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

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

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

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

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

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

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

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

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

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

Reflections

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

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

– – –

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

More blogs to come …

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

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

The situation before the Learning Layers project

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

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

The training interventions as capacity-building

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

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

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

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

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

– – –

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

More blogs to come …

With my latest blog I started a series of posts to wrap up the experiences of our EU-funded Learning Layers (LL) project. As I mentioned,we are in the phase of  concluding our project. For us this is not just a matter of presenting our results with individual reports or demonstrating the achievements with individual tools. An essential part of this phase is to reflect on our experiences on the whole – what have we learned and achieved together. I started my reflections with the theme ‘digital transformation’ and how we have experienced it as lived practice and as research challenge. In this second post I try to describe, how this has characterised our work as researcher partners in research & development dialogue with our application partners in the Construction pilot of the LL project.

The process dynamics: Research & Development dialogue with multiple activities and many iterations

Shortly before the start of the project I recorded  with our colleague Graham Attwell a video interview in which he presented some key ideas for the forthcoming project. Graham made a realistic point that

‘in the beginning the users don’t know, what the technical developers can offer them and the developers don’t know why and how the users would use their products’.

Graham saw the great chance of the LL project in turning such ‘don’t know – don’t know’ constellation into a ‘getting to know – getting to know’ type of dialogue. This was his anticipation in Spring 2012.

The real life in the construction pilot turned to be far more colourful. In Graham’s reflection the technical partners and research partners were treated as one group. And finding a common design idea and ways to put it into practice didn’t appear as complicated as it turned out to be.

Altogether, the process dynamic that led to the development of Learning Toolbox (LTB) was characterised by  a long  search for an appropriate design idea that makes sense for the trainers and apprentices in construction sector training centre Bau-ABC. This process did not lead to a quick listing of requirements for external software developers to do their job. Instead, the lack of developer resources was compensated by co-design workshops and further iterations involving research partners, intermediate technicians and application partners – who were preparing the grounds for software developers to enter a process of research & development (R&D) dialogue. Thus, the key characteristics and expected functions of  LTB were  in a ‘getting to know – getting to know’ type of dialogue – but the developers and their know-how had to be integrated into this process.

The multiple roles of accompanying research during the process

Concerning the role of our ITB team (Institut Technik & Bildung) in this process, the best term is ‘accompanying research‘. This concept arises from German innovation programs in working life and in vocational education and training (VET). Originally two German concepts have been used, which may have somewhat different connotations – Wissenschaftliche Begleitung (scientific accompaniment) and Begleitforschung (accompanying research). The former might be seen as a more open approach, whilst the latter may emphasise a more focused research design. In the innovation programs in working life such research was used to monitor, whether the innovations improved the quality of working life. In VET-related pilot projects (Modellversuche) the role of research was to monitor and evaluate the implementation of pedagogic innovations. In both cases the accompanying researchers tended to have co-participative and co-shaping roles. However, the responsibility on the success of pilots was on the application partner organisations.

Concerning the LL project and the co-design process of Learning Toolbox (LTB), the role of the accompanying research team of ITB was even more co-participative and co-shaping than that of the predecessors. Moreover, the research challenges was also more open – the researchers had to grasp the challenges in the course of the interactive and dialogue-oriented process. When the process moved on to the active deployment of the LTB, the researchers were needed as facilitators of the dialogue and as co-tutors in the training activities. In the final phase the accompanying researchers were needed as counterparts of evaluation researchers – to interpret together the findings. All this can at best be characterised with the term ‘agile accompanying research‘.

The role of training interventions as capacity-building in the field

In the light of the above it is essential to emphasise that the co-design activities and the research interventions were not enough to give the process its strength. A crucial part was played by the training interventions at different phases of the process. In the earlier phase of co-design process the ITB and Pontydysgu teams arranged a series of Multimedia training workshops for voluntary trainers of Bau-ABC Rostrup. At a later phase the ITB and Pontydysgu teams together with advanced Bau-ABC colleagues organised the Theme Room training campaign (see my blogs of November and December 2015). These training interventions were not merely general orientation or user-training for certain tools. On the whole these training interventions were capacity-building for Bau-ABC as a whole organisation and for the trades involved.

