two-phase model. The first phase (ca. two months) is provided by presence courses in the training centre. During this period external part-time lecturers provide courses in the main areas of expertise for the future construction site managers.  The second phase (which has now been shaped in the light of the new regulation) is based on self-organised learning activities of the participants alongside work. This phase includes integrative learning tasks and production of a coherent project report. With the integrative tasks the participants are expected to demonstrate their capability to manage complex construction sites and supervise related work processes. The project report should make transparent their competences in planning, preparing, implementing, documenting and assessing construction projects.

The task of the DigiProB project is to introduce digital media and web tools to support integrative learning of the participants (with the learning tasks and project work) and pedagogic reorientation of the trainers (to facilitate the learners in such learning).  Here, the new project DigiProB should take into account the prior work of the Learning Layers project.

Interim conclusions of the discussion at the ECER symposium

In its contribution the ITB team drew attention to  following tensions between the new requirements, the traditional mode of delivering the courses and lack of support for the self-organised learning:

1. The new training regulation was introduced with short introduction events that familiarised the trainers on the new guidelines. However, these events did not provide an in-depth training for trainers to adjust themselves to new requirements.
2. The part-time trainers are engaged as subject specialists and responsible for specific blocks in the presence training. They do not have an overarching responsibility on the supervision of integrated learning tasks and project work.
3. There has been no clear model for developing online support, arranging peer tutoring and promoting peer learning among the participants.

The interim conclusions of  the ITB team were formulated as follows: For the new spin-off project it is necessary to build upon the experience with the Learning Layers pilot but to take into account the differences between presence learning within training centre (supervised by full-time trainers) and dispersed self-organised learning (supervised by part-time trainers). Secondly, it is essential to equip the trainers with didactic know-how and learning technologies to support the dispersed learning activities. Thirdly, it is crucial to facilitate peer learning among the participants and to raise their awareness of their own learning.

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At this point I leave our discussions at the ECER symposium behind. Now that the DigiProB project has started its initial activities, it is interesting to see, what kind of new experiences we are making and how the initial picture starts to change. From this perspective it is interesting to have a look, what we are learning from the initial interviews and from the dialogues on the usability of LL tools in the new project. These topics will be discussed in the next posts of this series.

More blogs to come …

Last week we had two working visits to the training centre Bau-ABC in the contexts of our EU-funded Learning Layers (LL) project. The aim of these visits was firstly to clarify, in what kinds of projects Bau-ABC trainers (Lehrwerkmeister) have planned to use Learning Toolbox (LTB) in the forthcoming pilot phase. Secondly we wanted to clarify what measures need to be taken to facilitate the Internet access in Bau-ABC. Thirdly we wanted to clarify, how to link third party apps or complementary tools to LTB to meet specific needs. The two latter points have been covered by internal notes. The first point merits public attention, therefore this blog gives a quick overview on the plans of Bau-ABC trainers.

During the two visits the Bau-ABC trainers presented three exemplary cases for implementing LTB in their training.  The first case (developed together with Lothar Schoka) focuses on apprentices projects in  trade of well-builders (Brunnenbauer). The second case (developed together with Thomas Weertz) deals with training materials and facilitation of learning in the transversal area ‘health and safety’ (Arbeitssicherheit und Gesundheitsschutz). During the second working visit a third case was brought to picture by Markus Pape and Kevin Kuck – a joint project of Carpenters (Zimmerer) and Bricklayers (Maurer).

a) The Brunnenbauer-pilot is adjusted to the start of a new group in Bau-ABC and the introduction of the LTB comes along with their induction to project-based learning. The use of LTB will not cover entirely the documentation of project work of apprentices (plans, reports, certificates) but will support it. The main thrust for the trainer is to provide support material (Zusatzmaterial, e.g. Extracts of relevant DIN-norms). Also, the work of apprentices can be supported with digital worksheets (lists of tools and materials) that can be produced with the help of apps made available via LTB. Here, the apprentices could present digital interim versions and get feedback before completing the projects. As a use-case for two-way communication, Schoka indicated that apprentices can produce and share photo sets of construction sites of their companies as eventual targets for on-site-visits of the whole group.

