On the 30th of November and on the 1st of December our EU-funded Learning Layers (LL) project had its third annual review meeting at the European Commission premises in Luxembourg. In the previous post I reported on the presentations of the first day: the coordinator’s overview and the two major presentations on the sectoral pilots in healthcare and in construction. This post discusses firstly the presentations of the second day – on the development of the LL systems architecture and on exploitation activities. Secondly this post discusses the comments of the reviewers on our work.

On the LL systems architecture and DevOpsUse -process

In the first presentation session Ralf Klamma and Istvan Koren (RWTH) gave insights into the development of the LL systems architecture. The main emphasis was given on the development of ‘Layers Box’ as a ready-to-deploy, custom packaged infrastructure for SMEs (small-scale package), networks (medium-scale package) or hosted service. The second major point was the shaping of the DevOpsUse Lifecycle as a model for developers’ and users’ interaction when using Layers’ Box. This was followed by an online demonstration, how the LL systems architecture had been developed during the year three.

On the exploitation initiatives

In the second session Raymond Elferink and Gilbert Peffer introduced the LL approach to exploitation activities based on the ‘incubation model’ introduced last year and on the Exploitation Launchpad workshop that was organised in the Year 3 Design Conference  in Espoo. Then the two pilot sectors presented their exploitation initiatives. Afterwards we had presentations on the exploitation initiatives related to the AchSo! and Social Augmented Reality tools and on the work with managed clusters. Finally we had an input on exploitation with Open Source communities.

In this context the Construction pilot team emphasised the exploitation activities with different variations of the framework for mobile apps and tools – the Learning Toolbox (LTB). This approach is to be implemented via further development of the training initiatives (Theme Rooms and other training services) of which we reported in the sectoral presentation on the first day. As an extension of these activities we indicated several new projects to be started with construction sector application partners in the beginning of the year 2016. For further stakeholder engagement we referred to our exchanges with representatives of Activity Theory and on their experience on Change Laboratory methodology. Finally, we outlined a timeline for the construction partners to match their plans for sustaining technical support services and training services in order to bring new users and external service providers into picture.

Feedback from the reviewers

Throughout the meeting the reviewers gave positive comments to us on the progress with the tool development and in the pilot deployment.  They saw a great potential in the linked tools and integrated toolsets combined to capacity-building and strengthening the multiplier-organisations (e.g. Bau-ABC and Agentur) as service-providers. We got a clear signal to emphasise exploitation activities and to provide evidence (indicators) on the use of our tools in working and learning contexts in the pilot sectors. Here, we should present examples, how changes of work practices are instilled by the introduction or our tools. We were also encouraged to seize  to deploy the tools with other users and occupational areas that were not anticipated in the Description of Work.

Looking at more detailed comments, we were recommended take rapid steps in making clear agreements on the Intellectual Property Rights issues related to the emerging tools. (Partly this has been included into the plans that we outlined in the meeting.) Furthermore, our technical partners were advised strongly to integrate the work with capacity-building and communication flows from fieldwork to their process model of DevOpsUse. The partners working with sectoral pilots and exploitation initiatives were recommended to look more closely at possibilities to use Change Laboratory methodology in the follow-up activities.

Altogether, the project was characterised as a promising one – not merely in the light of what it has achieved in terms of promising prototypes. The expectation is that the products and related working patterns can be sustained after the project and will have further impact in practice.

I think this was the essential message that we got from the review meeting. It is now our task to take these comments and recommendations on board in the final year of the project work. In Luxembourg we already started our preparation for our next consortium meeting after the holiday break. There is more work to be done in the new year 2016 but now it is time to take breath.

More blogs to come (in the year 2016) …

On the 30th of November and on the 1st of December our EU-funded Learning Layers (LL) project had its third annual review meeting at the European Commission premises in Luxembourg. As usual, the consortium had gathered in advance to finalise the presentations and to ensure that we pass a coherent message. The presentations on our work in the pilot sectors took place on the first day of the meeting. On the second day we had shorter presentations on the development on the technical infrastructure and on the exploitation initiatives. Then the reviewers finalised their feedback and presented their main points to us in the final session. This first post gives insights into the presentations of the first day. The second post discusses the presentations of the second day and the comments of the reviewers.

