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PK-Logbook of “Working & Learning” blogs on Learning Layers 2014
by Pekka Kämäräinen
Learning Layers has given new emphasis on Development Projects
March 22nd, 2014 by Pekka Kamarainen
The last event of the Learning Layers (LL) project in the year 2013 of which I blogged was the
Y1 Review meeting in Barcelona. One of the measures with which we have responded to the
feedback of reviewers has been the shift of emphasis from overarching Design Ideas to more
specific Development Projects. This shift of emphasis was already discussed during the Y1
Review meeting, but it really took off during the preparation of the LL consortium meeting in
Innsbruck (that took place in February). What has this shift of emphasis meant to us:
Firstly, it has provided us an opportunity consider, to what extent the co-design processes are
going on with an overarching agenda (of the original Design Teams set up in March 2013) or
whether they have moved to more differentiated processes.
Secondly, it has provided us an opportunity to give shape for sub-initiatives or complementary
initiatives that may play a role in different contexts.
Thirdly, it has provided us an opportunity to reconsider, in what ways we share experiences
and knowledge on co-design activities.
Here it is not necessary to give a comprehensive account on call changes or to go into very
specific details. Yet, I can give some examples of the changes that have occurred with
reference to the above mentioned reorientations:
1) In the Design Team “Sharing Turbine” the original idea was the digitisation of the White
Folder (learning and working resource of the apprentices in Bau ABC). In the current phase the
work has differentiated to several parallel Development Project:
1a) The Development Project “Learning Toolbox” is developing a toolbox of mobile apps
and resources that supports the work with the White Folder (and paves the way for digitisation
of documents and reports).
1b) The Development Project “Multimedia/ Web 2.0 Training “ is giving shape for the
training activities that have been piloted with the staff of Bau ABC (and are to be supported by
online learning).
1c) The Development Project “Baubildung.net” is developing a platform for professional
networking platform for construction sector. This platform will also provide the basis for online
learning in the context of the above mentioned training activities.
2) The Development Project “Reflect app” (that was initially developed with support of an
affiliated students’ project) is being developed further by the LL project. The audio-based app
that helps the users to record their learning experiences and learning gains (and convert them
into documents) will be piloted both in healthcare and in construction sector.
3) The flashmeetings of Design Teams have to some extent given way for more
comprehensive design forums of the two sectors healthcare and construction sector.
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As we are talking of recent changes in dynamic processes, it is not yet the time to conclude, to
what extent the Development Projects have shaped the daily work of the LL project. Yet, we can
already see that the picture of the project is getting more networked and colourful.
Learning Layers’ Innsbruck Consortium meeting (9.-12.2.2014) was a step forward
March 22nd, 2014 by Pekka Kamarainen
Below I will post a report on the LL Consortium meeting in Innsbruck. This meeting was planned
as a preparatory event that prepares the grounds for the Integration Meeting in Aachen (March
2014). The assumption of the coordinator was that the main activities in the two sectors will take
shape as Development Projects – including some overarching or overlapping Integration
Measures or Co-design and Evaluation measures. Thus, the role of technical work packages
could be discussed as support to be offered for these activities.
1. Work with the sustainability scenarios & responding to the reviewers’ concerns
The sessions were opened with the overview presentation of Tobias Ley that emphasised the
work with sustainability sessions and taking on board the remarks on the reviewers:
https://docs.google.com/file/d/0B7vXuqBBjr9PendGTWh0YmJtRUU
The general idea of working with the sustainability scenarios was made transparent by the
presentation of Gilbert Peffer and Tor-Arne Bellika, exemplified with the forthcoming cooperation
with Norwegian and Estonian managed clusters (see the case ppt and the Wrap-up ppt in the
folder). Tamsin Treasure-Jones and John Bibby presented a further developed version of the
sustainability scenario in the healthcare sector:
https://docs.google.com/file/d/0B48qJr53GUxMU2NnNzZXT1ZkM0E
Ludger Deitmer and Pekka Kämäräinen based their presentation on the draft scenario outlined
in the Barcelona review meeting and updated the picture with an insight into the key activities
(Piloting, Multimedia training, Platform development) and how they are being scaled up with the
support of spin-out projects. In our presentation we drew attention to the urgent uncertainty
factors that need to be resolved.