b) Concerning the theme “Arbeitssicherheit und Gesundheitsschutz”, the competent body in the construction sector (BG Bau) has produced a comprehensive set of modularised reference materials (Baukasten) and a special program for young craftsmen. In addition to these, Bau-ABC uses a special compendium for trainers (KomPass). These materials are available on the net. In addition, in each of their projects the apprentices are required to fill a risk analysis form regarding possible occupational hazards with the tasks (Gefährdungsbeurteilung). The advantage of using LTB with this theme is that it enables delivery of compressed information (checklists, extracts of information sheets, model solutions with feedback) as well use of Quiz tools (ordinary quiz or detecting errors).

c) The joint project of Zimmerer and Maurer was based on the traditional technique of building houses with wooden frames and brick walls (Fachwerkhaus). Bau-ABC projects with smaller constructions using that technique serve as cooperation exercises between these two trades. By using LTB and creating a joint stack it is possible to

• give an overview on the common project (as a whole),
• on related standards,
• to distribute the tasks between the trades
• to organise the boundary-crossing exercises of Zimmerer and Maurer in each others’ tasks and to
• coordinate the collaboration between the two trades.

After these working visits we are heading towards the pilots in the coming weeks and arranging the necessary support. We will report more on the pilots when we take further steps with the implementation.

More blogs to come … 

Last week our EU-funded Learning Layers (LL) project had its consortium meeting in Innsbruck.  In the previous posts I discussed firstly the ‘warm-up’ event with  Austrian clusters/ networks and secondly our project meeting and its general results. In this post I will discuss the results of the exploitation sessions (presentations and bilateral talks).

1. The setup of the exploitation sessions

As I had indicated in the previous post, we had firstly a general introduction to the exploitation model that served as a reference model. We also agreed to work towards a jointly agreed ‘exploitation manifesto’ that helps us to settle the IPR issues. With this preparation the partners were invited to present their exploitation plans and/or intentions. A major part of the session was dedicated to the presentations of partners (or groups of partners), altogether 15. Then, on the next day we had a special session for bilateral or trilateral ‘matchmaking talks’ (on the basis of expressions of interests indicated during the first session).

2. Contributions of the Construction sector partners

2a) The presentation of ITB/Pont (Bremen) & Bau-ABC teams highlighted firstly some key questions for the LL project and then a further challenge for follow-up activities. It also gave an overview on tools and services developed so far. Based on this background the presentation drew then attention to two kinds of emerging R&D projects:

• The DigiProB project as a spin-off from LL in the context of Continuing Vocational Training (CVT). The technical challenge is to reuse/repurpose an integrative toolset to support Personal Learning Environments of CVT participants. The social challenge is to support individual learners (who are learning alongside work) with the aim to demonstrate with work-related projects that they have acquired higher (managerial) qualifications in construction sector.
• The “Bauen 4.0” has been selected as a recognised cluster initiative and is invited to submit specific project proposals. One of the initiatives discussed in the cluster meetings is a project for incorporating know-how on Building Information Modelling (BIM) to the CVT schemes for advanced construction craftsmen in carpentry and woodwork (Holzbau). Here we see a chance to make use of LL tools.

Alongside these examples we presented two cases in which the integrative toolset Learning Toolbox can be brought into collaboration and exchanges with third party software/services (who were affiliated with construction sector stakeholders).

• Pontydysgu had been contacted by Construction Excellence Wales, Construction Industry Training Board and a consortium of four FE colleges with interests in the Learning Toolbox. In particular there was an interest to link the LTB with the e-learning environment that had been developed by the FE colleges for construction sector apprentices.
• Bau-ABC had been contacted by a new company that continues the prior work of a company that had been producing handbooks for well-builders. The new company focuses on developing mobile apps and digital contents. This company will launch its products during February 2016 and is already making contacts with key players in domain-specific education and training.