The coordinator’s overview

In the beginning Tobias Ley (TLU), the scientific coordinator, recapitulated some key facts of the development of the project during the three years of activities. He then underlined the three main objectives for our R&D work that were highlighted in our Critical Path Analysis we had carried in January 2015:

• Large-scale implementation,
• Long-term sustainability,
• Theoretical advance on scaling.

Tobias made it clear that the work with software development (and with interoperability of LL tools/ toolsets, services and infrastructures) had not proceeded quite up to expectations. Yet, we had made progress on all accounts. In this context he highlighted the following aspects:

• Development of new workplace learning technology and pedagogy,
• Providing technology platform for flexible deployment,
• Continuation of co-creation with stakeholders.

This overview was followed by presentations from the two pilot sectors – healthcare and construction – including the presentations/demonstrations of tools that were used in these pilots.

The presentation of the Healthcare pilot

The presentation of the Healthcare pilot (coordinated by Tamsin Treasure-Jones, Leeds) provided firstly an overview on the organisations involved and on the working contexts of GP practices in the pilot region (Yorkshire). Secondly, an overview was given on the three LL tools that had been hitherto developed and tested in three different organisations (“Bits and Pieces”, “Confer” and “Living Documents”). Then, the presentation was continued with two exemplary learning stories that illustrated the practitioners’ (doctors’ and nurses’) work with the tools:

1) The first story – Individual reflection on experience (with patients and its enhancement) into shared learning – focused on the use of Bits and Pieces as tool for archiving, sensemaking and reflecting on work experience. Here the story focused on the needs for antibiotics and issues on sensitivity, allergies and resistencies. In this context the iterative process of tool development was made transparent. In the final phase the material that had been structured was communicated via Living Documents into a trusted communication platform to be shared with other healthcare professionals.

2) The second story – The working group to develop the trainee doctors’ programme – focused on the use of Confer as a tool for progressive inquiry, search for advice and/or collaborative group work. Here the story raised the issue, how to make best use of the very short time for practical training (1,5 hours) and the GP practices. The demonstration showed, how the Confer tool gave structure for the conversations and helped the working group to proceed through predefined steps and reach the phase of recommendations. Here again, the use of Living Documents was introduced to present the results for a wider audience and to enable further conversations based on the recommendations.

Here, both stories highlighted the interoperability of the LL tools. The presentation then gave insights into the role of Social Semantic Server (SSS) and of the Intradoc environment as technical support. Finally, this presentation was concluded by results from interim evaluation and on plans for final evaluation during the final year of the LL project.

The presentation of the Construction pilot

The presentation of the Construction pilot (coordinated by me) differed from the previous one since it was more centrally focusing on the role of Learning Toolbox (LTB) as the integrative toolset. Firstly, the presentation outlined the evolution of the co-design process from the earlier design ideas to the framework of Learning Toolbox. Then it drew attention to the parallel development of co-design, user engagement and capacity-building (before the concept of LTB and during the actual development of LTB). Then the presentation outlined the background of three different pilot contexts:

• the training centre Bau-ABC as an industry-driven training provider for initial vocational training, continuing vocational training and other training services;
• the Agentur (Agency for ecological construction work and its affiliated network NNB) as multiplier organisation with exhibition spaces and regular network activities;
• the Finnish pilot activities initiated by the company Skanska, the construction trade union and vocational schools (with interest on documentation of workplace learning).

This was followed by an online demonstration in which Raymond Elferink (RayCom) presented how Learning Toolbox can be used by a Bau-ABC trainer to prepare stacks of digital contents, to send a related task to apprentices working at distance and to monitor the reception of the message. Marjo Virnes (Aalto) took the role of an apprentice and recorded a  video with the AchSo! tool that presented a safety hazard risk at workplace. She then annotated the video and shared it with a group (using all the time AchSo! via LTB). Raymond then took the role of another apprentice and received the shared video via his smartphone (using AchSo! tools that was integrated into LTB).

After these demonstrations Melanie Campbell (Bau-ABC) informed of the Multimedia training program based on the Theme Rooms (see my previous blogs) and on the role of this training in enabling the Bau-ABC to become a stronger multiplier-organisation for the LL tools. Michael Burchert (Agentur) gave insights into the possibilities to link the use of Learning Toolbox to the recently opened permanent exhibition on ecological construction work and to related training events. Marjo Virnes presented insights into the Finnish pilots with AchSo! as a stand-alone tool and on the results of their field studies.

In the final phase the presentation was complemented by inputs on the role of Social Semantic Server, then on the role of our theoretical work in the project (as support for design activities and training) and on the evaluation activities (interim results and plans for year 4).

