Last week our EU-funded project TACCLE4-CPD had its third transnational project meeting in Pontypridd, Wales. I have reported on this project in my earlier blogs (December 2017 and June 2018). We are developing frameworks and support for continuing professional development (CPD) of teachers and trainers in promoting their digital competences. As I have told earlier, this project is based on the work of three earlier TACCLE projects that provided direct support for teachers in integrating digital competences to their teaching. This project has the task to develop frameworks, concepts and support resources for CPD measures in different educational sectors (general education, adult education and vocational education and training (VET)). And as I have mentioned elsewhere, the success of all TACCLE projects has been based on the founding work and intellectual leadership of Jenny Hughes. In this respect our meeting was located to Pontypridd to meet Jenny at her home grounds and to make contacts with her local counterparts. Sadly, we lost Jenny shortly before the meeting. In the new situation we had to make a new situation assessment plan our work without counting on Jenny’s active support. Below I try to summarise some key points in our general discussion on the main Intellectual Outputs of the project. In my next blog I will discuss my contributions to the project and how they are related to this discussion.

What does ‘developing CPD’ mean for the project?

To be sure, we had discussed already in the first meetings the aims of our project and the background from where the project idea arises. Yet, at this meeting we had a special need to revisit these discussions. And here we were partly guided by Jenny’s legacy. In an earlier video interview she had told of the time lag between the proposal for the TACCLE1 project (for supporting the development of e-learning content for classroom teaching) and the actual start of the project. During that period the introduction of Web 2.o tools had taken off massively and the project had to catch up with this development. According to jenny, this was managed and the project integrated introduction to Web 2.0 tools into its original idea.

In our project meeting we found ourselves facing a similar challenge. Initially the TACCLE4-CPD project had been planned to scale up the work of the TACCLE courses and related local and regional teacher training activities. Whilst some sections of the proposal were referring to policies, strategies and management choices, other parts were very close to planning specific training activities and support materials for classroom teachers. However, the key idea was to proceed one level up in making transparent the policy choices for shaping training programmes, providing organisational learning opportunities and for linking them to progression models. And as we now saw, it several international organisations were active in mapping this landscape, developing new frameworks and in promoting pilot activities. These newer developments provided us a challenge in keeping up with the discussion and linking our work to it. Below, the implications for two Intellectual Outputs are discussed in this respect.

Implications for our work with Policy Analyses, Route Maps, Frameworks etc.

Concerning policy analyses we were aware of the problem faced by many European projects when they had provided national reports presenting the education and training policies of their countries. Although the aim of these reports had been to inform each other and to faclitate mutual learning, they often highlighted systemic differences and strengthened cultural barriers. From this point of view it was important to get insights into new patterns of sharing policy concepts and adapting policies that had been trialled in other countries (as Graham Attwell reported on the work of Unesco with a group of East-African countries. Also, for our common understanding of ‘policy learning’ it was important to share information on the European DigCompEdu framework that promotes new kinds of developments across different systemic frameworks.

In the light of the above we could give a new emphasis on the work with an integratibe mindmap that Koen de Pryck had started. Instead of separating different countries, we were able to create an overview on policies for promoting digital competences at different levels:

• international policies (impulses and support),
• policies for different (general) educational sectors – primary, lower & upper secondary education, (higher education) and adult education (as educational policies promoting lifelong learning)
• policies for VET (as an insitutional interface between education/training and working life) and to
• specific policies for promoting competences of teachers and trainers (with emphasis on digital competences).

In this context the specific ‘Routemap’ and ‘EMM-framework’ concepts that we had discussed earlier, could be seen as part of a wider group picture and could be linked to other elements. Thus, we could see the seemingly separate tasks as mutually complementing elements within an integrative framework. Also, we could see that the Mindmap could guide different users to find their levels of activity, perceive the dependencies and chances as well as address questions and outline options.

Implications for our work with Open Educational Resources

In a similar way we revisited the question, how to create collections of Open Educational Resources for TACCLE4-CPD. In the earlier TACCLE projects it was clear that the OER collections should equip teachers with teaching materials and pedagogic advice for their work. To some extent this emphasis was present in the proposal. However, as a consequence of the newer developments at different policy levels – and due to newer approaches to ‘policy learning’ – there is a demand for OER collections that cover different levels and address strategic dependencies and/or opportunities for pioneering. From this perspective we concluded that the work with the Mindmap is also the core structure for shaping a collection of OER (with sufficient amount of commentary).