Here it is essential to emphasise that the training interventions were essential dialogical elements in the process. All parties were engaged as learners – trying to find out, in what ways digital media and web tools can be introduced into construction work and into workplace-based training. And all this supported the development and deployment of the LTB as an integrative toolset to work with.

– – –

I think this is enough of our experiences with research & development dialogue in the LL project and in the Construction pilot – in particular with the application partner Bau-ABC. In the next posts I will look more closely to the challenges to show impact and to draw scenarios on the basis of such experience.

More blogs to come …

During the last four years I and my colleagues have been working in our EU-funded Learning Layers (LL) project. Now we are in the phase of drawing final conclusions and editing the final deliverables. Whilst such a phase easily requires more focused work on particular products – in our cases tool descriptions, impact cards, scenarios, methodology descriptions etc. – it is essential to keep the big picture in our minds. Our project was about introducing new technologies – tools for mobile devices to support access to web resources and to online communication – but not only of that. Most of all it was about changing practices in workplace learning or learning in the context of work. And it is in this context that the project has gone through a long journey and made important experiences. With this post and the next ones I try to revisit our learning journey in the LL pilot in construction sector draw some conclusions and key messages arising from it. In this post I will focus on the overarching theme ‘digital transformation’.

Digital transformation as lived practice

I am aware of the fact that there is plenty of literature on the theme ‘digital transformation’ and that I should do my homework with if I want to use this concept properly. However, given the intensity of our project work, I have come across this theme from the perspective of our fieldwork and in our own processes of work. In this context we have experienced many transitions from earlier modes of work to new ways of using online resources and web-based communication and interaction. A great deal of our research and development work is carried out on web platforms and by using shared resources. And if we use traditional e-mails, then mainly when sending out group mails for wider target groups. Furthermore, when developing new online tools, such as the much discussed Learning Toolbox (LTB), we are more and more inclined to find ways to use for such tools in our own work – not only in the pilot fields. Altogether, my perspective on the topic ‘digital transformation’ is primarily that of manifold step-by-step changes in everyday life as lived practice.

Digital transformation as precondition for/aim of a R&D project

Shifting the emphasis from our everyday life as project partners into our field of piloting – the construction sector – we need to take a broader perspective. Indeed, there have been many speculations on automation and new technologies making skilled workers redundant – or cautious statements on the limits to digitisation in construction work. To be sure, the true picture is probably characterised by an ongoing change between the extreme poles. But how to grasp the real picture of changes in construction sector?

Looking back at the earliest interviews in the project, we learned a lot of the infant diseases of several ‘new technologies’ that didn’t work properly or didn’t reduce the workload of construction professionals. Likewise, we heard of several stand-alone apps that were advertised for construction sector, but were not good enough for professional use (or didn’t promote learning at work). So, in the further work we needed to keep an eye on real innovations that made a difference to our application partners and improved the quality of working life. Here we found ourselves in a similar position as the researchers studying the early automation processes in the 1970s and 1980s. As the German researcher Rolf Nemitz formulated it: ‘So far, the studies on automation have focused on, how automation can replace or reduce human contribution. However, the real innovation lies in combining automation and human potential.’ Or, as the founders of our institute – Institut Technik & Bildung (ITB) – took this further: the contribution of research is to equip practitioners with capability for social shaping (Gestaltung) of work, organisations and technology. However, the researchers of that time were talking about production technologies, not about present-date technologies and new media to promote learning at work. Now we have been facing new challenges.

Digital transformation as a research theme and as transformative practice

In the light of the above, for us the topic ‘digital transformation’ has not been merely a research them to be dealt with via academic contemplation, empirical observations and testing designs for learning technologies. For us, the understanding of digital transformation can only arise from processes of working with the application partners and for changes that enhance them as pioneers for innovations in construction work. In this context I hear the echo of the words of young Karl Marx in his Theses on Feuerbach: “The coincidence of the changing of circumstances and of human activity or self-changing can be conceived and rationally understood only as revolutionary practice.” (Marx/Engels Selected Works, Volume One, Progress Publishers Moscow, 1969). Or in original version:  “Das Zusammenfallen des Ändern[s] der Umstände und der menschlichen Tätigkeit oder Selbstveränderung kann nur als revolutionäre Praxis gefaßt und rationell verstanden werden.” Marx-Engels Werke, Band 3, Seite 5ff. Dietz Verlag Berlin, 1969).