 2b) The presentation of Bau-ABC: The Bau-ABC team had prepared a separate presentation in which they brought forward their interests in further development and promotion of LTB. In this respect the presentation summarised the immediate benefits for individual users (urgencies for developers), the benefits for Bau-ABC as training provider and multiplier and the prospects for cooperation between Bau-ABC and the developers of LTB and related LL tools and services. In this way Bau-ABC outlined the working perspectives with which it positions itself on the “Exploitation map” to be drawn later.

3. The bilateral talks

After the presentation session our requests for bilateral talks with other presenters (with eventual topics to be discussed) were collected. Then a similar ‘world café’ session was organised as in the warm-up event. We had four tables for rotation but this time no fixed ‘table hosts’. Instead, we were rotating with uneven opportunities for the talks. In some sessions we participated as wider groups, in some sessions as individuals. At some point we were interrupted by fire alarm and the whole building was evacuated to an outdoor meeting point. (The fire was put out promptly, the fire brigade just needed to check the situation and that the smoke was properly ventilated. Yet, this all took that much time that we couldn’t properly complete the session.)

At this point it is not necessary to report on all bilateral talks in which I/we were involved. Some of them focused on very specific questions and very particular interests. Some were talks on emerging ideas for future projects that need further conversations. In addition – due to the interruption – we didn’t have a chance for some talks that we had on our list. Therefore, it have prepared a list of topics for further talks to be continued at a later date:

• ‘Cross-sectoral’ talks on the uses of LTB (and other LL tools) taking into account prior work with nurse education and nurse education networks in Germany and England.
• ‘Cross-institutional’ talks on the use of LTB and other LL tools/services to support problem-, project- and practice-based learning in vocational education and training (VET) and/or Vocational Higher Education (notably in Germany, Estonia and Austria).
• ‘Cross-curricular’ talks on the use of LTB and other LL tools in the activities of vocational teacher education/ training the trainers (notably in Germany and in Austria, e.g. the partners of the pre-event).
• ‘Sustainability’ talks with LTB developers on their new organisational initiative and the role of R&D initiatives.
• ‘Scalability’ talks on the experience with the ‘Theme Room’ training in Bau-ABC to adapt the approach for multiplier activities. (These talks will be based  on the involvement of the initial contributors and other interested parties).

I think this is enough of these sessions. Due to our tight schedules we couldn’t be present in the final sessions of the meeting. But we are sure that there results will be discussed in several follow-up meetings. Given, that we are entering an intensive period of fieldwork, we need to keep the exploitation issues on our agendas.

More blogs to come …

Last week our EU-funded Learning Layers (LL) project had its consortium meeting in Innsbruck.  In the previous post I discussed the ‘warm-up’ event that the hosts organised with representatives of Austrian clusters and networks. In this post I discuss the work in the meeting and the general results. In the final post I will discuss the  results of exploitation sessions (from the perspective of construction pilot).

In a similar way as I did when reporting on the preparation, I will try to capture the main thematic blocks and the essentials of the conversations and conclusions:

1) Overview of the current phase of the project – working perspective: In his opening presentation the scientific coordinator Tobias Ley (TLU) restated the approach to present the results of the final year in one single package – with the emphasis to support the exploitation activities. This approach was reconfirmed by the partners.

2) Further development of the DevOps-Use model: Ralf Klamma (RWTH) presented an updated picture on the DevOps-Use model and how it has been introduced into the LL project. As the newest development he reported on the Community Application Editor (CAE) as a further support for dialogue between users and developers. Here again, the plan to produce a conceptually based overview on design-based research and design patterns in the LL project was restated.

3) Production of ‘training materials’ and dissemination materials: Pablo Franzolini (CIMNE) gave a brief presentation on this topic. He drew attention to the work that had already started with the healthcare pilot and the tools/combinations of tools that are used. Currently, this work has resulted in a relatively wide set of “Frequently Asked Questions” videos with short duration. Whilst this work was appreciated, we concluded that there is a need to coordinate the efforts to produce such materials and more content-related promotion videos. A working group was set up to prepare a proposal for producing “Layers OER” materials (and to address the orientation to OER in the follow-up phase).

