In my recent posts I have reported of my fieldwork for our EU-funded TACCLE4-CPD project. The aim of this project is to develop training models and pedagogic approaches to promote digital competences of teachers and trainers in different educational sectors. In my blog posts I have mainly emphasised the specific characteristics of my work that focuses on the field of vocational education and training (VET). With this series of posts I will try to link my work to the general framework of the project and to the work of other partners in other educational sectors (general education, adult education) and with school-based learning. The starting point is provided by the Four-Step Model that was developed in the recent project meeting in Bucharest (in which I couldn’t participate). In this first post I will present the outline of the model (as it was explained to me afterwards) and how it can be applied in schools and adult education providers. In the subsequent blogs I will discuss, how the model can be adapted to the field of VET and to my recent findings in the fieldwork.

The Four-Step Model for finding/developing strategies to promote digital competences

The Four-Step Model for finding/developing strategies was shaped in the project meeting in Bucharest, when the TACCLE4-CPD partners had workshops with interested schools. When analysing the experiences of the workshops the partners came up with the model that is visualised below.

Figure 1: The Four-Step Model for finding/developing strategies to promote digital competences in educational contexts (credit to Graham Attwell and Angela Gerrard)

As we see, the left hand side presents the process steps with key questions and related options, how to proceed. In the middle we see the reference materials that can be used in the process. And on the right hand side we see the underlying questions that clarify, where the questions and answers lead us.

My interpretation of the four-step model (as it stands now)

As I read this model, it speaks out to school managers, educational authorities and curriculum developers. They are challenged to consider, whether their organisation(s) is/are following a policy for promoting digital competences. In this respect they are advised to inform themselves of the European DigCompOrg frameworks (prepared by the Joint Research Centre (JRC) of the European Union). In the next phase they are challenged to consider their strategic approach in terms of action plans and needs analyses. Here they are advised to have a closer look at the DigComgEdu framework (also by JRC) for specifying their strategic orientation. Then, in the next phases the model invites to discuss, how continuing professional development (CPD) can be organised and delivered. Here the model refers to  earlier TACCLE resources (Routemap) and to the new Handbook that is being prepared for the TACCLE4-CPD.

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As I see it, this model suits very well school-based educational contexts. However, when we discuss the field of VET, we are dealing with a more complex policy environment and institutional/organisational landscape. Moreover, we are dealing with diversity of learning venues (schools, enterprises, intermediate training centres) and with domain-specific characteristics (different occupational fields, different production and service contexts). Therefore, it is appropriate to discuss the Four-Step Model in the light of these challenges. That is the task for my next blog post in this series.

More blogs to come …

With my previous post I started a series to report on interviews with vocational teachers, trainers and supporting researchers or consultants for the TACCLE4-CPD project. The project seeks to develop  continuing professional development (CPD) of teachers and trainers – with focus on enhancing digital competences. As I have mentioned, my work concentrates on the field of vocational education and training (VET). In my two previous posts I have summarised some of the pedagogic points raised by the trainers and their general views on the use of Learning Toolbox (LTB) as support for apprentice training. With this third post I want to draw attention to the role of LTB as support for two special areas of learning. Here I am reporting directly from an interview with an expert partner in health and safety and in supporting language learning on foreign apprentices. Here it is worthwhile to note that in both areas the use of LTB was started at the end of Learning Layers (LL) project and the trainers of Bau-ABC have been developing their own solutions.

Using Learning Toolbox (LTB) to support training in health and safety

Concerning the area of health and safety, trainers from different trades worked as an informal working group. This effort supported the creation of a coherent LTB stack and helped the trainers to prepare their domain-specific instructions in a coherent way. Now, that the trainers and apprentices in all trades are using LTB, it makes the health and safety material present in a new way – it is no longer info sheets in a folder. The LTB can be accessed by trainers and by apprentices at any time. This has helped to make the training in health and safety more creative and situation-adjusted – as lived practice.