Here, in our context, we could interpret this classical phrase as referring to digital transformation as a coincidence of changing circumstances and changing self-understanding of actors as an interactive and transformative process. Thus, it is not enough to document the changes as observable facts or to record the self-understanding of practitioners as their testimony. Instead, a real understanding of such processes arises from experiencing the changes as efforts of change agents and sensing changes in their views on, what to pursue and how to make it work. In this way in-depth research has to be involved in the transformative practice, but has to maintain its ability to reflect on the practice.

– – –

I guess this is enough for introductory thoughts. In my next posts I will take a closer look at the role of research and training activities in the project. Then, later on, I will discuss issues on ‘showing impact’ and ‘drawing scenarios’.

More blogs to come … 

Last week our EU-funded Learning Layers (LL) project had its last joint project consortium meeting (before the final review meeting) in Leeds, hosted by the local partners.  We focused on harvesting the most recent results and coordinating the final preparatory processes for the final reporting. In the first post I will give a brief overview on the meeting on the whole. In this second post I will focus on the picture that I/we gave on the construction sector pilot in the preparation sessions and in the Elevator pitch session.

Insights into the preparation sessions (focus on impact and cases, scenarios and research approaches)

In the preparation sessions we rotated between three topic tables (of five altogether) to prepare the marketing pitches for which we had been signed (or to listen to others’ contributions and to give feedback). My choice was to give pitches on the impact cases, ‘learning scenarios’ (or instances of change) and on research approaches. In the first topic table it was useful to share ideas between construction pilot (use of Learning Toolbox at construction site) and healthcare pilot (use of Learning Toolbox in a conference environment). As a spin-off I promised to communicate the idea of using LTB in the forthcoming European conferences on vocational education and training in 2017 (ECER 2017, ‘Crossing boundaries 2017’). I also picked the idea of using LTB in conferences as a manifestation of ‘work process knowledge’ of researchers. In the topic table of ‘learning scenarios’ we discussed the criteria, what is to be presented as ‘impact cases’ and what qualifies as ‘scenarios’ or ‘instances of change’ in terms of conceptual interpretation. In the topic table of ‘research approaches’ we also had a similar discussion regarding the presentation of research methodologies and research findings.

Presenting the construction pilot in the ‘Elevator pitch’ session (‘impact cases’, ‘work process knowledge’ and ‘accompanying research’)

The ‘Elevator pitch’ session followed the pattern of marketing events that are typical in educational technology and software development communities. Each presenter had a 20 seconds slot to announce the topic and attract the interest of audience. Then the presenter had a 3 minutes slot to present the case and to convey the message. After each presentation three persons gave feedback (including one of the two ‘critical friends’ that were invited by the organisers). Below I focus on my/our presentations on the construction pilot of the LL project.

a) The impact cases: Use of Learning Toolbox in training (the pitch of Melanie Campbell) and at a construction site (my pitch)

In her pitch Melanie Campbell presented the training centre Bau-ABC as an application partner of the project and gave insights into the impact of the project from their perspective. Her key message was that Bau-ABC had engaged itself as a ‘learning organisation’ in different phases of the project work and used the opportunity to enhance the digital literacy and multimedia competences of its staff. On the basis of successful deployment of the Learning Toolbox Bau-ABC is looking forward to a more prominent role in promoting this know-how in its initial training (for apprentices), continuing training (for construction professionals) and training partnerships (with suppliers and client companies). She emphasised the new strategic interpretation of ‘Internet as the fourth learning venue’ (“Internet als vierter Lernort”) – alongside the company employing the apprentice (Ausbildungsbetrieb), the intermediate training centre (überbetriebliche Ausbildunsstätte) and the vocational school (Berufsschule) – and the contribution of the Learning Layers project in conveying this message.