2. Work in sectoral groups with focus on their Development Projects (DPs)
After these inputs there was a quick overview on the Development Projects. Before the
Innsbruck meeting the partners in the Captus team had provided a timeline for mapping the
schedules of different DPs and support activities that contribute to the work under the joint
agenda. This was used as a basis for the whole discussion in the construction sector group.
We outlined the uncertainties in working further with the Sharing Turbine agenda (in particular
the lack of continuing technical support for programming). Since the piloting with Learning
Toolbox is linked to the supporting multimedia training and to the development of platform for
learning and knowledge we found it difficult to draw a timeline before having the question of
support solved. Taken this into account we came up with a tentative timeline.
3. Work in mixed groups with focus on (technical) supporting activities
The other group work sessions were paved py shorter and longer presentations on the following
topics:
a) Common data modelling of Development projects by using Conceptual maps (Cmap)
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presented by Vladimir Tomberg, see https://docs.google.com/file/d/0B-
zb4vasFuiuRGVPbXVIMkhoZWc.
b) The offerings of WP6 to support Design teams/ Development projects with infrastructure and
tools presented by Ralf Klamma; see https://docs.google.com/file/d/0Byec3A-
kUd0wX1NUTG8tQ1VybnM and
c) Revisiting the earlier presentations on the Social semantic server with additional flavour from
Owen Gray’s document “Social Semantic Server for Dummies”, see
https://docs.google.com/document/d/1D4S6yAx3IFPIE4paQnoynJyc-_JLPOMoImC2M4w9HOM
4. The initiative to work with an LL Theory Camp starts to take shape
Whilst many of these sessions were used for internal knowledge sharing between partners who
had not been strongly involved in each others’ work packages, one of the working groups took
step forward in preparing the grounds for a common “theory camp” activity. This was triggered
by the critical remarks of some of the reviewers (in Barcelona review meeting) with
recommendation to review the theoretical assumptions underpinning certain work packages and
to clarify the position of the LL project vis-à-vis the theories and conceptions that are used. The
said working group started to develop posters to group theories and concepts for such
examination, see https://drive.google.com/#folders/0B7vXuqBBjr9PZVQ2d0d3SlRYZlk.
5. Issues arising from further group work sessions
Without going into detailed reporting on further sessions it is possible to summarise their
importance for the work of ITB and Pont teams with the following checklist:
- Further development of sustainability scenarios in the construction sector;
- Immediate measures to ensure technical support for SharingTurbine and Learning Toolbox;
- Synchronisation of the empirical studies for WP1 (key actor interviews) with other ongoing
activities;
- Launching the ITB-Pont preparatory measures for the above mentioned“theory camp” and
related work with conceptual maps;
- “Technical camp” for developers that are interested in enhancing the use of WordPress and to
develop plugins that integrate WP to SSS.
- Joining the initiative group on Augmented Reality in the construction work that had a kickstart
in one of the working groups and started a vivid e-mail discussion.
- Updating the Open Design Library with presentations of construction sector DPs and updating
the respective LL Wiki pages.
Altogether, we took a lot of homework from the Innsbruck meeting.
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LL Theory Camp preparation takes off – Part One: The Central initiative
March 23rd, 2014 by Pekka Kamarainen
Theory Camp(s) in the LL project – What for?
The need for specific measures to reflect on the theoretical foundations was raised by the
reviewers comments in the Y1 review meeting in Barcelona. In particular these comments
pointed to the theoretical assumptions regarding the Social Semantic Server and its use in the
project. In general, the project was challenged to specify its own position vis-à-vis different (and
sometimes contradictory) references that have been quoted. Also, other issues were raised –
e.g. the project was asked need to clarify its commitment to ‘action research’ and to specify its
position vis-à-vis newer developments in that field – notably the emergence of ‘transdisciplinary
action research’ in cross-over areas between community psychology and landscape
architecture (with an emphasis on societal dialogue and validation between planning and
community participation).