Using Learning Toolbox (LTB) to support foreign apprentices’ language learning

The LTB-stack to support Spanish apprentices in learning occupational vocabulary has been created together with trainers and an external language teacher. It has been enriched with quiz tasks that have made the learning more exciting. Also, this stack has included health and safety terminology. The stack has been helpful in preparing the apprentices for their tests and it will be developed and updated regularly. The usability has been greatly enhanced by the fact that Spanish is provided by LTB as an optional language.

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I think this is enough of these examples. Altogether these interviews have given me a good feeling that the main result of our joint LL project – the Learning Toolbox – has been used actively. Moreover, it has become clear that the LTB has not been whatever digital tool among others. Instead, in the context of vocational learning it has proven to be a strategic toolset to promote digital competences and to enhance vocational learning. But we need to work further with these themes.

More blogs to come …

With my previous post I started a series to report on interviews with vocational teachers, trainers and supporting researchers or consultants for the TACCLE4-CPD project. The project seeks to develop  continuing professional development (CPD) of teachers and trainers – with focus on enhancing digital competences. As I have mentioned, my work concentrates on the field of vocational education and training (VET).  I  still have some interviews on my list. Yet, it has been helpful to write down some points raised by full-time trainers of the training centre Bau-ABC. In this second post I will draw attention to the use of the digital toolset that we have co-developed in the Learning Layers project. I will start with the transition from the common project work to using the main product after the project.

Getting clarity on terms of service and permissions to use the toolset

The Learning Layers (LL) project had been a wide trans-national research and development (R&D) project in which many research partners, technical partners and application partners had been involved. During the long funding period they had co-designed, co-developed and pilot tested digital tools to support learning in the context of work. The digital toolset Learning Toolbox (LTB) was the main product that was developed in the Construction pilot of the LL project. After the project the LTB-developer team launched a start-up company (StackServices) to develop the LTB further and to support user organisations. This provided the basis for further use of the toolset after the project.

After the funding period the service provider has developed a differentiated set of contracts and permissions to regulate the use of the LTB software, the use of the LTB platform and the use of the services of the LTB-developers.

Shaping common structures for trade-specific LTB-stacks and overarching themes

In the LL project the LTB was shaped as a digital toolset that provides stacks (consisting of different kinds of tiles) for the users. During project the trainers who participated in the pilot testing developed their own stacks for their own apprentices and based on their own pedagogic priorities. After the project the trainers have developed a common structure for trade-specific stacks and for overarching themes. Also, they have coordinated the filing of digital worksheets and of photos. Thus, they have common patterns to work with the LTB.

Using LTB to enhance vocational (work process -oriented) learning

In the LL project the use of LTB was adjusted to the apprentices’ learning projects (that were shaped from the perspective of holistic look at planning, task preparation, task implementation and assessment). The learners were guided to self-organised (individual or team-based) learning. Whilst the LTB was at that time used mainly as trainers’ tool to provide guidance and instructions, it is now increasingly used as apprentices’ tool to report on their projects. Moreover, the use of specific Apps like GoConqr quiz apps has considerably enriched the learning process.

In particular LTB has served well as a central channel to essential web resources, such as the norms or regulations (as summaries) that need to be taken into account in construction work and to users’ guides for machinery and vehicles (also as summaries).

Using LTB from the perspective of apprentices

In all the interviews I got the picture that the apprentices have received well the use of LTB – once they have got the login sorted out and created their own account. The WLAN functions better and there are tablet PCs available at the training workshops. Via LTB the apprentices get advance information on the forthcoming training projects with which they will work during the next presence period in the training centre. When they are working with the projects the LTB serves as a documentary toolset for recording the interim results and final results. Moreover, the apprentices can check whether they are working correctly and eventually ask for advice (with reference to their photos etc.). And if something is not quite right, they can take the necessary measures and update their documentation. However, the final reporting with the apprentices’ portfolio reports has not yet been digitized – that is depending of training regulations (not  a matter for local decisions).

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I guess this is enough of the general picture on using Learning Toolbox as support for training. In my next blog I will discuss the relevance of Learning Toolbox for two overarching learning areas – training and learning in ‘health and safety’ and support for learning German as foreign language (with focus on domain-specific vocabulary in construction sector).