Here again, we presented an integrated story that brought together different pilot contexts and the work with integrative toolsets.

At this point we reached the end of the first day. I will report on the further presentations and on the feedback from reviewers in my next post.

More blogs to come …

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

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

a) The learning experiences in the groups

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

b) Feedback on practical arrangements

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

c) Organisational implications

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

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

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

More blogs to come …

With my two previous posts on the EU-funded Learning Layers (LL) project I have started a series of reports on the Multimedia Training of the training centre Bau-ABC with the concept “Theme Rooms”. The concept was initiated by the training staff of Bau-ABC.  In my first blog I reported, how we (the LL teams of Bau-ABC, ITB and Pontydysgu) adjusted the concept in planning meetings. The second post focused on the work with the theme ‘Social media’. This post focuses on the theme ‘Preparing  Digital Learning Materials’. The groups that that started with this theme gave primary attention to preparation of exemplary digital contents (videos, GoConqr quiz-tests and mindmaps) and put the emphasis on editing processes. The groups that had started with the theme ‘Social Media’ put the main emphasis on working with blogs (and integrating the preparation of digital learning materials to work with blogs). Therefore, the picture of these groups is more differentiated than of the previous ones.

Working with videos and particular GoConqr tools

The two pioneering groups working with digital learning materials put the emphasis on hands-on exercises. In this respect they engaged the participating trainers in producing short videos and preparing exemplary exercises (interim tests) with GoConqr quiz tools. in this way the participants got direct insights into working with these tools. In this context these groups were confronted with the limits provided by ICT infrastructure, old laptops and software bugs. However, in the context of continuing group dynamics these difficulties did not bring the learning processes into standstill. Moreover, the groups used the brainstorming phases to consider the usability of videos and GoConqr applications in training. When continuing to social media, these groups discussed the role of blogs as instruments for presenting such exercises for apprentices.

Working with blogs

The groups that put more emphasis on blogs had somewhat different approaches. In one group the trainers were engaged to create completely new blogs and to use them for posting and commenting messages. In another group the main attention was given on the existing trainers’ blogs that had been created during the earlier Multimedia Training workshops provided by the LL project. As a result, trainers in four occupational domains had started blogs that were used to present comprehensive sets of training materials that covered different contents areas and different phases of apprentice training. When exploring the existing blogs the workshop discussed, how to engage the less represented occupational areas into such work.

However, these explorations and hands-on exercises triggered a lively discussion on the potential benefits and limits of blogs. This discussion was taken up by creating GoConqr Mindmaps that outlined pros and cons of using blogs from different perspectives. In a next step a further question on optimal uses of blogs was again captured with GoConqr mindmaps. This latter step brought more closer to each other the trainers that had created their blogs and the ones that had not been involved. Furthermore, the discussion brought forward the idea of integrated ‘packages’ that link different elements (text documents, photos/drawings/videos, quiz tests and links to further instructions) as building blocks of trainers’ blogs. The results of this discussion were documented in the updates (comments) added to the mindmap.

In this way the work in the workshops not only supported individual learning but provided a basis for discussing the organisational approach to working with web resources and digital learning materials. Such issues were also taken up in the joint concluding session that discussed the progress during the first cycle of workshops. This discussion will be covered in the final post to this series of blogs.

More blogs to come …

With my previous post on the EU-funded Learning Layers (LL) project I started a series of reports on the Multimedia Training of our application partner Bau-ABC with the concept “Theme Rooms”. This concept had been initiated by the training staff of Bau-ABC and in my first blog I reported, how we (the LL teams of Bau-ABC, ITB and Pontydysgu) adjusted the concept for the training activities to be implemented in November 2015. This post focuses on the work with the theme ‘Social media’. (Obviously I have more insights into the group in which I was engaged as a co-tutor with a Bau-ABC trainer. Yet, I try to give a comprehensive picture on the work in parallel groups.)

The uses of Facebook – and the importance of getting hands on Facebook

A major topic for all groups working with the theme “Social Media” was the relevance of Facebook and the challenge to get everyone working with Facebook. In most groups the tutors from Bau-ABC were hosting facebook-groups for their trade and the apprentices were actively involved as contributors and readers. However, the groups served more as means for image-creation, enhancing the occupational/ professional  identity of apprentices and demonstrating their learning achievements. Indeed, some of the groups were using a lot of photos and videos, but these were not primarily used to support learning. Yet, altogether, these groups played a role in the occupational/professional socialisation of apprentices and in enhancing their occupational/ professional identity. From this perspective Bau-ABC promoted the use of Facebook via its own Facebook site and via these trade-specific Bau-ABC Facebook groups.