One idea of the LL consortium was to respond to this critique with so called theory camp
activities. At first this idea was discussed in one of the workshops of the consortium meeting in
Innsbruck that started preparing a “theory camp” type of workshop for the Aachen meeting. After
the Innsbruck meeting this idea has triggered further (complementary) initiatives that suggest a
wider use of ‘theory camps’ with different accents, partly contributing to the Aachen meeting and
partly continuing after it. This document tries to clarify, how these initiatives can complement
each other and how we all can benefit of both.
The central initiative of the Innsbruck meeting: A Wiki for Theory camp in Aachen
The working group in the Innsbruck started to map different contemporary theories (or
theoretical concepts) on learning – mainly with focus on generic theories and with an interest to
map the theoretical landscape. One focus of this effort was to make transparent which
theoretical assumptions are represented in the consortium and especially to clarify theoretical
assumptions of the Social Semantic Server and their compatibility with the conceptual
foundations of other project activities. This has been followed up mainly in the preparation of the
Aachen agenda with a specific Wiki page that outlines issues and a procedure. (See the Wiki
http://htk.tlu.ee/layers/MW/index.php/Aachen_Theory_Camp .)
The local initiative of the ITB team: A gDrive folder for a wider range of themes
A second focus (already in Innsbruck) was the need to discuss a broader pedagogical concepts
and common research approaches to the project. As first follow-up measure to this, Joanna
Burchert wrote a short input paper. It aimed to point out basic assumptions on learning (basic
for the theories collected and discussed in Innsbruck by the LL consortium) and to show up their
consequences for evaluation, cooperation and tool development. Further texts with pedagogical
focus, e.g. exploring the terms formal and informal learning, followed. They are integrated in the
gDrive “Theory Camp preparation” folder
https://drive.google.com/?authuser=0#folders/0B02cXf0hbQH0ZFg1eVlUM28zZ0U.
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In the forthcoming posts I will give some insights into themes prepared by the ITB team and
discuss, how we can bring these into discussion in Aachen.
LL Theory Camp preparation takes off – Part Two: The Bremen approach to Theory
Camps
March 23rd, 2014 by Pekka Kamarainen
In my previous post I informed of the initiative to work with an LL Theory Camp in the
forthcoming Aachen Integration Meeting. I also informed of the start of the local follow-up in
Bremen. With this post I inform of the further discussion in ITB team to the work with a wider set
of themes and to continue with Theory Camps after Aachen.
Theory Camp(s) in LL project: What needs – What issues?
In the follow-up discussions of the LL teams of ITB and Pont we welcomed the approach to
work with ‘theory camp’ but we had several questions, how this could best be done:
a) Is the general level of discussing ‘learning theories’ enough or should we have a more
differentiated look at the theoretical foundations of of our project activities?
b) Is it enough to have one joint ‘theory camp’ in the meeting in Aachen or should we have a set
of ‘theory camp’ activities that can nurture each other?
c) How do we deal with the issue ‘integration’ in the theory camp activities – are we assuming
that inventarisation of some ‘theories’ would give us an integrated body or do we need more
work to examine the interrelations between theories, tool development and cooperation with
users in the two sectors?
Contributing to the Integrative Theoretical Discussion
In the light of these discussions we started to work with the theme “Theory camp preparation”
to support the forthcoming activities. We acknowledge the central role of the Aachen event we
consider it appropriate to have similar (local) events before and after Aachen. From this
perspective we created the above folder “Theory Camp preparation” to provide a wider forum for
the preparation(see https://drive.google.com/#folders/0B02cXf0hbQH0ZFg1eVlUM28zZ0U). In this
sense we have accommodated the Innsbruck documents and direct follow-up contributions
under the sub-folder “Contributions to theoretical integration debate” (see
https://drive.google.com/#folders/0B3M81ETIl7QETzdZTHpMT250VG8).
Reviewing the heritage of “Work Process Knowledge network”
Concerning the scope of theories, concepts and methodologies, we concluded that the work in
the Innsbruck group and in the follow-up was somewhat disconnected from the fieldwork and
form the co-design processes. Our point was that the the LL project needs to inform itself of the
work of “Work process Knowledge network” (FP4, TSER) and the follow-up project
“Organisational Learning” (FP5, Improving Human Potential). This, to us was not only a matter
of academic perfection but a matter of learning from their fieldwork and on their interaction with
stakeholders. From this perspective we have created the sub-folder “Reviewing Work Process
Knowledge & Organisational Learning” (see
https://drive.google.com/#folders/0B02cXf0hbQH0UDl1bmlJdjdhc2c).