More blogs to come …

During the last few weeks I have been doing interviews with vocational teachers, trainers and supporting researchers or consultants for the TACCLE4-CPD project. In this project we focus on continuing professional development (CPD) of teachers and trainers in order to promote their digital competences. Here, the main point of interest is to find appropriate uses of digital tools and web resources in order to enhance the quality of learning. My contribution to the project is to provide analyses from the field of vocational education and training (VET) and to develop models and materials for CPD measures in the field of VET. I am still in the middle of the interviews but I find it appropriate summarise some first impressions from my discussions with trainers in the vocational training centre Bau-ABC with which we have worked together several years. In this first post I will take up some pedagogic points on the role of digital tools in craft trades and vocational learning.

Craftsmanship vs. use of digital tools

In many interviews the trainers pointed to the traditional idea of craftsmanship – to make something with your own hands. This refers to the sense of working with manual tools, to feel the materials with your own hands and to be able to assess the quality with your own senses. From this perspective older trainers and craftsmen have often reservations regarding the use of digital technologies as support for working and learning: “That’s how we have always done these things …”. Also, the introduction of stand-alone tools and apps has not always been successful. Moreover, may allegedly user-oriented apps or instruction videos are not of sufficient quality  to support learning. Furthermore, when introducing new technologies, there is often an anxiety that this brings more work to the trainers or craftsmen – instead of offloading them.

In the light of the above it is important to approach the trainers and craftsmen with solutions that work in practice and support working and learning in their trades.

Vocational learning vs. use of digital tools

Concerning the newer generations of apprentices, it is worthwhile to note that they have been less exposed to manual work, getting in touch with the materials and working with traditional tools. Moreover, their computing skills tend to concentrate on operating their smartphones. This provides a challenge for trainers and craftsmen – how to incorporate the use of digital tools into vocational learning without transforming the learning process into a virtual world

In the light of the above it is of vital importance that the use of digital tools shall serve the planning, preparation, implementation and assessment of work process -oriented learning. And the role of digital tools is to deepen the understanding of one’s learning – not as a short cut to answers provided by someone else. This is in particular the case when using digital tools with the cross-cutting theme ‘health and safety’ at work.

Thoughts on the future of craftsmanship

At the end of the interviews we shifted the emphasis from promoting digital competences in the current craft trades to a bigger picture of digital transformation through entire production, service and marketing networks. In the public debate we see often the dominance of negative scenarios that anticipate redundancy of craftsmanship and replacement of human workforce by robots, advanced automation and ‘internet of things’. From the perspective of their own trades the trainers made the following points that outline new possibilities for advanced craftsmanship:

• Concerning carpenters, there will always be a need for advanced craftsmanship in the renovation of traditional buildings. Parallel to this, thanks to the new construction techniques, wooden constructs are being used as the structures of high buildings. Moreover, even when human workforce can be replaced by robots, this can be used as a basis for new complementarity in which craftsmen are engaged in creative tasks and robots in heavy tasks.
• Concerning well-builders and tunnel-builders, there are new possibilities for using geo-data and advanced sensors and new techniques for drilling.  Yet the risk analyses, when starting drilling (horizontal or vertical) require communication between craftsmen on the site and authorized experts.
•  Concerning welding, the use of welding robots is widespread in the industries. Yet, in outdoor construction work in which the results should sustain heavy strain and climate changes, it is essential to have a good understanding of materials, circumstances and differences in the quality of work. The sensors of welding robots may not be in the position to guarantee the required safety and sustainability.

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I guess this is enough of these aspects. I still have some interviews listed for this week. If needed, I will update this post with further post. However, in my next post I would like to discuss, how the trainers commented the usability of the Learning Toolbox as a digital toolset to support work process -oriented learning.

More blogs to come ...

I started a series of blog posts by mentioning that we celebrated the Europe-Day on Thursday, the 9th of May, here in Bremen. Then, In my first post I explained the background of the Europe-Day and then reflected on two periods of my career as a European researcher in vocational education and training (VET). In my second post I reflected on my encounters with expatriate communities and/or European initiatives in Thessaloniki (1995-2002) and Bremen (from 2005 on). Now it is time to get back to the celebration of the Europe-Day. Below I have selected some photos of the Europa-Fete at the central sqare (Marktplaz) of Bremen, surrounded by the old City Hall (Rathaus), the new City hall (Bürgerschaft), the churches and old buildungs.