In my first pitch I presented (with the help of a short video demonstration) the impact case of using Learning Toolbox (LTB) in the management of a construction site. I used the video on Thomas Isselhard’s recent presentation (see my recent blog) as an exemplary case to show, what kind of problems can be overcome with LTB, how the traditional way of managing the processes can be supported by LTB and how different parties can be engaged as users of LTB – to achieve real-time knowledge sharing and communication. Here I positioned myself as the interpreter and let the practitioner explain the benefits, see below:

b) The ‘learning scenario’: Learning Toolbox as means to make ‘work process knowledge’ transparent in lived practice

In my second pitch  – for ‘learning scenarios’ (or instances of change) – I focused on the concept ‘work process knowledge’ and how the use of Learning Toolbox (LTB) can make this concept more transparent. I looked back at the original European projects of the Work Process Knowledge network (funded by EU, 4th Framework programme of research) between 1998 and 2001. In the original studies the network analysed informal and cross-organisational learning processes as preconditions for innovation. They came up with the concept of ‘work process knowledge’ (as shared foundation of knowledge, experience and trust) based on which the organisations can successfully implement major changes. The network had collected several interesting cases in which interactive informal learning in organisations – and workers’ participation in shaping the technical and organisational changes. Yet, with their plans to develop follow-up projects they got narrowed down to more particular approaches on ‘organisational learning’ and to local and sectoral tools or instruments to promote such learning. With reference to the ‘impact cases’ on LTB I argued that the introduction of the integrative toolset has helped managers, skilled workers, trainers and apprentices to get a common overview on work processes and a shared understanding on matching activities and contributions.

c) The research approach: Transformation of ‘accompanying research’ within participative design and tool deployment processes

In my third pitch – with  focus on research approaches – I invited the audience to a journey to revisit the development of the accompanying research approach of ITB during the construction pilot of the Learning Layers project. Firstly I mentioned two earlier models of accompanying research (Begleitforschung) of which ITB has rich experiences:

• Accompaniment of a regional ‘Work and Technology’ programme and its projects in 1990-1997: Focus on the attainment of policy goals regarding social shaping of work, technology, organisations and regional cooperation.
• Accompaniment of nation-wide educational innovation programme ‘New learning concepts in dual vocational education and training’ 1997-2003: Focus on the attainment of self-declared innovation goals regarding introduction of new pedagogic and curricular settings, new occupational profiles and new instructional designs.

Concerning Learning Layers, I emphasised the difference, since we were working with an open and participative co-design process (with several iterative phases and adjustments), with common search for an appropriate design concept and ways to deploy the integrative toolset. During the process the accompanying researchers worked as

• explorers (mapping workshops and initial interviews),
• facilitators of digital literacy (the early multimedia training),
• co-designers (in the shaping of the concept of Learning Toolbox),
• co-tutors (the training campaign for all Bau-ABC staff),
• facilitators of tool deployment (introduction of Learning Toolbox),
• co-evaluators (collecting feedback and reviewing the qualitative feedback).

Concerning the interaction of accompanying researchers with practitioners we tried to position ourselves as supporting partners – helping them to become owners of the innovation. This was clearly successful with the early multimedia training and  with the launch of trainers’ blogs (see the video of August 2014 below). In a similar way the deployment of Learning Toolbox was a user-driven exercise in which Bau-ABC trainers set their own accents on promoting problem-oriented learning (with rich resources) or interest-based and expansive learning (with gradually increasing variety of resources). In a similar way the apprentices were guided by trainers to become owners of their own learning processes by self-organised use of learning resources via Learning Toolbox.

Concluding remarks and lessons for the final run

Regarding the feedback on my pitches, I was praised for the use of video to pass a user’s own voice and accents in the first pitch, I was criticized for not using such visuals in the two latter ones (I dropped the idea because the video could not be displayed that well to all). I was also praised for presenting coherent stories but criticized for giving too much emphasis on the history and leaving the connection between history and present date too thin. Finally, I was praised by making the users visible and emphasising them as ‘pioneers’, our role in ’empowering users’ and making transparent different ways of using innovative toolsets. Altogether, this feedback helped us to pull ourselves out of project-internal reporting and to focus on new audiences who don’t have the shared background knowledge.

– – –

I think this is enough of this exercise. At the moment we are taking further steps in preparing the final documents, making further arrangements for the final review and working with follow-up activities.

More blogs to come …

With my three latest posts I have presented reflections on “Digital Divide 4.0” (regarding the concept, see the first post). These reflections have been inspired by recent experiences with fieldwork for our ongoing EU-funded Learning Layers (LL) project and in particular with its key product the Learning Toolbox (LTB). In my second post I discussed, how this concept reflects the initial difficulties of our project work in the construction sector training centre Bau-ABC.