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Providing theoretical insights into Workplace Learning
Concerning the theme ‘Workplace learning’ we have been concerned that it has so far had a
somewhat marginal role vis-à-vis themes like ‘informal learning’, ‘scaffolding’ etc. For the ITB
team it has been important to bring into picture several aspects of workplace learning in the
context of the German vocational education and training (VET) culture – including the
integrative concept ‘Beruf’, cooperation between learning venues and the role of working and
learning tasks. For these themes we created the gDrive folder “Workplace Learning: Contexts,
Processes, Tasks, Outcomes”
(https://drive.google.com/?authuser=0#folders/0B3HPtAul4vyHSzB0RzJIUnJwVTA ).
Reviewing different approaches to ‘action research’, ‘accompanying research’ and
‘interactive research’
Another major need for similar work was to clarify our concept of participative design processes,
e.g. by reflecting different positions in the field of participative research. In ITB and in the
VETNET network of EERA-ECER there is a longer tradition of discussing the relations between
the general genre of ‘action research’ and the more specific forms as ‘accompanying research’
or ‘interactive research’ that support innovation programmes in education/training and working
life and/or specific pilot projects. The reviewers’ recommendation to widen the scope was taken
into account and the thread ‘transdisciplinary action research was spotted. For this work we
created the gDrive folder “Reviewing Action research – Accompanying research – Interactive
research” (see
https://drive.google.com/#folders/0B02cXf0hbQH0NzB2QV9EY3MxWFk ).
In the following posts I will give insights into the two themes that we have prepared for Aachen –
Work Process Knowledge, Workplace Learning. Then, I will add some remarks, how we can
bring these themes into common discussion in Aachen.
LL Theory Camp preparation takes off – Part Three: Reviewing the heritage of
Work Process Knowledge network
March 23rd, 2014 by Pekka Kamarainen
In my previous posts I have informed how that preparations of the Learning Layers (LL) Theory
Camp started as a Central Initiative (Part One) and as our local measures (Part Two). In this
post I will have a closer look at one of the themes we have been working with – reviewing the
heritage of the Work Process Knowledge network. As our gDrive folder (see
https://drive.google.com/#folders/0B02cXf0hbQH0UDl1bmlJdjdhc2c) contains a lot of
documents I will make only some introductory remarks to the theme and to the different working
documents. At the end I will summarise some conclusions for the LL project.
1. Starting point
The more recent theories and conceptual constructs indicated in the LL deliverables refer to
certain aspects of learning or knowledge processes. However, there is also a need to review
more comprehensive approaches to learning in workplace contexts that date back to earlier
years. In this respect the ITB team in the LL project has taken the task to review the
interdisciplinary research on Work Process Knowledge (WPK) and Organisational Learning. In
this way the ITB team seeks to build a link to European research that was funded under the FP4
(Targeted Socio- Economic Research) and FP5 (Improving Human Potential).
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The WPK network represented a Europe-wide effort to develop a comprehensive and
interdisciplinary research agenda. In this context particular disciplines and national research
traditions were contributing to shared knowledge development on work processes. The WPK
network and the follow-up project analysed the introduction of ICT at an early stage of
innovations. At that time the solutions to be developed and studied were mainly domain-specific
and organisational innovations. Also, at that time the possibilities for user-involvement and
participative design processes were seen in narrower contexts.
2. Interim products
So far we have produced the following commentaries or overviews on the approach and the
work of the WPK network (see the sub-folder for Working Documents
https://drive.google.com/#folders/0B02cXf0hbQH0VjB6ckRyTGd2ZTA):
a) Commentary I on theoretical foundations of Work Process Knowledge – interim synthesis
MF-NB: This document gives a picture on the emergence of the concept ‘work process
knowledge’ in different studies, on changes in working life. It also makes transparent the critique
that the network presented on allegedly one-sided approaches to socio-technical innovations.