Here the stage for performers (in front of the new City hall, to the left the St. Pete’s Cathedral)

Here cheerful and active expatriate Finns and Finland-friends with a Finnish flag …

… but representing the Bremen Lapland-initiative that focuses mainly on the Sami people on Russian territory.

And last but not least: The stand of the “Pulse of Europe” movement that has been active during the last few years. It has kept our European spirits up whatever has happened in the European politics.

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I guess this is enough of this reporting. The next Pulse of Europe event will start in two hours. I need to get there in good time. But I will keep the European themes up while working and learning for Europe.

More blogs to come ...

In my previous blog I started from the fact that we had just celebrated the Europe-Day on Thursday the 9th of May. That led me to think about the origins of present-day European Union and about the community-building initiatives that brought it into being. This led me to think about my own career as a European researcher working for Europe (during my years in Cedefop) and in European cooperation projects (during my years in the University of Bremen). Now it is time to look at the other side of the coin – my participation in expatriate communities in Thessaloniki and in Bremen (beyond the working communities).

When Cedefop moved to Thessaloniki, most of us knew very little, what to expect. Luckily enough, our Greek colleagues went as a pioneering troop to find out of the housing opportunities and to give us then a helping hand. This worked very well and soon we all found our new home bases. In the beginning we remained as a relative close trans-national group of  ‘castaways’ but gradually we started to find local friends in our new neighbourhoods.

For me, the village of Thermi was a very nice environment and it was also the meeting point of the Thessaloniki Caledonian society. And a handful of us – Cedefop colleagues and my neighbours got engaged in the Scottish community. Some of us were of Scottish or Irish origins, some had studied in Scotland and some were adopted Scots. So, there we were celebrating the Scottish anniversaries with appropriate music, singing and dancing.

Via my Scottish contacts I then found out that there was also a Finnish community in Thessaloniki. I was surprised to discover that there were that many people of my nationality in the Thessaloniki area. And, moreover, the Finnish mothers and fathers had a “Suomi-koulu” (a voluntary Saturday school for teaching the Finnish language). So, I got also engaged in their activities and visited several times at the Suomi-koulu (and brought my Finnish visitors there when possible). During my time in Thessaloniki we celebrated the 80th Independence Day of Finland on the 6th of December in 1997. It was a remarkable Community event and I have still good memories of that. (It has been nice to rediscover this community and active members via Facebook – we have not lost the contacts.)

When I started in Bremen, I knew already the institute and most of the colleagues on the basis of my European cooperation activities and frequent visits to Bremen. So, both in terms of work and in terms of leisure activities I found very soon my circles. Funnily enough, it took a longer time before I got into contact with the Finnish expatriate community in Bremen. Firstly, I got into contact with the Suomi-koulu (the voluntary Saturday school in Finnish) that they had also in Bremen. But the real inspiration I got during the year of festivities to celebrate the 100th Independence Day in Finland. I attended the opening event in which the chairperson of the Sami Parliament gave a speech of the rights of the Sami people in Finland and in the neighbouring countries. That led me to a more active participation in the events of the Finnish community. And as a highlight we celebrated as a community the 100th Independence Day in a restaurant at the Old Town of Bremen. And during these activities it has been interesting to notice that we have several German people who are very committed friends of Finland, Lapland and the Sami people. So, it is not only us – Finns – that are socialising among ourselves. We are nicely networked and looking ‘out of the box’.

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I guess this is enough of these memories. I feel privileged that I have had a chance to experience such things in Thessaloniki and in Bremen. What strikes me now – years after – is the success story of the Suomi-koulu in Thessaloniki. What I hear from the parents of the school children of those years is that the school gave the youngsters a great boost in learning Finnish. And later on, during the years of economic crisis in Greece, most of these young people managed to study in Finland. And now some of them are returning back to Greece as qualified experts. This, to me as a committed European, is something worth celebrating.

And this leads me to the starting point, the celebration of the Europe-day in Bremen. That is s topic for my next post.