In this post I shift the emphasis to another part of the German vocational education and training (VET) system – to vocational schools. This is partly triggered by a recent working meeting with a vocational school teacher, who wondered, why their school was not included into our project.  Indeed, for us in ITB and in the training centre Bau-ABC it is a key issue, how to bridge gaps between formal and informal learning when developing workplace-based learning. In my short answer I referred to the funding priorities that emphasised strongly the promotion of informal learning (and SMEs as target groups). In order to understand this it is useful to look back at the development of earlier policies to promote e-Learning or Technology-Enhanced Learning (on the one hand) and initiatives to promote professional development of teachers and trainers in VET (on the other hand). Yet, we need to ask, why the conceptual gap between parallel earlier policies and initiatives has remained. Moreover, we should reflect, how our work in the LL project could help to bridge the gaps.

Background: Earlier e-Learning as ‘alternative’ for institutionalised education and training

Looking back at the educational initiatives in 1980s and 1990s there was a gradual movement in efforts to create new opportunities for open learning. This was reflected in the terminology – ‘remote learning’, ‘distance learning’, ‘open distance learning (ODL)’, ‘blended learning’ – all these referred to different steps and measures to open access to education and learning. Suddenly, at the end of 1990s and at the brink of the ‘New Millennium’ there was a great hype on ‘eLearning‘. In the newer initiatives there was a clear tendency to push the institutionalised education (and the adult education movement) aside. Some protagonists tried to bring forward private providers and new ‘career spaces’ via commercial eLearning programs as the innovation leaders. This was reflected in the separate European funding opportunities for e-Learning of that time. However, concerning the projects on the uses of e-Learning by work organisations, I remember that they concluded that the take on eLearning provisions was low. Instead, wider European surveys – like the the ones of the project “ICT and SMEs” – provided valuable information on the ways that SMEs actually used to support (organisational) learning.

Shift of emphasis: Teachers and trainers in VET as ‘key actors for lifelong learning’

Whilst the above mentioned developments emerged from fringe areas in education and training policies, the next wave – the follow-up of the EU Lisbon Summit 2000 – was part of an overarching development of EU policies. In the field of education and training this took shape firstly in the European Commission strategy document Education and Training 2010 and the aim was to promote a digital learning culture to support global competitiveness of European economy. In the first phase this follow-up was promoted by European working groups and supported by commissioned follow-up studies. In particular the follow-up study for the Maastricht meeting in 2004 drew attention that the engagement of teachers and trainers (notably in vocational education and training (VET) was lagging behind regarding the promotion of digital learning culture.

This gave rise for the European Commission to introduce new initiatives to stimulate trans-national cooperation and European exchanges with different formats: the Eurotrainer surveys, the TTplus framework project, the network ‘Trainers in Europe’, the policy-makers’ Peer Learning seminars and the Europe-wide series of ‘regional’ consultation seminars for different stakeholder groups. Altogether these measures increased the European knowledge basis on VET teacher education and training of trainers across Europe. However, these activities did not provide a basis for common qualification frameworks – instead they recommended the continuation of such participative dialogue forums with emphasis on learning lessons from recent innovations.

Another shift of emphasis: Focus on digital media and mobile technologies to support informal learning

In the meantime the development of web technologies and the spread of mobile devices had given new impulses for technology-enhanced learning. This became manifest in the wider use of online learning platforms, e-portfolios and open educational resources (OER). Now, there was less talk of sidelining the educational establishments but promoting specific initiatives (the networks of open universities) or by joint services (for consortia of member universities). Parallel to this there was a need to explore, how new forms of online learning could be promoted in working life, in particular in such occupations that were characterised by SMEs (and not catered for by university-industry alliances). Partly, the newer policy priorities were looking for genuinely work- and organisation-based modes of (informal) learning, partly for ways to reduce training costs by promoting flexible learning alongside work.