Finally it gives a picture on the positioning of the network regarding the role of vocational
education and training (VET) as contributor to innovations in working life. (The reference text of
this document is the synthesis article of M. Fischer and N. Boreham, 2004.)
b) Commentary II on empirical studies of Work Process Knowledge – interim synthesis MF-NB:
This document gives a picture on empirical and co-shaping studies carried out by the network.
The range of studies is from ‘basic research’ on informal learning and learning potentials on
workplace to programmatic and development-oriented studies based on the concept ‘vocational
professionalism’ (Beruflichkeit). (The reference text of this document is the synthesis article of
M. Fischer and N. Boreham, 2004.)
c) Overview: Conceptualising Work Process Knowledge – Implications for VET: This document
draws upon the two above mentioned commentaries. It brings into conclusion different threads
that were followed in the two commentaries and makes more explicit the conclusions for the LL
project.
3. Lessons learned
The importance of the Work Process Knowledge Network can be characterised as follows
1) Specifying the relations between informal learning and formal education/training
A key feature in the critique of the Work Process Knowledge network vis-à-vis the alternative
positions was that the latter ones either
a) reduced vocational and work-related learning into proceduralised and popularised version of
codified expert knowledge or
b) overemphasised the situated and intra-organisational character of such knowledge and
learning (without taking into account ‘external’ and long-term influences).
2) Linking the role of ‘social’ and ‘technical’ in socio-technical innovations
Another key feature in the critique of the Work Process Knowledge was that the alternative
positions either
a) reduced technical innovations in working life into mere implementation (technology-push) of
the allegedly innovative technologies or
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b) narrowed down the role participative co-shaping (by skilled workers) as activities of the
(immediate) communities of practice in intra-organisational contexts.
3) Specifying the role of research in participative design & implementation processes
The theoretical and methodological discussions in the Work Process Knowledge network paved
the way for research designs and modes of conceptualisation that both
a) required co-participative and co-shaping involvement of researchers in processes that
promoted technical and/or organisational changes (with the support of skilled workers) and
b) enabled the documentation and conceptualisation of critical incidents, eventual tensions,
turning points and eventual reorientations without losing the overview on the process.
4) Making use of a holistic view on work process knowledge and workplace learning
The critique of the Work Process Knowledge network vis-à-vis the alternative approaches has
not been merely a matter of academic perfectionism but a challenge to get a holistic view that
a) gives an adequate interpretation of the acquisition of work process knowledge (and of the
role of workplace learning as integral part of sustainable innovations in working life;
b) gives guidance for promoting organisational learning with relevant tools, arrangements and
facilitation that make it possible to transfer and scale up the innovations.
LL Theory Camp preparation takes off – Part Four: Providing theoretical insights
into workplace learning
March 23rd, 2014 by Pekka Kamarainen
In my previous posts to this series I have informed how that preparations of the Learning
Layers (LL) Theory Camp started (Part One, Part Two) and on our reviewing of the heritage of
the Work Process Knowledge network (Part Three). In this post I will focus on our efforts to give
theoretical insights into Workplace Learning: Contexts, Processes and Outcomes. For this
purpose we have created the following gDrive folder:
https://drive.google.com/#folders/0B3HPtAul4vyHSzB0RzJIUnJwVTA.
Starting point
We found it important to prepare the theme ‘workplace learning’ for the theory camp although
we did not have a single source but instead a wide range of theories and concepts to bring
together. As already expressed by the Work Process Knowledge network (see my previous
post), many research approaches tend to overemphasise the role of ‘informal learning’ and to
belittle the potential of organised vocational education and training (VET). Also, we were
concerned that much of the conceptual work on workplace learning in the context of VET
provisions (in particular in the German dual system) is only available in German (or in very few
translations in VET-specific antologies).
Interim products
In our sub-folder for Working Documents (see
https://drive.google.com/#folders/0B02cXf0hbQH0R3Izb1JJWmVVYmc) we have produced the
following overviews, input papers and synthesis articles (which all have the status of first drafts):
1) The overview “Conceptualising Work Experience, Vocational professionalism and Workplace
Learning – Overview on selected European research approaches” presents a picture of
European approaches that put into discussion work experience, comprehensiveness and
connectivity in workplace learning. A set of selected articles outlines different positions at
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conceptual level – based on ‘connectivity’ and/or ‘Berufliuchkeit’ – and their implications to
analysis of work process and curriculum development. (This overview refers to research
dialogue between the Work Process Knowledge network and parallel research approaches.)