More blogs to come …

Yesterday, the 9th of May, we (citizens of Bremen) celebrated Europe. As we know, the European Union has chosen this date as the Europe-Day. The background is that on this very day in 1950 the French Foreign Minister Robert Schuman gave speech in which he outlined a plan to create a European community of producers of coal and steel. This plan was eagerly received by the neighbouring countries and soon led to the founding of the European Economic Community (EEC). Due to several waves of enlargement this closed club transformed itself into the European Union as we know it today. At that time it was not self-evident that the European countries – still recovering from the destructive war and still struggling with the neighbourhood relations – would be able to enter such a community-building process. So, there is a good case to celebrate this community-building process – looking back at the Europe before it was started.

Thinking of my personal career, starting from the year 1994 I have been mostly working for Europe and in European cooperation projects. Firstly, I was sent by the Finnish government to work at Cedefop – European Centre for the Development of Vocational Training – as a national seconded expert. This happened during the time when Finland was a Candidate Country and a member of the European Economic Area. The idea of the Finnish educational authorities was to send a national expert to get experience from the agency and to work Finland more closely into the cooperation. However, this period was overshadowed by change of management in Cedefop and by the high level decision to relocate Cedefop from Berlin to Thessaloniki.

The next phase in my career was when Cedefop moved to Thessaloniki and I got a position as a project manager (temporary EU official) in Cedefop. This happened during the time when Cedefop had lost most of its project managers (who changed to other EU services) and had to start its activities on new grounds. At this point I took a role in promoting European research cooperation in the field of vocational education and training (VET). On the one hand I started monitoring and accompanying European projects that worked with educational innovation agendas. On the other hand I started to organise synergy-promoting seminars in which these projects shared their ideas and results with each other. Thirdly, I initiated cross-project symposia and round tables at the ECER conferences under the umbrella of the VETNET network that was founded in 1996 at the ECER conference in Sevilla. Altogether, these activities and the related publication initiatives supported community-building processes in European VET research.

However, my contract was of limited duration and my activities were not considered as impressive enough or productive enough by all in Cedefop. Whilst the research community appreciated the ‘networking the networks’, I was confronted with questions, where are the results for Cedefop and how this helps to make Cedefop visible for all stakeholders it is supposed to serve. So, in 2002 my temporary contract came to an end and I returned back to Finland.

After a period of looking around and searching for new grounds I was invited to start as a project-based research at Institut Technik & Bildung (ITB), University of Bremen. During the earlier phases of my career I had come to  contact with colleagues at ITB and during my Cedefop years I had intensive cooperation with them. From 2005 on I have been working at ITB primarily in European cooperation projects. And once again, these projects have had a community-building character and they have build on the earlier phase of ‘networking the networks’. So, in this spirit I have been working in projects on workplace learning, training the trainers, learning about politics, practice-based learning in VET and higher education. And finally, a major theme has been to promote digital competences of teachers and trainers in VET. All this has been characterised by ‘learning from each other’ and ‘learning for Europe’.

In this spirit the late Jenny Hughes created a Facebook account for the “Learning about Politics” project with the name ‘Learn Politics’. And since this ‘person’ had to announce a birthday, Jenny gave the 9th of May – the Europe-day. I think this was a good choice. When celebrating Europe, we celebrate the community-building processes across Europe.

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I guess this is enough of my personal reflections. In my next post I will concentrate on the celebration of the Europan anniversary in Bremen.

More blogs to come …

In my previous post I reported of a field visit to regional training provider organisations with a prominent delegation from Namibia. I joined the group partly because I needed to arrange meetings with vocational teachers and trainers from both organisations. With the help of these meetings I wanted to revisit the materials from the training activities of the EU-funded Learning Layers project (2012-2016). My aim is to develop with a future-oriented training concept for promoting digital competences of teachers and trainers in vocational education and training (VET).  With the trainers in the training centre Bau-ABC I can refer to our shared experience in implementing training schemes during the Learning Layers project and to the introduction of the digital toolset Learning Toolbox (LTB). With teachers of BBS Wildeshausen I was interested of other pedagogic solutions and of the use of Open Educational Resources (OER). These all should be taken on board when preparing the support materials for developing continuing professional development (CPD) to promote digital competences of teachers and trainers in the field of VET.