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I think I have grasped above the crucial steps in revisiting the proposal and reworking our way further. Based on these new perspectives we could see, how many elements of our work were growing together. Also, this discussion helped us to see, how to link input and influences from earlier or parallel projects to our work. In that sense I could see more clearly the importance of the work with the Learning Layers project and its follow-up measures. I will discuss this in my next post.

More blogs to come …

The third European Vocational Skills Week (EVSW) took place this week in Vienna (Wien). The event has been launched by the European Commission to draw attention to the importance of vocational education and training (VET) for education, economy and society. Our European VETNET network has also played a role in drawing attention to the contribution of VET research to the development of VET. However, due to several intervening factors I have not been able to attend to these events. Yet, this time I was somewhat more engaged in the preparation and followed more keenly the news from Vienna.

The competition for European VET Excellence Awards 2018

As usual, during the EVSW, there was also this year the competition for European VET Excellence Awards for different kinds of contributions to the development of VET. In the category “European VET Research Excellence” the jury had nominated two European research projects for the final competition:

• The Learning Layers (LL) project that carried out a complex Europe-wide R&D project for studying the use of digital tools, web resources and mobile technologies to support learning in the context of work. The project engaged application partners in healthcare sector (UK) and construction sector (Germany) in co-design, pilot testing and actual use of new tools. In the competition the project was represented by the scientific coordinator Tobias Ley from Tallinn University.
• The Modelling Vocational Excellence (MoVE) project is a transnational project that has studied World Skills competitions at the national, European and wider international contexts. The aim of the project is to draw conclusions from competition processes for the development of everyday life practice in the field of VET. This project was represented by the scientific coordinator Petri Nokelainen from Tampere University.

After the nomination the finalists were presented on a special website for public voting that took place during the last weeks before the event and during the first two days. On the evening before the closing ceremony the finalists in different catergories had the opportunity to give short pitches to make their case. Then, in the closing ceremony the nominees of each category were invited and the winner was declared. Concerning the award for VET Research Excellence I was pleased to see a video recording and to hear the words: “The award goes to … Learning Layers”. As fair competitors Petri and Tobias congratulated each other. And then Commissioner Marianne Thyssen handed the award to Tobias Ley.

Celebrating the award winner Learning Layers

Firstly, let us do justice to both finalists – the two international projects and the teams involved – and for the fair competition. This was a good way to present European and international VET research at such an event.

Then, coming to our Learning Layers project: Why are we so happy that we got the award fror European research in the field of VET (vocational education and training)? Here I am speaking in particular for the partners of the Construction pilot – research partners, technical partners and application partners from the construction sector. I would like to raise the following arguments for us as award winners:

1. A substantial part of Learning Layers pilot activities were carried out in the context of apprentice training for construction sector in North Germany. In this context the project was developing a digital toolset “Learning Toolbox” to support work process-oriented learning. Now, in the initial pilot context – the training centre Bau-ABC – the Learning Toolbox will be introduced to the training of all occupations.
2. The co-design and tools deployment processes were carried out as participative Research & Development dialogue. In this dialogue practitioners, technical partners were developing tools that promote a culture of self-organised learning in different craft trades.
3. The project organised training of trainers in such a way that they could act as promoters of innovation and adjust the use of tools to match their pedagogic priorities (self-organised search of knowledge within a wide set of resources vs. gradual extension of resources that are available for learner). The ‘theme room’ approach is being used in the further promotion of the tools by other trainers.
4. After the end of the Learning Layers project there have been several follow-up initiatives to spread the use of Learning Toolbox to support practice-based learning in Vocational and Higher Education (e.g. in Estonia and Spain). These pilots have involved also other sectors (e.g. education/training in healthcare and media occupations).
5. A major spin-off arising from the Learning Layers is the use of Learning Toolbox as support for ePosters in conferences. This was started in the conferences for medical and dental education (AMEE, ADEE) and in the conference for technology-enhanced learning (ECTEL). Most recently the ePosters were piloted in the European Conference on Educational Research (ECER) in the network for research in vocational education and training (VETNET).

The points above make it clear that the Learning Layers project was not merely a theory-driven or a tool-driven project. Instead, the project took a high risk in launching open-ended co-design processes and was very much dependent on the cooperation with practitioners in the pilot sectors. Moreover, the tools that were developed in the project – notably the Learning Toolbox – reached the stage of viable products. But in order to bring them further as tools for regular use, additional efforts were needed by the tool developers, practitioners and supporting researchers. These efforts have pointed out to be successful and it was fortunate that reports on recent success were communicated in the event. Thus, the award was a recognition of all the work that contributed to our success. Now we can celebrate, next week we have to take further steps in our work.