4) Documentation of project achievements with “scorecards”: TLU had prepared a short workshop session to test the draft ‘scorecards’ by filling them with exemplary project activities. In the first phase we described the situation before the LL project, the intervention of the LL project and (inasmuch as it was possible) the situation after the intervention. In the second phase we used coloured cards to specify different aspects of the impact. This exercise helped us to get a common understanding on the kinds of activities to be reported and on the kind of impact to be stated. (TLU will follow this up.)

 5) Deployment of LTB and related evaluation measures: In a set of group sessions we had the chance to discuss the technical development of LTB and plan the deployment and evaluation measures.

5a) Technical development of LTB: The developers had presented a working document that highlighted the following points: a) addressing the stacks to groups of users, b) creating a  stack file system (SFS), c) content creation and sharing with the help of SFS, d) enabling bottom-up communication via chat channel. The users reported on improvements that are needed in the navigation and in the instructions. In this conversation we reached an agree of the necessary measures to be taken by the end of February.

5b) Deployment and evaluation measures: Based on these conclusions we could reach agreements on the introduction of LTB for training purposes and on a synchronised start of evaluation measures. We identified primary pilot groups from the trades of carpenters and well-builders and agreed on a timeline for kick-off workshop (with tool introduction and focus group), interim workshop and concluding workshop. We also agreed on the accompanying communication and feedback. (The detailed results were summarised by the powerpoints of the UIBK colleagues).

6) The exploitation measures: During the first afternoon we had a general introduction to the exploitation model (see my earlier blog on the preparation of this meeting). We also got an explanation, what role a jointly prepared and agreed ‘exploitation manifesto’ can play as a working agreement. We also were briefed of the IPR issues to be clarified. With this preparation the partners were invited to present their exploitation plans and/or intentions. During these presentations we were asked to list our wishes to have bilateral talks (persons, topics). On the second day a special time slot was reserved for these talks. (During this session there was a fire alarm and all people were evacuated outside. As we were well prepared, we could continue our bilateral talks there as well.)

…

I stop my reporting on the meeting here because I (and my colleagues from ITB and Bau-ABC) couldn’t attend on the last day. Thus, I have missed the wrap-up of the exploitation sessions and the discussion on the exploitation manifesto. We will have an opportunity to catch up very soon. Therefore, in the final post of this series I will focus on the exploitation plans/initiatives of the construction sector partners.

More blogs to come …

Last week our EU-funded Learning Layers (LL) project had its consortium meeting in Innsbruck. Before the project meeting the hosts from UIBK had arranged a special event to present LL tools for guests from Austrian clusters and networks. In this first post I will focus on this ‘warm-up’ event. In the subsequent posts I will discuss the general results of the meeting and the specific results of exploitation sessions (from the perspective of construction pilot).

The event and the setup

As indicated above, the hosts from UIBK had prepared a stakeholder event to present the LL toolsets and services (work in progress). The participants represented Standortagentur Tirol (a Tyrolean cluster organisation, Ausbilderforum Tirol (a Tyrolean forum of trainers in vocational education and training (VET)) and vocational teacher education programs from Pädagogische Hochschule Tirol and University of Innsbruck (Wirtschaftspädagogik). The meeting room was arranged as four round tables and the event was organised as a ‘world café’. Firstly Ronald Maier gave a brief introduction into the LL project and into the tools/toolsets to be presented. In each table the participants got a 10-15 minutes presentation to one LL tool/toolset.  Then the groups switched clockwise and got another presentation. In this way the following tools/toolsets were presented: “Bits and Pieces” (by Sebastian Dennerlein), “Learning Toolbox” (by Gilbert Peffer), “Living Documents” (by Christina Sarigianni) and “AchSo!” (by Markus Manhart).