When listening to the contributions of the teachers and trainers during the field visit I got more and more convinced that such materials should not be shaped as overarching ‘encyclopedia’ of digital tools, web resources and mobile apps. Also, I understood that the materials should not be written in the style of cookbooks with ready-made recipes. Instead, they should be well-selected and contextualised exemplary stories that inspire the readers to find their own solutions.  And these solutions should give a picture, how to use appropriate toolsets and web resources for the respective vocational learning environment. Also, these materials should open the perspective to using digital tools and web resources from the initial steps to first strategic choices and to wider use of tools, resources and complex teaching-learning arrangements.

From this perspective I started to outline an updated and extended training model based on the “Theme Room” metaphor that we used in the Learning Layers project. The ‘theme room’ can refer to a physical space or to a virtual space that has been made available for a selected theme and for a flexible time frame. Once the participants have completed the learning tasks and checked themselves out, the theme rooms can be furnished with other themes. That was the original idea.

Below, inspired by the impulses from the field visits I would like to outline a rough draft for an updated “Theme Room” structure:

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I guess this is enough for a rough structure. As I said, this should not be seen as a basis for a ‘cookbook’ or for a ‘product catalogue’ but as an introduction to explorative learning in order to find one’s own solutions and in order keep oneself on track with new developments. This is the challenge – there is work to be done in the meetings with teachers and trainers.

More blogs to come …

This week our institute – Institut Technik & Bildung (ITB) of the University of Bremen – has hosted a study visit of a prominent delegation from Namibia. This study visit is part of a cooperation process that has been started with smaller steps and now there is an ongoing discussion, how to deepen the cooperation. As I have not been involved in these discussions I leave it to my colleagues and to the Namibian authorities to find the bast ways forward.

As a part of their program the delegation visited on Tuesday two interesting organisations in the nearby region. With the training centre Bau-ABC I had had active cooperation for many years in the EU-funded Learning Layers project. But in the follow-up phase I had only had a chance to make some occasional visits. As a contrast, I had not visited the vocational school BBS Wildeshausen before. Instead, I had had several conversations with one of the teachers who is also working in several projects of our institute. By joining the study visit group on Tuesday I had a chance to catch up with newer developments in Bau-ABC and to get live impressions from BBS Wildeshausen (of which I knew only via our talks in Bremen). Below, I will give a brief account of the visits in both places. In my next post I will outline some conclusions for my work in the ongoing EU-funded project TACCLE4-CPD.

Visiting the training centre Bau-ABC Rostrup

At the training centre Bau-ABC Rostrup the delegation was interested in finding out, how such an intermediate (industry-supported) training centre has been embedded into the dual system of vocational education and training (VET). Here, the representatives of host organisation were able to give a picture of the mutual agreement of the Social Partners (employers’ confederations and trade unions) that such an intermediate learning venue was necessary in the construction sector. Likewise, they could explain funding arrangements and the organisational setting via which the industry and the craft trade companies were supporting the training centre. In addition, the visitors got a picture of the role of the training centre at different phases of apprentice training. Finally, the visitors got insights into the continuing vocational training (CVT) that provide a vocational progression route to managerial qualifications in the construction sector.

During our round tour at the workshops and outdoor training areas we could see, how the pedagogic ideas were put into practice.  We got impressions of apprentice training via holistic occupational work processes, of learners’ rotation from major learning areas to supporting areas and of the patterns of self-organised learning. In particular we had a chance to see, how a digital toolset (the Learning Toolbox) was used in delivering instructions and collecting apprentices’ project reports. Here we could see that  results of the EU-funded Learning Layers project were actually used to support training.

Visiting the vocational school BBS Wildeshausen

The second part of the visit was somewhat different, because only some teachers of the BBS Wildeshausen were present (the school holiday period had already started). Yet, we had a good possibility visit the integrated vocational learning facilities of different occupations. In Wildeshausen the school architecture had abolished the separation of classrooms, workshops and laboratories and instead provided integrated spaces. This was already a great support for integrating theoretical and practical learning. Yet, the major innovations that were presented to us were in the pedagogic sphere.