The experience with Learning Layers: The role of trainers and facilitators as change agents

In my two previous posts I have discussed the issue ‘digital divide’ in its current forms (“Digital divide 4.0”) in general and in the light of our fieldwork in the Learning Layers project. Also, I have given insights, how we have made progress with our application partners in the construction sector training centre Bau-ABC and in the network for ecological construction work (NNB). In both cases we have not relied on stand-alone tools or self-learning of practitioners (with the help of online tutorials). With the Learning Toolbox we have managed to develop – in a co-design process with the users – an integrative toolset that meets several basic needs and is easy to expand by the users themselves. Also, we have trained the pioneering users in joint learning sessions to work as peer tutors and mentors in their own communites and networks. However, the wider use has always been dependent on the interest of new users (and anticipation of practical benefits for them). Here, the success factor is to introduce Learning Toolbox as one instrument to promote knowledge sharing, coordination of tasks and real-time communication – and in this way work-related and organisational learning.

Follow-up: What role for teachers and trainers in promoting digital agenda in vocational education?

In the light of the above we (the partners working with the construction pilot of the LL project) have good reasons to consider, what role could teachers in vocational schools play in the follow-up phase. In the German dual system there is a constant challenge to improve cooperation between the fundamental learning venues: enterprise (workplace and the intermediate training centre) and school. In this respect the Learning Toolbox will offer new prospects. Also, the new importance of European mobility schemes (training of apprentices from Spain, Greece etc. in Germany) and the integration schemes for refugees provide new challenges for teachers and trainers in VET. Here, we believe that the introduction of Learning Toolbox could help different parties work together. I will get back to these issues soon.

More blogs to come …

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

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

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

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

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

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

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

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

Interim assessments by Bau-ABC trainers during the project

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

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

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

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

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

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

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

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

Concluding remarks

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

More blogs to come …

With my previous posts I have been writing a series of blog entries to catch up with the fieldwork of our ongoing EU-funded Learning Layers (LL) project. After my sick leave I have been catching up with the recent fieldwork of the Construction sector pilot. In particular I have been interested in the news on the deployment of Learning Toolbox (LTB) – both in work-based learning and at construction sites.  With my first post I summarised where we ended up with the introduction of the LTB before the summer break. With this second post I reported summarised recent feedback on the use of LTB by construction sector apprentices. In this third post I will give insights into the introduction of LTB to craft trade companies in construction sector.

Special challenges for Learning Toolbox in the work of electric engineering companies

At the end of June 2016 some members of the LL team of ITB visited the company Siever + Knüppel (one of our application partners) to discuss specific challenges that could be met with tools like LTB. So far our pioneering examples had been from the context apprentice training and project work on training sites. Dieter Siever (the director of the company specialised in electric engineering) gave us a manifold picture of unexpected incidences, changes of plans and potential mismatches between different trades involved in construction work and electric engineering in reparation and maintenance work. In the course of discussion we found several points in which the LTB could be adjusted to give support for necessary measures. A summary of these discussions is available in the following blog article:

Special challenges for using Learning Toolbox (LTB) in a craft trade company

Particular challenges for the use of Learning Toolbox in managing construction sites

Recently the Verden-based architect Thomas Isselhard (our application partner from the networks for ecological construction work) has got the responsibility to manage a special construction site in Verden. In addition to the complexity of ordinary construction sites there are special requirements from the perspective of maintaining cultural heritage (Denkmalschutz). In addition to this, the construction site is located next to a street that is used as open market area once a week (due to which there are restrictions to the work and transport).

Thomas had already made his experiences with testing the LTB. Therefore, he was keen to find out, how LTB would help him in supervising the craftsmen (from different trades and companies) involved in the work as well as managing the contacts with clients and other stakeholders (e.g. public authorities). Some members of the LL team of ITB have made a working visit to Verden to discuss this case with Thomas and are preparing demonstration materials with reference to this special case.

Workshop on the use of Learning Toolbox for craft trade companies in construction sector

The above mentioned working visits are closely related to the preparations (of the LL team of ITB and the LTB developers) for a workshop to introduce LTB for craft trade companies in Bremen region. This workshop will take place in ITB next week and we are looking forward to introduce the newest version of LTB there. Also, we want to collect similar exemplary cases from the companies to find out specific points of intervention. So, I assume that by the end of next week we have more to report from this front.