More blogs to come …

Last week I returned from my long sick leave. And I had immediately the possibility to attend a working meeting at the training centre Bau-ABC Rostrup. With this training centre we had worked in the EU-funded Learning Layers project many years to develop digital tools to support work process -oriented learning. During the project we reached the stage that Learning Toolbox (LTB) was ready as a viable product to support training and learning processes. The pilot testing in the final phase of the project proved that trainers and apprentices can use the toolset in their training processes. Yet, there were several practical issues that slowed down a wider use of the LTB. Thus, the trainers that had been involved in the pilot testing kept on using the toolset but a wider use was delayed.

Now, in our meeting last week we were facing a new situation. In the meantime most of the hurdles had been overcome and there was full confidence among all parties involved that LTB can be introduced in the apprentice training of Bau-ABC for all trades, Now the pioneering trainers, the management/administration representatives and the LTB developers were discussing, how to support a full-scale implementation of the toolset. From this perspective there was a need to harmonise the use of LTB stacks across the trades and to ensure effective ICT support. Secondly, there was a need to create awareness of good practice in different trades and to share experiences across the trades. In this context the presence of us – researchers from the research institute ITB – was relevant, since we are working in TACCLE projects that support training of trainers and we can draw upon the work in Bau-ABC.

Insights into the uses of LTB to support training in different trades

Here it is not possible to give a complete overview of all the examples that were presented by Bau-ABC trainers representing different trades. Below, I have selected exemplary cases that show, how the use of LTB had been incorporated into the the work process -oriented learning projects of Bau-ABC apprentices:

1. Pipeline-builders (Rohrleitungebauer) were using LTB to draft joint plans, how prepare the grounds for the pipelines. Instead of just doing the spadework individually, they made their plans as teams – they divided the tasks and allocated responsibilities for controlling.
2. Road-builders (Strassenbauer) had prepared a comprehensive overview of the machines provided by the company W&N with nutshell versions of users’ guides (based on the original materials).
3. Tilers (Fliesenleger) had prepared a comprehensive overview of technical tools that were used in their trade with links to the instructions provided by the manufacturers.
4. Construction plant operators (Baugeräteführer) had prepared electronic forms as checklists for the inspection of the vehicles before starting to use them. Only after completion of the form and reporting that the vehicles were in order the operators got clearance to start working.
5. Carpenters (Zimmerer) had been working in a joint project “WorkCamp GreenHouse” with other training centres in Germany. In the project they had developed several modules for ecological construction work (focusing on their trade and the use of materials). In this project they had used LTB as a common toolset and developed a common project plan structure to guide the creation of mother stacks and daughter stacks.
6. In the area “Health and Safety” (Arbeitssicherheit und Gesundheitsschutz) trainers from different trade had worked together to shape a common stack structure that presents the overarching regulations and the local instructions in the training centre. Within this structure different trades had the possibility to present trade-specific content (e.g. concerning their trade-specific personal safety outfits).
7. In all trades the apprentices (Auszubildende) were using the LTB to upload photos as progress reports on their work and learning in the projects. The trainers used specific background colours for the tiles that documented apprentices’ work.

The relevance of the recent progress for apprentice training and vocational learning

If the points that I have listed above are taken only as separate inputs with dedicated tools, it would not appear very “revolutionary”. But the essence of the recent progress is that the trainers are working with an integrative digital toolset – the LTB. They have already used LTB for giving instructions and worksheets for apprentices’ projects. Now, with these newer features the range of using LTB in working and learning contexts is expanding. And – as already mentioned – the trainers are themselves leading the innovation and sharing experience with each other. Moreover, for the apprentices the use of LTB is not just a matter of receiving instructions and reporting of the completion of their tasks. As we have seen it from the examples, the use of LTB requires from them a holistic view on their projects and a professional attitude to completion of the tasks. This has been the spirit of working with the LTB in Bau-ABC.

Now, at this stage we were happy to see that Bau-ABC is organising the wider use of the LTB independently of externally funded projects and within its own organisational frameworks – in collaboration with the LTB developers. And, moreover, Bau-ABC is looking for ways to spread the use of LTB across its professional networks. As we see it, the work of the Learning Layers project bears fruit! We – as accompanying researchers – are happy to observe this also in the future.