The Learning Toolbox table

For me and the colleagues from Bau-ABC (Melanie Campbell and Kerstin Engraf) it was a natural choice to join Gilbert in presenting the Learning Toolbox (LTB). In these presentations we could give an overview of the LTB as a mobile framework and as an integrative toolset. We were happy to present fresh insights into the mobile app, into the tilestore and into the contexts of deployment in Bau-ABC. From the participants we got questions regarding the use of LTB in training and in work processes as well as use of LTB in a personal learning environment.We were happy to discuss the development so far and the potentials that we see in the LTB (but made the point that phase of deployment is yet to come). Our counterparts were happy with this information and expressed their interest to learn more in the coming times. At the same time Ludger Deitmer completed the whole round of topic tables and got an update on all tools/toolsets as they stand now.

…

The event did not last too long (approximately 90 minutes) and the time was effectively used in the groups. As was deeply engaged in talks in our table, I only have a vague idea on the discussions in parallel tables. Yet, my impression is that we altogether could give informative and interesting presentations. The participants were clearly interested and congratulated the project for a good event. We could happily recommend the organisers of the next consortium meeting to prepare a similar ‘warm-up’ event as well.

More blogs to come …

In my two previous blogs I started a series of reports on the ‘start of the year 2016′ meetings in with our EU-funded Learning Layers (LL) project. In the first post I reported on the meeting of the LL teams of ITB and Pont, and in the second post on our working meeting in Bau-ABC. In this third post I give an account on the video conference in which the Work Package Leaders of the LL project discussed the preparation of our next consortium meeting in Innsbruck (2.2.-5.2.2016).

Below I try follow the reconstruct the discussion based on the recording of the meeting (in which I could not participate). I try to put an emphasis on the thematic blocks (and on the specific accents) that were set for the preparation of future activities. I do not try to give a comprehensive report but rather limit myself to the points that we should take up in the construction pilot team.

1) The integrated deliverable of the LL project of the Year 4

The idea of a single integrated deliverable was already discussed at the end of the Y3 Review meeting and it was agreed with great enthusiasm in the consortium. For our further work it is of importance that this deliverable is interpreted as the “Layers package of exploitables” (a comprehensive package of useful objects/resources to support exploitation of results). Now this idea is taking shape in different thematic blocks (see below).

2) Documentation of the impact of project with “Layers scorecards”

Tobias Ley had already in December presented a practical solution for documenting impact with the help of ‘scorecards’ that can be used in different field activities. The basic card has three main fields for describing a) the situation before the LL project, b) the contribution of the LL project and c) the situation after the project. In addition, the card has smaller fields for specifying different aspects of the impact. During the final year the project can collect booklets of scorecards within different activities and highlight ‘evidence of the month’. (See https://drive.google.com/file/d/0B7vXuqBBjr9PX1RxUkpmZUt5Zkk/view .) This tool will be developed further in the Innsbruck meeting.

3) Collection of ‘training materials’ to support the roll-out of LL tools

Pablo Franzolini and Kai Pata presented the idea, how to include the component of ‘training materials’ into the deliverables. Already during the Y3 Pablo has supported the healthcare pilot team in preparing video material for webinars (with special emphasis on filming from different angles and making the presentations more lively). Whilst the use of webinars and videos have so far been rather tool-centered, the idea is now to shift the emphasis from single tools to combined use of tools in order to meet context-specific needs. (In this respect the demonstrations in the Y3 Review meeting were rehearsals for such materials.) As was mentioned in the discussion, we need to consider, when and how we can produce such material for different pilot sectors and spin-off initiatives.

4) Bringing together different evaluation agendas

The discussion on the evaluation activities – led by Ronald Maier and Stefan Thalmann – was inspired by the key question: “How to document changes  in the patterns of learning in the context of work in the pilot sectors (including the role of web tools/apps and mobile technologies?” It became evident that the more conceptual and context-oriented inquiries need to be supported by technical data collection (whenever it is possible) and these aspects need to linked to each other. In a similar way positive and negative findings regarding changes vs. obstacles to changes need to be discussed from the perspective of promoting innovations and marketing products and services.