When describing the learners’ projects the teachers drew attention to the role of real occupational tasks and to controlling the quality by the learners themselves. Moreover, some projects engaged the learners in constructing devices that were needed in their training or in manufacturing products that could be used in the training. In the agricultural and automotive workshops we saw vehicles that had been constructed by nearby industries to make the functioning of the machinery more transparent (and to give easier access for diagnostic measures and repair work.

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I guess this is enough of the observations during the field visit. The visitors from Namibia were very impressed and inspired. Since they were in a process to start new cooperation activities, the visit gave a lot of food for thought. As for me, I had joined them to make appointments with Bau-ABC trainers and teachers in BBS-Wildeshausen to discuss the next phase of my work in the TACCLE4-CPD project. And in this respect this was a very productive and helpful field visit. I will discuss my ideas and interim conclusions in my next post.

More blogs to come …

With my previous posts I have started a series of blogs that present my contributions to our ongoing TACCLE4-CPD project. In this project we are looking at concepts and models for  continuing professional development (CPD) of teachers and trainers with emphasis on promoting their digital competences. In my first post I reported on the document that I had  produced for our policy analyses (with emphasis on the field of vocational education and training (VET)). In the second post I presented my starting points for revisiting our predecessor projects – the three earlier TACCLE projects with focus on classroom teachers and the Learning Layers project with focus on vocational and workplace-based learning.

In this post I want to present a summary of my results – conclusions for future-oriented training (with emphasis on the field of VET):

“Looking back at the project histories (of the predecessor projects) it becomes clear that the project teams have been able to ‘hatch out’ of the original scripts and face challenges that were not anticipated in the proposed work plans. Therefore, it is appropriate to consider the past training concepts as impulses for a future-oriented training approach – instead of taking them as ready-made models to be replicated. In particular this is important when discussing the value of the legacy of prior TACCLE projects and the Learning Layers project for future work in the field of VET.

From this perspective it is worthwhile to pay attention to the following differences between the training concepts in the early TACCLE projects and the Learning Layers project (and its Construction pilot):

• For the TACCLE projects the key instruments for promoting the teachers’ digital competences have been the TACCLE handbooks. The TACCLE courses have been closely linked to the preparation of the handbooks and to use of their contents.
• For the Learning Layers project (and its Construction pilot) the key instrument for promoting trainers’ and apprentices’ digital competences has been the digital toolset Learning Toolbox. The training campaigns that were implemented in earlier phases of work have served as preparatory phases. However, when looking at future-oriented training for trainers, the role of such toolsets as support for vocational and work process -oriented learning needs to be taken into account.

In addition to the above-mentioned points it is necessary to consider the twofold meaning of ‘digital competences’ in the context of VET. As has been emphasised in recent studies (see Sloane et al. 2019 and Gessler & Ahrens 2019), this concept refers to mastery of ‘digitisation’ at the operative level and to mastery of ‘digital transformation’ at the level of work processes at organisational level (and across production, supply and service networks).

From this perspective it is appropriate to revisit the ‘theme room’ approach from the perspective of bringing together different training impulses and addressing different training needs with the help of different instruments to promote training and learning.

Here, it is possible to build upon the success factors of the TACCLE and Learning Layers projects. Yet, it is necessary to take into consideration critical issues and challenges that emerge in the current work with digital tools in education and training. In this respect it is possible to outline the ‘cornerstones’ of a future-oriented training model on the basis of the training concepts of TACCLE and Learning Layers projects (in particular with reference to the ‘Theme Room’ and the peer tutoring in the introduction of the Learning Toolbox). However, this legacy needs to be enriched with new experiences in the field.”

So, I have taken the course to update the “Theme Room” model and to enrich it with newer experiences from the field of VET – in particular regarding the the use of digital toolsets like the Learning Toolbox and taking into account different meanings of ‘digital competences’. There is work to be done.

More blogs to come …

PS: If someone wants to read the full document, I can send it via e-mail or share a link to Google Drive folder. PK