More blogs to come …

This post is a continuation of my previous post in which I gave a picture of my long-term cooperation with Jenny Hughes who sadly passed away last Sunday. When discussing different themes I mentioned that I would get back to the TACCLE projects in a separate post. This was not only due to the fact that the TACCLE projects have been the flagship projects in Jenny’s career and their continuation proves that they have been a success story. However important this may be alone, another argument is that I have authentic video material in which Jenny reflects the experience earlier TACCLE projects and outlines her plans for forthcoming projects. This discussion was recorded for another European project (Co-op PBL in VET) in 2012 but it was reused and republished couple of times in the context of the Learning Layers project. The introductory text below is based on my earlier blog of April this year. Let us give the floor for Jenny with this adapted text and the videos!

The continuing learning process through different TACCLE projects

The series of TACCLE projects started with the first TACCLE project (Teachers’ Aids on Creating Content for Learning Environments) that worked in 2008 and 2009. It prepared an E-learning handbook to support the e-learning competences of  classroom teachers. In the Taccle2 project the work was differentiated to address different subject areas and alongside them the primary education teachers. In the Taccle3 the emphasis on teaching programming and coding for school children. The  project Taccle4 focuses on developing materials and media to support continuing professional development of teachers and trainers in different educational sectors. The most recent project – Taccle5 – focuses primarily on the field of vocational education and training (VET). As the following two interviews were recorded already in 2012, so the it was not quite clear, in what order the successor projects would come up, but the vision was clear – this work merits to be continued.

And the story goes on …

As I have indicated above, the series of Taccle project was continued to a somewhat different direction than anticipated in the video interview above. The next theme (and target group) to be picked up after the subject teachers in Taccle2 pointed out to be teaching coding in primary schools (Taccle 3). This was a clear response to new educational priorities at European and national levels. The theme ‘continuing professional development of teachers’ (Taccle4) was an urgent need because the resources of Taccle partners were not sufficient to meet the demand for Taccle courses. And finally, the field of VET was taken up in the Taccle5 project.

As we sense it from the videos, Jenny had put her heart and soul into the work in these projects. She learned a lot, how to bring these new competences to teachers in such a way that they became owners of their own learning. She also learned. how to meet the demands of the time. In Taccle1 it was necessary to work with hard copy book to get the teachers on board. In Taccle2 it was necessary to move to an online platform in order to manage the multiple contexts. In Taccle3 it was necessary to bring the coding specialists into work with teachers. All this required learning and mutual adjustment.

As I have said it earlier, we have lost Jenny but we have learned a lot of her and we can work further in the same spirit.

More blogs to come …

With my previous posts I have shaped a series of blogs on the European Conference of Educational Research (ECER 2018) that took place last week in Bolzano/Bozen. In the first post I reported on the pilot with  ePosters powered by the digital toolset Learning Toolbox (LTB). In the second post I gave an overview on my own contributions – on the research background of the LTB and on ‘transfer of innovation’ issues in recent and earlier innovation projects. In the third post I reported on the Opening Session of our VETNET network (European Vocational Education and Training Research Network) and on some contributions of our Italian colleagues. This fourth post will give insights into some of the VETNET sessions that I attended. Here it is worthwhile to note that I don’t try to cover the whole VETNET program nor the sessions that I attended. Instead I try to draw attention to some specific presentations.

Continuing vocational training, progression to managerial positions and digital tools for learning

My colleagues Werner Müller and Ludger Deitmer presented the newest phase of the German project DigiProB. This project focuses on a Continuing Vocational Training (CVT) model that outlines a purely vocational progression route to higher qualifications. As we reported in ECER 2015, this training model has been renewed in such a way that it is not only based on subject-specific courses but – also – integrated with complex working and learning tasks and by an integrative project report.

The training model for General Foremen

Now, in the present phase of the project, the colleagues could report on the shaping of the software ecology that had been developed to support the training and learning processes.

The software ecology supporting training and learning

Ten years European Qualification Framework (EQF) – A success story?

In another session Sandra Bohlinger took as her starting point the ten year anniversary of the European Qualification Framework (EQF). In her presentation she had a number of quotes that presented the ‘promises’ at the beginning phase and the others that celebrated the ten years as ‘success story’. However, looking closer to the development during these years she presented a more differentiated picture. Surely, the number of countries that have adopted the framework is larger than the number of EU Member States. And for countries that experienced a transformation from planned economy to market economy the framework appeared as an appropriate support instrument. However, the key message coming through from the evaluation studies that have been carried out recently is that no there has not been such an impact at the European level as had been expected. This, as we discussed in the session, is quite an impact itself when thinking of European policies.