2) The input paper “Learning in the work process – From Work psychology to
Kompetenzwerkstatt“ takes a closer look at the discussion on regulation on holistic actions and
working tasks from the perspective of work psychology and links this to the VET-specific
approaches to shape holistic working and learning tasks (with reference to the ongoing project
“Kompetenzwerkst@tt”.
3) The input paper “Cooperation between Learning Venues: Structure and impact” takes up
several conceptual issues that arise from the institutional duality (or plurality) of learning venues
in the German vocational education and training (VET). For the LL these are of particular
importance since the gaps in cooperation and knowledge sharing are a particular stimulus for
the co-design work under the agenda of Sharing Turbine.
4) The synthesis article: ” Workplace learning – Vocational knowledge – Working & Learning
tasks “ covers most of themes mentioned above and puts them into a conceptual framework of
VET research. It provides into the overarching concepts (‘workplace learning’ and ‘VET’) and
into the pedagogic concepts ‘comprehensive action contexts’ and ‘holistic working tasks’. It
continues with the themes ‘professional development’ and ‘social shaping’ (of work &
technology) in the context of VET. Then, it draws consequences for the development of working
& learning tasks and discusses the role of vocational knowledge processes. The article is
concluded by a reflection on the value of the culture of apprenticeship.
Working issues
As I have mentioned earlier, we have brought together contents from different sources as
ingredients for a debate. The importance of these inputs for the LL project lie in the fact that t
we do not look merely at a simple, solitary process of knowledge accumulation (as ‘banking’).
Instead, the role of ‘work process knowledge’, contextual adjustment and ‘social shaping’ comes
up all the time.
The LL project consortium has to perceive its developmental contribution in terms of research
and development dialogue – instead of simple ‘technology push’. Thus, the usefulness of the
apps and the SSS have to be discussed in the light of their contribution to vocational learning.
The central questions are:
● What aspects of work based learning and work process knowledge do the given apps and
the social semantic server support and sustain?
● Where are the restrictions, barriers and obstacles and how can we overcome them?
I think this is enough on this theme. We will keep working on them.
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Learning Layers after the Aachen Integration meeting – Part 1: Overview and
conclusions
April 10th, 2014 by Pekka Kamarainen
Some busy weeks have passed since the Learning Layers (LL) project had its Integration
Meeting in Aachen at the end of March. Before the Easter break it may be useful to look back
what we achieved and what issues we raised for follow-up.
This post will sum up what I considered as progress in promoting integration across the
Learning Layers project. There will also be some critical issues to be taken into account in the
follow-up. In the next posts I will discuss the Theory Camp event and how to build upon it in the
next phase. Here some remarks on our progress with promoting integration in the project:
a) Promoting technical integration: Altogether the technical integration sessions raised
awareness of the offerings of the partners responsible for the infrastructure. For other partners,
the decisions on Layers Adapter (single login to LL apps/tools and joint data-mining on the use
of them) are also of interest.
b) Technical support for Development Projects: The meeting increased mutual awareness
between the Layers Developers’ Task Force (LDTF) and Development Projects and made
transparent what kind of support can be given when up-to-date information is available. In
particular the Learning Toolbox was redefined as an integration project that makes use of
different LL tools that can be integrated at different stages of the project (some sooner, some
later). This opened new possibilities for earlier demonstrations.
c) Work with sustainability scenarios: So far the sustainability scenarios have been
developed somewhat separately from each other. Thus, the reporting on them was not unified.