5) Further discussion on the Dev-Ops model, Design patterns and Design-based research

One of the recommendations of the Y3 Review meeting was to enrich the Dev-Ops model with more elements of user engagement (that were presented in the sectoral reports). As a partial response to this, the meeting discussed the plan to prepare a comprehensive presentation on the Dev-Ops model, on Design patterns and on the LL approach(es) to Design-based research. It was agreed that the Confer Tool should be used to support this work. This work will be led by Ralf Klamma and John Cook.

6) Integrative group picture of parallel (mutually coordinated) exploitation initiatives

Already from the beginning of the year Gilbert Peffer and Raymond Elferink have organised bilateral or trilateral conversations with LL partners to create a comprehensive model of exploitation activities.  The aim is to compress the pictures given by different exploitation stories and to create more transparency between different initiatives. In this way different partners can find their roles and possibilities in a joint group picture. And with the help of this model the partners can trace the changes from current project partnership to future partnerships (in follow-up projects) or future business relations (in commercial exploitation activities). Alongside this work the clarification of IPR issues will be continued as a sub-theme of defining these partnership or business relations.

…

I think this as much as I can report on this meeting. At the moment we (the ITB-team) are preparing ourselves for the bilateral/trilateral exploitation talks with Gilbert (and Raymond). We are looking forward to this useful milestone in the set of the ‘start-of-the-year meetings’.

More blogs to come …

In my previous blog I started a series of reports on the ‘start of the year 2016’ meetings in with our EU-funded Learning Layers (LL) project. The first post reported on the first meeting of the local LL teams of ITB and Pont in Bremen. This second post reports on our first working visit to Bau-ABC to discuss the current tasks in our fieldwork. From ITB Ludger Deitmer and I participated, from Bau-ABC Melanie Campbell and Kerstin Engraf. (A more detailed report on this meeting is available (in German) in the Learning Layers Google Drive document https://docs.google.com/document/d/1lgL4hCjkaRZnrY17E0swQcvxWqR7XvrkmaK2fnUhh_s.)

Firstly we took up some issues that were already discussed in the ITB-Pont meeting, in particular the situation in the development of Learning Toolbox and the timeline for pilot testing and evaluation. Our conclusion was that it is crucial to get the interactive communication channel and the group functionality (in addition to some other improvements) for the pilot version to be tested from March on. The active period for pilot testing in Bau-ABC will be from March to the end of May. The optimal period for evaluation measures will be the end of May and beginning of June. This year the summer holiday will start in the middle of June and and by 24th of July.

Secondly we noted the situation with the new projects and in the preparation of new proposals. Considering the new project on continuing vocational training (CVT) we discussed the need of some bridging measures already in the context of the ongoing LL project (see the next point on User Survey). Concerning the cluster-initiative “Bauen 4.0” we noted that colleagues from Bau-ABC cannot attend in the first meeting (on the coming Friday) but ITB will be represented and discuss some joint project ideas that were agreed earlier. We also agreed to cooperate with the preparation of a proposal for Horizon 2020, Topic “Technologies for Learning and Skills”. As a specific possibility for Bau-ABC we discussed the funding program of the German Ministry of Education (BMBF) to support digitisation of intermediate training centres. We agreed to get back to this once Bau-ABC has internally agreed on its priorities (in the light of two alternative funding priorities).

Thirdly, we discussed the continuation of the User Survey (on mobile technologies and web apps/tools as support for learning). In this context the Bau-ABC colleagues emphasised the urgency to collect data from the participants of the continuing vocational training (CVT) schemes that are present in Bau-ABC during the January and February months. We checked the questionnaire that had been developed last year and agreed to use it (with one minor amendment). We also agreed that it is useful to start again a User Survey with apprentices when they come in March.

Fourthly, we discussed the continuation of the training campaign based on “Theme Rooms”. In general, this had been viewed positively, but continuity would have been needed to sustain the learning gains. However, due to the heavy workload provided by the CVT schemes, it was not possible to start immediately in January. Therefore, we concluded that we should also carry out a mini-survey on the use of digital media and web tools/apps among Bau-ABC trainers (Lehrwerkmeister). Based on the results we could then see the need for some ‘refreshing the basic skills’ sessions. These should take place in February before starting a new full cycle of Theme Rooms in March. When preparing the next cycle of Theme Rooms we should also introduce Learning Toolbox (LTB) to the Bau-ABC trainers who are engaged as tutors of the Theme Rooms.