Having said that, it is worthwhile to note that not all training staff was in favour of using Facebook in such a way or getting Facebook accounts for themselves.  Here, we can see several reasons that are linked to data privacy, data management and commercial use of data submitted by individual users. However, it was acknowledged by the participants that the exisiting Facebook groups of Bau-ABC have played a positive role. Moreover, it was recognised that Facebook is the most popular social network used by apprentices and young people in general. Therefore, it makes sense to get familiarised with social media by working with Facebook. Most of the participants had their own (private) accounts or were owners of the FB-group accounts. For those who didn’t have accounts we had a group account for learning purposes. Thus, they could also participate in hands-on exercises.

These exercises were slightly different in the five groups. Yet, they served the purpose to get all participants use a Facebook-account to post, comment and communicate and to share information on events of interest. Some groups put more attention on settings and privacy issues, some more on sharing between individual users and groups. Altogether, these exercised helped to overcome the gap between users and non-users. Some of the hitherto non-users became active users due to positive learning experience in the workshop session.

Getting a broader overview of social media, platforms and networks

However, the aim of the training was not to give all attention to Facebook but to get an insight into a wider range of social media and their potential uses in the context of apprentice training. For this purpose the workshops gave a quite some time for brainstorming and mapping trainers’ experiences on different media. Accordingly, we had some demonstrations on the use of Twitter (less used by trainers and apprentices) and on the use of hashtags (#) to mark search categories and tags. In a similar way we explored YouTube channels and use of YouTube videos in training and in multimedia training.

Finally, after exploring different social media, the participants were invited to fill a table in which they indicated their priorities among social media and for what purposes and for with which target groups they use these. In this way the participants were working towards their personal ‘portfolios’ of social media.

I think this is enough of this theme, for which we dedicated two workshop sessions. Two other workshop sessions focused on the theme ‘Preparing Digital Learning Materials’.

More blogs to come …

One of the highlights in the Construction pilot of the EU-funded Learning Layers (LL) project in the year 2015 was the implementation of the Multimedia Training based on the “Theme Room” concept in our application partner organisation Bau-ABC Rostrup. I have already reported on, how the training staff in Bau-ABC developed the concept ‘Theme Rooms’ (and how we integrated it into the LL project approach) in my earlier blogs of June 2015 and September 2015. After an intensive conference period we (the LL teams of Bau-ABC, ITB and Pontydysgu) found the time for planning and preparation in October. In joint planning meetings we adjusted the initial concept and made the related working agreements.

Adjustment of the concept and selecting the themes for the first cycle

The key idea of the Theme Room concept was to arrange four parallel rooms for thematic workshops with small groups. The idea was that the participants will go through a whole cycle through these rooms during four successive Friday afternoons. In addition, the participants should have access to virtual learning spaces of the Theme Rooms. The concept envisaged peer tutors from Bau-ABC  (supported by co-tutors from ITB and Pontydysgu).

In the initial concept the Bau-ABC trainers had proposed four main themes tor

1. Learning Toolbox as a flexible framework for tools/ apps/ contents/ communication,
2. Use of Social media as support for learning,
3. Intellectual property rights, licensing and sharing,
4. Preparation of Digital Learning Materials.

In the planning meetings we concluded that it would be necessary to start with fewer themes and to have two workshops in the same theme room before moving to the next one. In this way we could ensure that all participants can follow the tempo and achieve sustainable learning results. Also, we considered that it is better to have two workshops with the themes ‘Social Media’ and ‘Preparing Digital Learning Materials’ before introducing the theme ‘Learning Toolbox (LTB)’. Thus, the work with LTB would be introduced in the second cycle of Theme Room workshops. Concerning the theme ‘Intellectual Property Rights’, we agreed to take it up as a transversal theme and to invite the responsible tutor (Dirk Stieglitz, Pontydysgu) to visit the parallel theme rooms to give a brief input on these themes to all groups working in Bau-ABC.