Now, after the Aachen experience, it is possible to plan a session that gives attention to the
whole range of scenarios and works through the SWOT-analyses.
d) Cooperation across sectoral Development Projects: The Aachen workshop brought the
DPs together to look at possibilities for mutually complementing pilots and demos (involving also
external actors). This is vital for the development of Captus, AchSo!, Learning Toolbox, Reflect
and the exhibition tools. This can be supported by the BauBildung.net and by coordinated
development of customised training models for Bau ABC, NNB/Agentur and craft trade
companies.
e) Cooperation with empirical studies: The Aachen workshop was a clear step forward in the
discussions, how to get parallel interviews and stakeholder talks better coordinated. In particular
there was an effort to develop new ways to utilise of prior knowledge, earlier interviews and
documents encounters in the interpretation of interview data (on networks and their role in
promoting learning). However, these discussions left open issues on, how to analyse changing
practices in networks or the potential of networks to promote innovations in working and
learning.
f) Work with the Theory Camp approach: The Aachen Theory Camp became a larger and
more popular event than expected. Moreover, participants raised needs for further Theory
Camp activities from the perspective of interventions, identifying (real) instances of change in
sectoral practices and valuing the (conceptual) impact on theory and practice as merits of the
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research partners. This needs to be taken into account in the planning of the next project
consortium meeting in Bremen.
g) Co-design and evaluation issues: The above mentioned discussion (on interventions,
identified changes and impact on theory and practice) is essentially linked to the goal-setting for
participative design work and to the related evaluation concept. So far the discussion on the
evaluation approach has been somewhat disconnected from the design teams and/ or
development projects. The Theory Camp discussion gave impulses to discuss the approach
taking into account the empowerment of users (Mindlines, Gestaltungsorientierung).
Learning Layers after the Aachen Integration meeting – Part 2: The Aachen Theory
Camp (plenary)
April 10th, 2014 by Pekka Kamarainen
In my previous post I discussed the achievements of the Aachen Integration Meeting of the
Learning Layers (LL) project. Now I shift the emphasis to the Aachen Theory Camp that was
organised as a special event within the meeting.
Background of the Theory Camp: The need to reflect on the theoretical foundations was
raised by the reviewers comments in the Y1 review meeting in Barcelona. In particular these
comments pointed to the theoretical assumptions regarding the Social Semantic Server. Also,
other issues were raised – e.g. the project was asked need to clarify its commitment to ‘action
research’. In the next consortium meeting in Innsbruck we started preparing a “theory camp”
workshop for the Aachen meeting. The dedicated workshop in Innsbruck had a more specific
look at the SSS but later on further topics were raised for a broader Theory Camp that looks at
the project as a whole.
The Theory Camp Plenary: As a result of the preparation phase we had a list of Wiki articles
(see the embedded links below) and corresponding ppts in Google Drive folder (see the link at
the end of the list). For the plenary session these were grouped into following sets:
Learning and Practice
● Scaffolding (Vygotsky)
● Pragmatisms notions and concepts intertwined with Vygotskian approaches
● Communities of Practice
● Workplace learning
● Work process knowledge
Collective & Networked Learning Theories
● Knowledge Maturing
● Distributed Cognition, Eco-systems
https://drive.google.com/a/tlu.ee/#folders/0B3sordvGMXsGSWpzc0l4QV9ISkk
● Network Theory
Organisational Learning
● Knowledge Sharing & Absorptive Capacity
● SECI Model & ATLAS Theory
● Learning in clusters
Generation of Meaning
● Sensemaking & Intersubjective Meaning Making
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● Complexity Theory
Knowledge Representation
● Forms of Knowledge Representation
● Transcriptivity Theory
(See the presentations in
https://drive.google.com/#folders/0B79ULHQp1d2BSzdLeGF5UVlNOEk.)
Reflective commentary: As the list above shows, we had quite a number of short
presentations with few quick questions. Most of the discussions took place in the parallel
working groups afterwards. In the plenary session the ITB team was responsible for the themes
“Workplace learning” and “Work process knowledge”. Both presentations attracted attention and
gave rise to further questions regarding the status of these concepts and of the practical
implications. I will get back to these issues in my report on the working group in which I
participated.
Learning Layers after the Aachen Integration meeting – Part 3: The Aachen Theory
Camp (working group)
April 10th, 2014 by Pekka Kamarainen
My previous posts to this series have focused on the the Aachen Integration Meeting of the
Learning Layers (LL) project. Part one gave an overview on the results of the Integration
Meeting. Part two provided insights into the plenary session of the Aachen Theory Camp (a
special event in the meeting). This post gives a report on the results of group work – Working
Group 1 on Workplace learning.