More blogs to come …

With my previous post I started a series of blog entries to catch up with the fieldwork of our ongoing EU-funded Learning Layers (LL) project. Because of my sick leave I felt the need to catch up with the recent fieldwork of the Construction pilot with the deployment of Learning Toolbox (LTB) – both in work-based learning and at construction sites.  With my first post I summarised where we ended up with the introduction of the LTB in our field activities earlier this year. With this second post I provide insights into fresh feedback on the use of LTB by construction sector apprentices.

The field visit of Markus Manhart (University of Innsbruck) to Bau-ABC

In the meantime our colleague Markus Manhart from the University of Innsbruck (UIBK) was on field visit at the construction sector training centre Bau-ABC in Rostrup to collect feedback on the use of LTB by apprentices and to interview their trainers. Markus has shared his results with us and I can only do justice to his good work by making his report available via this blog post.

Markus told that he organised two Focus Group sessions (focus on LTB) with six carpenter apprentices (project Holzbau) and had two interviews with their trainers (Bruns, Pape).  In addition he had three Focus Groups with altogether 14 apprentices from another trade (Baugeräteführer) on the use of video annotation tool AchSo. Since the use of mobile devices is restricted (or not allowed at all) during their working periods in construction companies, Markus asked them to reflect on their experiences with using the tools in Bau-ABC (from the initial introduction to present date). Below I give extracts from Markus’ reports (with next to original wording but to some extent edited by me – PK):

First finding: “Guiding replaces strict instructions”:

There is some evidence for a tool-supported change of the training patterns at Bau-ABC. In the past, apprentices and trainers had a rather hierarchical perception of training activities, characterised by limited  autonomy for learners (= apprentices). Trainers told what to do and apprentices expected to get detailed instructions. Using LTB (and also AchSo) is partly contributing to a change towards more autonomous learning. The trainers tend to give apprentices more room of manoeuvre how to prepare and implement their projects. Instead of strictly instructing them, trainers tend to take the role of ‘guides’ for the apprentices. However, the increase of autonomy seems to be dependent on many factors: characteristics of learners, type of learning materials and achieved knowledge. Finally, the interpretation of the trainers on their own role will influence greatly, how such change can occur.

Second finding: “From consuming to contributing”:

In the past, learning material was provided in a one-way communication from trainers to apprentices. Thus, apprentices were more consumers of learning materials and recipients of trainers’ knowledge. Now, the new tools (provided by the LL project) support a transition towards a peer-to-peer mode of treating learning materials and knowledge resources. However, in this context it is important to note that the asymmetry cannot be completely abolished. From the perspective of trainers it is clear that some learning materials and knowledge elements cannot be freely produced or acquired by apprentices. Also, the apprentices are aware of their limits in this respect.

What can be produced and shared in terms of peer-to-peer communication are problems with the apprentices’ projects or experiences with managing such projects (e.g. time management, planning work steps). What should not be produced and shared in such terms are instructions, how to perform project tasks (e.g. methods of how wooden beams should be prepared or constructed) and information on health and safety regulations (Arbeitssicherheit und Gesundheitsschutz).

Third finding: “Digital transformation”:

In the light of the two aspects mentioned above, apprentices and trainers have described several episodes as exemplary cases, how the LL tools contribute to changes in training and learning practices. These can be treated as indications on digital transformation in the training and learning culture of Bau-ABC. (Below I give a nutshell summary, more information can be obtained from Markus Manhart.)

Interestingly enough, in the light of these examples digital transformation does not appear as a fundamental change of training and learning pushed by the tools. Instead, it is perceived rather as meaningful changes of specific practices. Regarding meaningfulness the apprentices gave the example on their obligation to document their daily project progress and achieved results.

When working with paper- and pencil-based documentation the apprentices had several possibilities to cheat the trainers with their reports. In general, they could write down what the trainers would expect to get from them (even when this wouldn’t quite correspond with the reality). Thus, if a task has taken a whole day, they could report having completed it in three hours. Or they could omit mentioning problems they had encountered with project tasks in their reports. In practice their trainers would not always be in the position to monitor their work very thoroughly. In such cases, the marks given on their performance would not reflect the actual performance of the apprentices. This deficit in controlling would favour the ones inclined to cheat at the expense of the more honest apprentices.