Adjusting the mode of operation of  the Theme Rooms

So, we had come up with a model in which we had  four parallel groups that attended workshops on four successive Fridays in the training centre Bau-ABC in Rostrup and a fifth group working in the affiliated training centre ABZ in Mellendorf. We agreed that two groups in Bau-ABC would start with Social Media and two with Digital Learning Materials. The Mellendorf group also started with Social Media. After two workshops the groups would change to the other priority theme of the first cycle of workshops.

For each group we appointed a tutor from Bau-ABC and a co-tutor from ITB, whilst Dirk Stieglitz from Pontydysgu (responsible for Intellectual property rights) and Jaanika Hirv (TLU, placed for two months in Bau-ABC) were supporting all the groups. During the work we agreed that the groups will work with the same tutors across the themes instead of changing tutors when moving to the next theme.

All these measures and the grouping of participants aimed to help the participants to reach a common overview of the themes and a capability to use social media and prepare digital learning materials (whatever their prior knowledge and skills may have been). Thus, the workshops had the goal to provide all participants active learning opportunities and to create a basi for joint use of new tools and media across the organisation. For the preparation of the workshops and for storage of group results we set up a Google Drive folder tol be updated with contents, learning tasks and links to supporting web resources.

So, in this way we prepared for the start in October. During four Friday afternoons we then worked in the Theme Rooms to make the best of the program.

More blogs to come …

It so happened that I had to take a break in my blogging on the EU-funded Learning Layers (LL) project. The reason was not that we would have had a quiet period in the project work. On the contrary – we were too heavily occupied so that there was no time for writing blogs. Now it is high time to catch up what has been going on.

In my next posts I will report on the internal Multimedia Training program with “Theme Rooms” that our application partner Bau-ABC implemented in November with the help of the LL project. This cycle of training workshops was completed one week ago, and a wrap-up session took place yesterday.

In my following posts I will report on the Year 3 Review meeting of the LL project that took place in the beginning of this week in Luxembourg. This time the LL project consortium had prepared integrated stories to report on theoretical work, co-design and deployment of LL tools and on exploitation initiatives.  The blog posts will inform more on our contributions and how they were received by the reviewers.

More blogs to come …

In my previous post I drew attention to the fact that the EU-funded Learning Layers (LL) project is preparing  for the review of the Year 3.  This has given rise to consider the development of the project and our activities as an evolution of the context and development of the actors and activities working in the context. In the first post I discussed the challenges of the early phase and the responses of the project. In the second post I will discuss the role of accompanying research in the construction pilot. I will also make some remarks on the role of research dialogue within the project and across the boundaries of the current LL project.

1. Interaction between theoretical work and co-design activities in construction pilot (Year 2 and Year 3)

In the beginning of the Year 2 the Learning Layers project agreed to organise a “Theory Camp” activity with lengthy preparatory phase, and intensive symposium during the Y2 Integration Meeting in Aachen and a follow-up phase. This activity brought into picture the specific interactive relations between theoretical work and co-design activities in the construction pilot.

A considerable part of the contributions to the Theory Camp articles represented different aspects of learning, knowledge development etc. or different accents on design processes. These were to be applied to the fields of application via design processes that focus on specific problems and respective tools. As a contrast, the research partners in construction sector build upon the experience of participative innovation programs that have emphasised the social shaping of work, technology and work organisations from the perspective of whole work processes and holistic occupational qualifications, see Landesprogramm Arbeit und Technik, Bremen (Deitmer 2004); BLK-Programm Neue Lernkonzepte in der Dualen Berufsausbildung (Deitmer et. al. 2004). In this respect the research partners in construction pilot drew attention to themes ‘acquisition of work process knowledge’ (see also Fischer et al. 2004) and ‘vocational learning’ in their contributions.

In the follow-up phase the research partners worked with the themes ‘reviewing accompanying research’ (ECER 2014) and ‘reviewing activity theory’ (Bremen conference 2015). With this theoretical and methodological work the research partners reviewed the theoretical insights and discussed experiences with developmental research approaches, such as the ‘change laboratory processes’ and ‘expansive learning cycles’ (based on the work of Yrjö Engeström and affiliated project teams).

As a consequence, the research partners were in the position to work in the complex and manifold process of designing and developing Learning Toolbox with sufficient openness. This was needed to give time for capacity building and growing readiness for co-development (on all sides of the process). This was also crucial for making the toolsets appropriate to support (holistic) vocational learning and enhancing (holistic) work process knowledge. This has required manifold feedback loops and intensive reporting from field workshops. In this way the research partners in construction pilot have supported process dynamics that have enabled the application partners to become themselves the drivers of the piloting with Learning Toolbox in their own trades (Bau-ABC trainers) or in their specific contexts and activities to promote ecological construction work (Agentur and the affiliated network NNB).