To me this was another input in the continuing story of debates on the EQF at ECER and in VETNET sessions. All these years our collegues have made critical remarks on the internal contradictions in such frameworks and their limited potential  in promoting transparency between different VET cultures. However, in this session we raised a new issue – what has happened to ‘earlier’ themes in European cooperation that had been sidelined during the years of making EQF and its national and sectoral counterparts. As I see it, these exercises were ‘translating’ national frameworks to a common ‘esperanto’ terminology and sidelined the tradition of ‘learning from each other’. (I hope that  Sandra will publish her text soon so that we can continue this discussion.)

Use of technologies in learning – Encounters between high and low technologies

Another interesting session was composed as a symposium that brought together different perspectives to using technologies as support for vocational learning.  Marianne Teräs introduced the symposium and presented the palette of presentations and as contributions to ‘use of technologies’ or challenges with technologies in the context of vocational learning. Two of the presentations focused on simulations in the healthcare sector whilst the third one discussed the relations between ‘high’ and ‘low’ technology in a developing country.

Vibe Aarkrog presented her action research project in which she studied learning simulation-based arrangements within nursing education. She gave us insights into her research design and into the discussion on ‘high fidelity’ simulations vs. ‘low fidelity’ simulations. Then she drew attention to different scenarios (framing the learning situations) and to possible interventions of teachers. At the end she raised several useful questions on the role of simulations as support for learning.

Vibe’s questions on simulation-based learning

Paula Poikela presented her research on the development of simulation-based learning in nursing education. In this context she gave us insights into the earlier models of computer-based simulations, to the emergence of web resources, mobile devices and wearable technologies. She also drew attention to different waves of simulation in healthcare sector, starting from arrangements for medical doctors and then shifting to specific simulations for nurses and to arrangements that involve different healthcare professionals. She concluded her presentation with a trialogical approach to examining meaningful learning based on simulations.

The approach to study meaningful learning based on simulations

In the final presentation of the symposium Lazaro Moreno opened a different perspective to using technologies to support learning. He told of a new project in which he studies the training for automotive occupations in Cuba. He gave us a picture of a huge gap in resources and equipment by comparing a) companies that bring brand new cars and maintenance software to serve the tourists and b) vocational schools that train their pupils to repair the oldtimers that are used by local people (and have at best very old computers). With this contrast he drew attention to the principles of polytechnic education – training creativity and problem-solving skills.

The symposium was characterised by a lively discussion in which the colleagues added further aspects to the theme ‘supporting menaingful learning’.  Also, the participants emphasised the difference between technology at work and technology for learning. These may not necessarily go hand in hand – and this may provides chances for meaningful educational interventions.

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I guess this is enough of the VETNET sessions. Although this report is far from a comprenehsive coverage, it nevertheless shows the richness in content. In my final post of this series I will focus on the VETNET network and its general assembly.

More blogs to come …

In my previous post I started to report on our activities at the European Conference of Educational Research (ECER 2018) that took place last week in Bolzano/Bozen. In the first post I concentrated on the sessions that focused on the use of Learning Toolbox (LTB) as a digital toolset for preparing and presenting ePosters in conferences. In this second post I will concentrate on my own contributions that focus on the follow-up phase of our EU-funded Learning Layers (LL) project and on the issue ‘transfer of innovation’ after such a project.  Firstly I will discuss my presentation on the research background of the LTB – prepared for the EERA session on using the LTB for ePosters. Secondly I will discuss my paper presentation on the theme “Transfer of Innovation after the Learning Layers project”.

However, this time I don’t want to provide simple summaries of two presentations. After all, we were at #ECER2018 with a pilot project in which the poster authors were trained to convert their traditional posters into ePosters with the help of LTB. So, I also took our own medicine and transformed my ‘ordinary’ PowerPoint presentations into hybrid presentations by using the LTB. Therefore, I want to give insights into the ePoster-versions of my presentations and what all has been packed into them alongside the initial PowerPoint presentations. Let me firstly give the link to the EERA showcase, where they can be found among others. Then we can have a look at each of the two presentations individually.