In addition we discussed an interesting new initiative to develop mobile apps and web resources for construction sector – in particular for the well-builders (Brunnenbauer). This topic merits a blog of its own a little later (once the start-of-the-year meetings have been reported). Finally, we discussed shortly our preparation for the LL project consortium meeting. On this topic we got new information from the video conference of the  Work Package Leaders of the LL project (that took place when we were having our meeting).

I guess this is enough on this meeting. The next challenge is to summarise the results of the WP Leaders’ video conference (and to draw conclusions for the construction pilot).

More blogs to come …

This year I had a longer winter break, so I have started my working year with our EU-funded Learning Layers (LL) project in the middle of January. As a consequence, my first working days have been filled with catch-up meetings in the local and regional contexts and as video-conferences at the level of our European project. I try to sum up the results, challenges and impressions with a series of blogs. In the first one I give a brief report on the first meeting of our local LL team involving colleagues from ITB and Pontydysgu. (A more detailed report is available in the Learning Layers Google Drive document https://docs.google.com/document/d/1lgL4hCjkaRZnrY17E0swQcvxWqR7XvrkmaK2fnUhh_s.)

In our first joint meeting of this year we started with a situation assessment on the piloting with the Learning Toolbox (LTB). My colleagues had taken some time to test the latest version and discovered several points that needed improvement. They had reported them with Trello cards and with an e-mail to the LTB developers – which were well received as precise feedback that is being taken up. On the whole, we are happy that both Android and iOS versions are available. Yet, the fundamental challenge is to introduce interactive communication channels and group functionality. These are the key requirements of the users in training centres and construction companies. Since our main application partner Bau-ABC is now hosting short-term continuing vocational training (CVT) schemes in January and February, there is some time before the apprentices will return, Yet, we (the developers and we as the facilitators) need to get ready to start active piloting in March. We were happy to note that we have a German version of LTB Manual (thanks to Jaanika Hirv from TLU) and an English translation (thanks to Martina Lübbing from Pont). Yet, we need to do more work with training to support the roll-out. (For this purpose we had scheduled a working meeting with Bau-ABC for the next day, see my next blog).

Our second major point was the situation assessment, where we stand with the acquisition of follow-up projects to Learning Layers. Here, several things had happened by the end of the year and were in process in the beginning of the year. Firstly, the pending final assessment on the Learning Layers follow-up project in CVT (support for work-related training and learning of general construction site managers – Geprüfte Polier) is being prepared. Also, the estimated start time has been announced (provided that the assessment is positive). Secondly, the recently approved cluster initiative “Bauen 4.0″ (Construction 4.0) has been approved and the consortium (involving among others Bau-ABC and ITB) has been invited to submit a set of mutually linked project proposals that focus on digital transformation in construction sector (including consequences for training). Thirdly, we have started the preparation of a project proposal for Horizon 2020, Topic “Technologies for Learning and Skills” (taking into account the work of the ITB-project Kompetenzwerkst@tt and of Learning Layers). In addition to this, we (ITB) have been invited as partners to some other proposals that may have a role in the follow-up of the LL project.

In addition to this we discussed about participation in forthcoming conferences and (related) publication plans. Both of these topics will be taken up more systematically in our next meeting.

I think this is enough of our first meeting. On the next day we had a working meeting with Bau-ABC.

More blogs to come …

With my three previous posts on the EU-funded Learning Layers (LL) project I have written a series of reports on the Multimedia Training of the training centre Bau-ABC with the concept “Theme Rooms”. The concept was initiated by the training staff of Bau-ABC.  In my first blog I reported on the preparations by the LL teams of Bau-ABC, ITB and Pontydysgu) . The second post focused on the work with the theme ‘Social media’. The third post focused on the theme ‘Preparing  Digital Learning Materials’. The final fourth part gives a report on the joint interim assessment event of the participants in Bau-ABC Rostrup (with video connection with the group in ABZ Mellendorf).