2. The role of research dialogue – internal and external

In the light of the above it is worthwhile to emphasise that the construction pilot has not been developed in isolation. Instead, research dialogue activities – both internal (with  LL partners) and external (with other counterparts) have played an important role in the development of the project. The internal research dialogue activities have been shaped by working groups that focused on transversal themes – such as ‘contextual knowledge’, ‘trust’ – that were equally relevant to both pilot sectors. This work has been covered by other colleagues with their contributions to the reports. In this context I wish to draw attention to two threads of external research dialogue:

a) Exhanges on Activity Theory and Developmental Work Research

As I have mentioned above, this thread was taken up by the ITB team as a follow-up of the Theory Camp and pursued further in a workshop of the Bremen International VET conference (see the report in my recent post). Here it is worthwhile to note that we gathered experiences on the use of Change Laboratory methodology in intervention projects and of theory of Expansive Learning as an interpretative framework in comparative projects. Also, we engaged ourselves in critical re-examination of some concepts used in Activity Theory (such as Vygotsky’s concept of ‘mediation’ and concepts like ‘contradiction’ and ‘transformative practice’). These discussions will be continued as the LL project proceeds deeper to the exploitation of results.

b) Exchanges of parallel approaches to intervention research

Already in ECER 2014 (in Porto) the ITB team had started a cooperation with researchers from HAN University of Applied Sciences with focus on intervention research (see the report in my earlier blog). This was followed up in the Bremen conference and in ECER 2015 (in Budapest). In the Budapest session the colleagues from HAN presented a new project that focuses on practice-based learning in HE programs with strong vocational elements. In this context they worked further with process models and with ‘stealthy intervention’ strategies. In a similar way a Danish project from the National Centre for Vocational Education presented a ‘Vocational Education Lab’ approach for promoting innovations and networking across vocational schools. (See the report in my recent post.) Also these exchanges will be continued when the LL project proceeds with the exploitation activities.

– – –

I think this is enough for the moment. We are now looking forward to next steps with our fieldwork and our exploitation activities.

More blogs to come …

At the moment the EU-funded Learning Layers (LL) project is preparing documents for the review of the Year 3 – an interim review to pave the way for the final year. In this context we have a chance to consider the development of the project and our activities in a new light. Now we have more perspective to reflect, how we have encountered the challenges and to what extent our responses have brought us further. In this first post I will focus on the challenges of of the early phase and on the role of participative design processes and capacity building initiatives.

1. Challenges met in the beginning of construction pilot (Year 1)

In the beginning phase of the Learning Layers project the application partner organisations (Bau-ABC Rostrup, Agency and Network for ecological construction work -Agentur/NNB and the construction companies) had difficulties to see, how to use digital media, web tools and mobile technologies as support for working and learning. Partly this was due to a scattered picture of single tools and apps, many of which had been designed for laymen users and only few for construction specialists. Partly this was due to general doubts that mobile devices at training and working sites provide distraction, safety risks and data privacy risks. Partly this was due to prior negative experiences with earlier generation of ‘new technologies’ (mobile offices based on laptops, faxes etc.) that did not bring the expected efficiency but added to the workload.

As a response, the research partners and the application partners started looking for solutions that would provide more transparency to training, learning and instructive activities as well as facilitate accessing, sharing and reusing digital contents. In a similar way the apprentices in Bau-ABC that participated in a User Survey  indicated that they were already using mobile devices to support learning (but had very limited awareness of relevant web tools and apps).

2. The importance of participative design activities and capacity building initiatives (Year 2 and Year 3)

After an initial search phase in the co-design activities the emphasis was shifted to the co-design and co-development of Learning Toolbox as a framework for using digital media, web tools and apps via mobile device. Here it is worthwhile to note the shift of emphasis from particular design idea (digitisation of learning materials and/or reporting documents) to a flexible framework with which users can shape their own digital working and learning environment. In this way the design idea transformed into a an integrative toolset that needs to be linked to complementary apps, tools and web resources. In order to achieve this, the project had to start capacity building measures that contributed to users’ awareness and skills.