The research background and the  research-related potential of the Learning Toolbox

Mini-Poster  “Research background of Learning Toolbox (LTB)”

The ‘ordinary’ ppt-presentation gives insights into the Learning Layers project, into the co-design activities in the Construction pilot, into the shaping and pilot testing of the Learning Toolbox (LTB) and into the reporting of the results. Then, the presentation gives an overview of research themes with which I have tried to put the innovation agenda into a wider context. And I have added a lot of references to relevant literature.

In my ‘ePoster-version‘ I have prepared an LTB-stack and told my story with few tiles that accommodate text documents. In addition I have used other tiles to link to web documents for presenting our project documentation and reporting. Then, on further screens I have given access to my research papers and to videos presenting our application partners’ views. In this way the ePoster-version provides a richer resource environment on the background of the LTB.

The ‘transfer of innovation’ issue before, during and after the Learning Layers project

Mini-poster “Transfer of Innovation after Learning Layers”

Here, the ‘ordinary’ ppt-presentation gives some background information on the Learning Layers projects, on the co-design and pilot activities in the Construction pilot and describes the transition to the follow-up phase. Then, the second part discusses the ‘transfer issue’ as it was analysed in the light of earlier German Modellversuche, in more recent innovation programs and in specific pilots to promote transfer via ‘encounters’ and joint search processes. The presentation makes some comparisons between these earlier examples and our present situation. And here again, we have some literature.

In my ‘e-poster version‘ I have prepared a simple LTB-stack with two screens. The home screen gives access to the ppt-presentation and to the full paper and to my author information. The additional resource screen gives access to essential web links: the reports on Learning Layers results, the documentation of the Construction pilot as the “LTB-Chronicle”, the EERA-showcase with other ePosters. And concerning the literature, it provides two content tiles – literature on the transfer issue in Modellversuche (only paper-based) and my research papers uploaded on ResearchGate. In this way the ePoster-version has provided a somewhat richer resource environment.

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I think this is enough of my contributions. I hope that this blog post helps to get access to the ePosters and to the resources they make available. If that is the case, it was worthwhile preparing them. But this is not all about the #ECER2018.

More blogs to come …

As usual, I have also this year participated in the European Conference on Educational Research (ECER). This year the conference was organised in Bolzano-Bozen – in the bilingual South-Tyrolean area next to the Dolomites. But for me and my colleagues this was not at all a touristic mission. In addition to the ordinary conference program we were in charge of the pilot activities with ePosters powered by the Learning Toolbox (LTB). In my previous post I have reported on our preparatory activities. Now it is time to report, how we put it all into practice and what kind of experiences we made. Below I give first insights into the Interactive ePoster session of the VETNET network (European Vocational Education and Training Research Network). Then I report on the EERA special session for discussing the use of the new toolset – the LTB – for preparing ePosters in a wider context.

The Interactive Poster Session of VETNET with ePosters presented in a session room

As I have reported in my previous post, we had invited all authors who had proposed posters to be presented in the VETNET (Network 2) program of the ECER 2018 to prepare ePosters and to present them in an Interactive Poster Session in the VETNET area. We were pleased that all authors had agreed and that we had their ePosters ready in the EERA showcase prepared by the LTB developers. However, we had very little advance information on the venue and very little time to prepare the room for the session. Thus, the best we could do was to organise a similar session as an ‘ordinary’ paper session – but now presenting ePosters. A major difference, however, was the fact that we had a full set of mini-posters presented on ‘poster wall’ in the session room before the session and it remained after the session.

Mini-posters for the VETNET ePoster session at ECER 2018

We had an additional difficulty in the fact that the EERA session was scheduled immediately after the ePoster session, so we had to organise the presentation and discussion on six posters in a tight time frame to get in time to our next session. For this purpose we grouped the presentations into pairs that had some commonality in their themes. Here again, our authors were flexible and the arrangement suited them.

Firstly. Wilko Reichwein presented insights into the cross-university cooperation in shaping vocational teacher education by linking subject disciplines and pedagogic know-how to each other. Then Marta Virgós Sánchez provided insights into the implementation of ‘dual’ training models in Spain. Cooperation between learning venues (Lernortkooperation) was discussed from the perspective of educational planning (the German presentation) and from the perspective of feedback from the parties involved (the Spanish presentation).

Secondly, on behalf of a Hungarian research team Marta Takacs Miklósi and Attila Karoly Molnar presented their comparative studies between the preconditions for education, training and learning in the prisons in Hungary and Poland. Then they presented insights into the learning opportunities and the role of andragogy (adult-oriented support for learning) in Hungary and Slovakia.