When documenting the work with project tasks with videos, the apprentices provide a true picture of situations, activities and results. This makes it possible for the trainers to assess, if the task was performed adequately. Thus, they are better informed on what grounds they can give the marks. In this way the changing pattern of reporting on apprentices’ projects serves as an example, how the use of digital tools in the interaction between trainers and learners enhances the apprentices’ commitment and motivation to appropriate task completion.

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I hope I have done justice to Markus’ text and conveyed the message he intended. To me his findings are important clues for our conceptual interpretation on digital transformation in workplace learning – as demonstrated in the context of the training centre Bau-ABC. In my next post I will discuss our recent efforts to promote the use of LTB in craft trade companies in the construction sector.

More blogs to come … 

This year my summer break was longer than I had planned due to health issues. Now I am back at work and trying to catch up with the fieldwork of our ongoing EU-funded Learning Layers (LL) project. In particular I have to catch up with the recent fieldwork of the Construction pilot with the deployment of Learning Toolbox (LTB) in work-based learning and at construction sites. Before going into the most recent developments (I will deal with them in the next posts) I will firstly summarise where we ended up with the introduction of the LTB in our field activities earlier this year.

Introduction of Learning Toolbox (LTB) in the training of the pioneering trades of Bau-ABC

In the middle of February 2016 we (the ITB team of Learning Layers) had a field visit to the construction sector training centre Bau-ABC to prepare the introduction of the Learning Toolbox (LTB) in some pioneering trades. These discussions are reported in the following blog entry:

Possible use of Learning Toolbox in Bau-ABC training – three exemplary cases

In the middle of March 2016 we had the joint kick-off event to start the active use of LTB in the pioneering trades (well-builders and carpenters). In addition to the ITB team we had the LTB developers and the evaluators from the Universities of Innsbruck and Tallinn. The activities of the event are reported in the following blog entry:

Start of Learning Toolbox pilots in Bau-ABC – Part One: The Kick-off event 14.3.2016

In the beginning of April 2014 we (the ITB and Pontydysgu teams) had another working visit to Bau-ABC to collect feedback on the functioning and actual use of the LTB. Our findings have been documented in the following blog entry:

Start of Learning Toolbox pilots in Bau-ABC – Part Two: Feedback during a working visit to Bau-ABC

Altogether we could observe that the use of LTB had become part of the ordinary training and learning practices of Bau-ABC trainers and construction sector apprentices.

Spreading the use of LTB into other trades/ learning contexts

Another series of field visits in Bau-ABC took place at the end of May and in the beginning of June.

At the end of May 2016 we had a three days’ working visit in Bau-ABC with colleagues from Aalto University, University of Innsbruck and Pontydysgu. The colleagues from Aalto were introducing the video annotation tool AchSo and the Social Augmented Reality tool SOAR. Alongside these session we had also evaluation workshops moderated by colleagues from Innsbruck. The feedback on the use of LTB has been documented in the following blog entry:

Piloting with AchSo and getting feedback on Learning Toolbox – Part Two: Apprentices’ views on using the Learning Toolbox

In the beginning of June 2016 we made some progress with introducing LTB to further trades and learning contexts.

Firstly I had a short session with two colleagues to prepare the introduction of LTB in the joint learning area ‘health and safety’ and in a trans-national mobility scheme that brings apprentices from Spain to German companies.

Secondly I worked with a Bau-ABC trainer to introduce the use of LTB in a new trade (pipeline builders) involving a group of well-builders getting trained in this trade (and already familiar with LTB). This session is reported in the following blog entry:

Learning Toolbox in Action – New project for Brunnenbauer apprentices in Rohrleitungsbau

Thirdly I had a special working session with a group of Spanish apprentices and project coordinator Melanie Campbell from Bau-ABC to explore the uses of LTB in supporting the newcomers from Spain during their apprentice training in Germany. This session is reported in the following blog entry:

Getting Learning Toolbox to Action – preparing stacks with and for Spanish apprentices

Publication of the online guide to Learning Toolbox (LTB)

In the middle of June 2016 we were happy to observe that the LTB developers had published a comprehensive online guide to Learning Toolbox (see http://ltb.io/). I provided a brief introduction to the guide in the following blog entry:

Learning Toolbox (LTB) Online Guide published!

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I guess this is enough of the activities in the spring and early summer months of 2016. In my next blogs I will report on the most recent activities (based on the information I have got from my LL colleagues).

More blogs to come …