As a response, the research partners ITB and Pontydysgu organised during Y2 a series of Multimedia Training workshops that helped Bau-ABC trainers to start working independently with their own blogs, edit video materials and use other digital tools. Based on this experience, Bau-ABC trainers produced a series of videos, in which they (together with apprentices) demonstrated potential uses of Learning Toolbox at training sites and in actual construction work situations.

In the next phase the Bau-ABC trainers continued the training as peer learning sessions and developed a new flexible training model – the “Theme rooms” – to spread the training across the whole organisation. At the same time the co-design sessions with Bau-ABC trainers have turned into co-development exercises in which they have created their own stacks to provide access to training materials and other resources (user instruction manuals, maintenance manuals etc.) that are relevant in their trades.

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I think this is enough of this issue – the implementation of the Them Rooms in Bau-ABC and the reporting on parallel developments in the construction sector pilot is a matter for the reports. I wanted to highlight here the fact that our application partner (Bau-ABC) and the trainers are taking initiatives to give Internet a major role as the fourth learning venue (alongside workplace, school and intermediate training centre) and they are becoming owners of the innovations.

More blogs to come …

With my two previous blogs I have reported on the results of a  field visit to the training centre Bau-ABC Rostrup in the context of our EU-funded Learning Layers (LL) project. Our colleagues from the University of Innsbruck (UIBK) and our ITB-colleague Lars Heinemann interviewed Bau-ABC trainers to get feedback on the pilot testing of LL tools. In my first blog I  gave a brief news report, whilst in the second blog I discussed in closer detail the remarks of the trainers Markus Pape and Lothar Schoka.

With this third blog I try to relate these fresh interviews to our earlier encounters and on the changing circumstances and changing practices. Here, I want to draw attention to the new activities that have come into picture during the LL project and due to initiatives of the LL project. I try to link my comments to the points that I raised on the interviews in my previous blog:

Initial awareness of digital media, web tools and mobile devices

In the beginning phase of the project (January 2013) the ITB team made some early interviews with Bau-ABC trainers and apprentices. At that time both our awareness as well as the awareness of the trainers and apprentices was not advanced. None of us had a holistic view on the usability of digital media, web tools and mobile devices. In different trades the trainers could refer to some apps and tools. Yet, the trainers had mixed feelings about domain-specific apps for construction sector (some being apps for professionals, others for lay users and altogether with varying quality). Also, the use of web resources and Facebook groups was at an early stage. Furthermore, the use of mobile phones was banned during the training because it was perceived as mere distraction.

Workshops and User Survey: Awareness of web tools, readiness to use mobile devices

In the next phase (Spring 2013) the LL project started co-design workshops with apprentices and trainers (in different groups) to identify points of intervention and to specify the emerging design idea(s). In Autumn 2013 the ITB team organised a User Survey that covered most of the apprentices that attended their initial training periods in Bau-ABC.

The discussions in the workshops and the results of the questionnaire revealed that the apprentices were not at all informed of the existing construction sector apps and had made very little use of them. However, the apprentices indicated that they had made use of their smartphones to support their work and workplace learning (e.g. via web searches or by documenting their work  and learning results).

Co-design of LTB, Multimedia Training and follow-up activities

In Spring 2014 the co-design process brought into picture the framework of Learning Toolbox and parallel to it the LL project arranged Multimedia Training workshops to Bau-ABC trainers. Due to these processes the emphasis in the co-design processes shifted from expectations (on the design work of others) to initiatives (how to develop one’s own training practice with the help of new tools). In this phase the trainers started to work with their own trade-specific blogs and provide digital access to their training contents. Also, the trainers developed their own ideas, how the emerging LTB could be used in Bau-ABC (as was demonstrated by the videos for the Tallinn consortium meeting in the Autumn 2014).

Taking steps to customise and use LTB as integrative set of tools, apps and services

In the light of the above presented background, the interviews of the Bau-ABC trainers (see my previous blog) demonstrate remarkable progress in the LL project. The Bau-ABC trainers are becoming owners of LL-initiated innovations and in customising the LTB for their trades (to be used in training and working contexts). Also, the demonstrate clearly, how their overall competences in using digital media, web resources and mobile devices have grown during the project and due to the support from the project. And thirdly, due to peer tutoring and peer learning they have developed into multipliers who can bring their colleagues and apprentices to an active piloting phase.

I think this is enough for the moment. We will get back to Bau-ABC and our other application partners in a short while.

More blogs to come ...