Thirdly, Maria Christidis gave insights into the communication culture and learning culture within the training of nurse assistants in Sweden. Then Katharina Peinemann provided insights into the inclusion issues in the German pre-vocational learning provisions (the ‘transitional system’ ) and into challenges for teachers’ professional development.

Altogether, we suffered from the time constraints, but we could stimulate some discussion. And since the authors could stay a little longer at the ‘poster wall’, they could advise interested participants, how to upload the richer LTB stacks (with the help of the QR-code) to mobile phones and get further information.

The special EERA session “Using Learning Toolbox for presenting Educational Research”

Our next session – the EERA-wide event to inform participants from other networks on the ePosters and the LTB – had been proposed and planned before we knew how successful we would be with the VETNET session. Therefore, we had planned firstly a presentation that gives a report on the development of the LTB in the Learning Layers (LL) project. This was prepared by me. (I will get back to this input in my next post.)

How to start with ePosters – extract from Gilbert’s presentation

The main input for this session was prepared by Gilbert Peffer on behalf of the LTB-developers. He gave insights into the functioning of the LTB, on the process of preparing and presenting ePosters and on possible uses of ePosters at different conference venues. Also, he presented newer ideas for developing ePoster sessions, e.g. the ePoster Arena. (This includes a central podium for presenting several short pitches and then distributed round tables for discussions with presenters.)

New engagement formats – extract from Gilbert’s presentation

In the discussion we had feedback from the authors of the VETNET ePoster session and further questions from representatives of other networks. Also, we got several questions concerning the use of LTB as support for practice-based learning in vocational and higher education. We still have a lot of impressions to digest and a lot of points to be made to EERA as conclusions on our pilot project.

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I guess this is enough of this pilot project. But I will keep the topic ‘ePosters’ present when I give an account on my own presentations. I also did my homework in preparing ePosters although I presented in somewhat different sessions.

More blogs to come …

One of the most successful spin-offs from our EU-funded Learning Layers (LL) project has been the use of the Learning Toolbox (LTB) in conferences to prepare ePosters. As regular readers of this blog know, I have covered the work of the project and its construction pilot since 2012. And in the recent years (during final phase of the project and in the follow-up phase) I have written a lot of the flexible mobile toolset that was named “Learning Toolbox( LTB)” since it was designed to support vocational and workplace learning in the construction sector. BUT one of its most interesting applications has been the preparation of ePosters as an alternative for traditional paper posters. And, as I have written (somewhat enviously), our colleagues have been successful in introducing it to conferences of medical educators (AMEE), dentist educators (ADEE) and educational technologists (EC-TEL). However, now it is the time to announce that LTB will be introduced into our field – to the European Conference on Educational Research (ECER) in the annual conference of the European Educational Research Association (EERA) that will take place in September 2018 in Bolzano/Bozen in Italy. Below I will give a brief report how this has come into being and what we are doing next week in the conference.

The two proposals: a special EERA session and the VETNET network project

During the preparation of the ECER 2018 we (the VETNET network) prepared two proposals. Firstly, we proposed to have a specific EERA-wide session to promote awareness on the usaes of LTB for shaping ePosters in research conferences. Parallel to this we prepared a proposal for an EERA-funded “Network project” to be implemented by the VETNET network. Both proposals were linked to the idea to organise an interactive VETNET poster session in which the authors would presented their posters as ePosters within the VETNET programme. We were happy to see that the proposals were approved by the EERA authorities and that we could go ahead with the initiative.

The preparation of the VETNET pilot with ePosters

During the preparation phase the LTB developers prepared a special web page “FAQ ECER” in whch they gave all possible advice for the conference participants who had proposed posters for the ECER programme. With short instruction videos and with a well edited Webinar recording the authors were advised, how to enrich their original posters into ePosters by using the LTB.

Getting ready for the conference

During the last few weeks we have made the positive experience that all authors have been able to make use of the LTB and prepared their own ePosters. Now they are available on the page “EERA showcase“.

In addition, I have prepared my presentation for the EERA session (on the research background and usability of the LTB) also as an ePoster (or hybrid presentation) using the LTB. And furthermore, I have prepared my presentation “Transfer of Innovation after the Learning Layers” also as an ePoster (or hybrid presentation) with the help of LTB – or as we could call it in this context “the EERA-Toolbox”.