Here it is worthwhile to mention that this interim assessment was clearly an event of the Bau-ABC trainers to assess whether the November workshops had provided the kind of learning experience that they had outlined with the initial ‘Theme Room’ concept.  In this respect there was a clear difference to the earlier Multimedia Training initiated by the LL project partners – to support the advanced trainers as testers and multipliers of LL tools. Now the groups involved all training staff and the aim was to get all participants into a learning process that enables them to use digital media, web resources and mobile technologies as means to support vocational training and workplace learning. Here some main points on the discussion:

a) The learning experiences in the groups

On behalf of the organisers Melanie Campbell opened the event, gave an overview of the concept of Theme Rooms and on the adaptation for November workshops and on the goal-settings. Then she invited participants from different groups to give feedback. The participating Bau-ABC started with comments on their special learning experiences and with positive feedback on the learning climate in the groups.  Here, it was worthwhile to note that several positive comments came from participants who clearly indicated themselves as less advanced learners. Director Emke Emken (in the role of a participant and learner) emphasised the importance that everyone had a chance to participate as a peer learner and to learn more in one’s own pace (Lernruhe). In this respect there was no pressure to pretend to know more and to show more than one was able. Also, in the group process we could encounter technical difficulties and other hurdles without getting frustrated.

b) Feedback on practical arrangements

Concerning the practicalities, we had several comments. Firstly,the timing of the sessions on Friday afternoon was not considered quite ideal  for such learning new things.  Yet, we could agree that the groups had always overcome the fatigue and got inspired during the sessions. We got a clear signal that it was worthwhile to have two workshops for the same theme and a to maintain continuity across the themes. In a similar way the trainers appreciated the continuation with the same tutors from one theme to another and in the same groups. Concerning the use of Google Drive folder we got a clear message that the participants could not use it for preparation (lack of time) but found it very useful as archive of the materials and documents on learning results. A great praise was given for the Estonian intern student Jaanika Hirv (TLU) who had worked two months in Bau-ABC during the preparation and implementation of the Theme Room program. She kept the trainers well informed of the schedules and visited the trainers at their training areas to collect feedback and to provide  assistance to those who had not been present in all workshop sessions.

c) Organisational implications

Several comments discussed organisational consequences for Bau-ABC. Director Emken referred to the need for Bau-ABC to position itself as users of digital media, web tools and mobile technologies in training. In this respect Emken emphasised that Bau-ABC is in the position of learner and has to make progress but it is clearly moving on step by step. Here, Emken reminded that Bau-ABC needs to keep its industrial counterparts with it on the journey. From this perspective it was clear to him and to the participants that there is a commitment to continue with the Theme Room program and to make the best of it. In this context Emken encouraged the participants to consider the new tools and media as their own personal ‘White Folder’ or ‘Toolbox’ and what they could best start using in the coming times. This, to us served as a preparatory phase for the phase to introduce the Learning Toolbox in the training.

In more specific comments the participants raised issues for internal discussions of Bau-ABC (e.g. how to make the best use of blogs and how to position regarding their openness vs. password protection). We (the co-tutors from ITB) raised some points of consideration regarding the equipment and software (to ensure the learning results and access to appropriate tools). Also, we had discussion on measures to keep the learning process continued (with some sessions of tutoing in one room in Bau-ABC and one room in Mellendorf on topics chosen by interested participants). We took note that January and February are the high seasons of Continuing Vocational Training (CVT) schemes. Yet, it appeared that there seemed to be a readiness to start a new cycle of workshops at the end of February and in March.

With all these positive comments and expressions of commitment to work further we were pleased to conclude the event looking forward to good continuation after the holiday break. We took also several points for further consideration concerning the next cycle of workshops. Altogether, the Theme Room program had made its case and provides a good basis for the next steps. We were already able to convey this message to the Year 3 Review meeting of the LL project one week before and now we could confirm it.

More blogs to come …