So, we have done quite a bit of work to bring the ePosters to the ECER 2018 and to demonstrate that the EERA could follow the example of other conference organisers. We are eagerly looking forward, how our pilot sessions will be received and what kind of feedback we will get from the authors and the audience. I will surely report on that in a short while.

More blogs to come …

The TES reports on a project that uses robots to help children in hospital take part in lessons and return to school has received funding from the UK Department for Education.

TES says “The robot-based project will be led by medical AP provider Hospital and Outreach Education, backed by £544,143 of government money.

Under the scheme, 90 “tele-visual” robots will be placed in schools and AP providers around the country to allow virtual lessons.

The robot, called AV1, acts as an avatar for children with long-term illnesses so they can take part in class and communicate with friends.

Controlling the robot remotely via an iPad, the child can see and hear their teacher and classmates, rotating the robot’s head to get a 360-degree view of the class.

It is hoped the scheme will help children in hospital to feel less isolated and return to school more smoothly.”

In my previous post I reported on the second transnational meeting of our EU-funded project TACCLE4-CPD and our efforts to develop tools and concepts for continuing  professional development of teachers and trainers. As has been the case with earlier TACCLE projects, we focus on integrating the use of digital tools and web resources to pedagogic approaches. In my previous post reported on the meeting itself and on our progress in adjusting our work program and the partners’ activities to each other. With this post I want to take a closer look at one of the tasks – mapping and analysing current policies – and what it requires from us (the German partners) working in the field of vocational education and training (VET). Below I try to give an overview on the role of regulative frameworks, innovation programmes and R&D initiatives in this context.

On the role of regulative frameworks

When discussing the role of educational policies, colleagues from other countries tend to refer to the “National Curriculum” as a key instrument and its implementation as the central process. This doesn’t apply to Germany. Since the founding of the Federal Republic of Germany (and after the German unification) the regulative powers have been given to the Federal States (Länder), not to the Federal Government (Bund). Thus, there are 16 autonomous Federal States deciding their own curriculum frameworks – with some level of mutual adjustment in the Standing conference of cultural ministers (KMK). Yet, the differences between larger states (like Bavaria and Lower Saxony) and the city states (like Hamburg and Bremen) can be considerable.

When it comes to the field of vocational education and training (VET), there are further complications in the picture. For the dual system of apprenticeship (the mainstream model), the regulative powers have been divided. The Federal Government (Bund) has the power to regulate the workplace-based training, whilst the Federal States (Länder) are responsible for the school-based education. Furthermore, the intermediate training centres (überbetriebliche Ausbildunsstätten) that support training in the construction sector and in the craft trades are managed by the umbrella organisations of the respective industries and trades.

In the light of the above, tracing the policy processes at the level of regulatory frameworks reminds me of putting together a jigsaw puzzle with numerous pieces.

On the role of national innovation programmes

Whilst the Federal Government (Bund) doesn’t have the regulative powers in (shool-based) education, there is a growing consensus that Federal funding is needed to promote digitisation and digital competence throughout the society – including the education and training system. For this purpose the key instruments are the Federal innovation programmes – such as the ones promoting the use of digital media in VET (DiMeBB and DiMeBB2). This funding includes R&D projects in which education and training providers work together with service providers and supporting researchers.

Parallel to this, the Federal Government has provided special funding to promote digitisation and digital competences in the intermediate training centres. This funding is allocated partly to support the updating and upgrading of equipment and partly for supporting the staff training.

This reminds me of putting together a mosaic when all the pieces are not (yet) available.

On the role of local/ regional/ domain-specific initiatives

In the light of the above it is worthwhile to pay attention on specific measures and initiatives in a local/regional context or in domain-specific training. These may influence heavily the ‘implementation realities’ in digitisation and in the acquisition of digital competences. Also, it is worthwhile to pay attention to the impact of earlier R&D activities – inasmuch as they may have had a sustainable impact on the education and training cultures. Here I can refer to the long-term engagement of ITB in introducing Project Management training in schools (in particular in Bremen and the neighbourhood). In a similar way we need to pay attention to the use of the Learning Toolbox (LTB) as a digital toolset to support vocational learning and organisational knowledge sharing.

All this reminds me of describing changing facets of a caleidoscope.

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I think this is enough to illustrate, how complex these mapping and analysing exercises may be. However, the formulation that we agreed – “Policies looking for (appropriate) practices; Practices and initiatives looking for policy support” – is helpful. In this spirit I find it easy to continue our work with this task.

More blogs to come …