(I am much obliged to Gilbert Peffer who took photos of the flipcharts and Debbie Holley who
took minutes on the spot – yet the accents and conclusions are mine.)
I would summarise our work with the following points:
a) The task: We discussed the presentations of the plenary and the way in which the different
perspectives (or schools of thought) can be taken into account in the LL project. In this context
we acknowledged the diverse positions, frameworks, and theories – some contrasting each
other whilst others being complementary to each other. We also noted that some are more
underpinned with empirical work whilst others were at higher level of abstraction. From these
starting points we worked towards a joint understanding, how to make good use of the different
background theories.
b) Approach to theory v.s. theories : We debated the issue ‘unified vs. pluralist view(s)’ as
possible way(s) forward. We drew attention to the fact that some of the theories/concepts were
not addressing conflicts of interest (or power relations) in working life. As a contrast, others saw
them as key issues. Therefore, some theories provide a basis for ‘management tools’ whilst
others give insights into conflicts that prevent innovations or lead to unexpected consequences.
Taking such tensions into account we pointed to possibilities for drawing together the work from
case studies or surveys, from qualitative or quantitative perspectives.
c) Implications for methodology v.s. methodologies: In this context we discussed the
parallel use of data from the empirical studies of WP1 and from participative co-design
processes and stakeholder talks. We also discussed, in which way the LL project can clarify its
commitment or affiliation to ‘action research’ (as indicated in the deliverable of the WP7). We
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noted that there are conceptual and epistemological tensions between ‘design research’ and
(classical) ‘action research’ that are being debated in the literature. We also noted that there are
German conceptualised traditions of ‘accompanying research’ (Begleitforschung) that refer to
innovation programmes on Work & Technology or to model/pilot projects in vocational education
and training(VET) that are less known elsewhere.
d) The issues of Intervention and Impact: In this context we had a discussion, in what ways
the LL project is expected to show impact as Research, Technology & Development (RTD)
project. We all agreed that there was a consensus on working with participative design
processes and the interventions were essential for the knowledge development approach.
However, there were differences between university traditions and/or evaluation procedures, to
what extent researches should prioritise impact on theoretical level (academic publishing) or
impact on practice (getting evidence on project-generated changes in working life).
e) The issue of desired outcomes in the field: In this context we discussed the prospect of
changing attitudes to knowledge sharing. Here the key issues were “tolerance of uncertainty”,
“willing to share” and “ability to share knowledge”. The strategies to promote such changes were
linked to phrases ‘mindlines not guidelines’ (in the healthcare sector) and to the capability for
social shaping of work, technology and environment (Gestaltungsorientierung) in the
construction sector. In this way we tried to link the efforts to promote new competences/
capabilities in using Web 2.0 technologies (in the context of work or workplace learning) to the
empowerment of users.
f) The conclusion: The group supported the initiative to continue with Theory Camp session(s)
in the Bremen consortium meeting. We proposed the following title: “The Impact of the Learning
Layers project on Theory and Practice”. We discussed some ideas that can be taken as topics
or cross-cutting themes:
● Connections between learning processes at the level of teams/ groups, organisations,
networks, clusters and (‘learning’) regions;
● Readiness for sharing knowledge; sharing in networks and/or in multiple networks;
● Promoting new capabilities – the role of networks, organisations, teams and peers;
● The role of intervention research approaches (action research, accompanying research,
design research etc.) in working with and conceptualising such issues.
This is as far as we got in Aachen. The discussion on the follow-up is going on.
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Learning Layers goes to Brunnenbauertage – Part 1: The event and our
contributions
May 10th, 2014 by Pekka Kamarainen
This week (from Wednesday morning to Friday afternoon) the Learning Layers project was
actively present at the German construction sector event “Brunnenbauertage” hosted by Bau-
ABC on their premises in Rostrup. With two blog postings I try to give a picture of the events
and our contributions (Part 1) and of the conversations we had there with different participants
from the construction sector.
As a professional event of well-builders and borehole builders (Brunnenbauer) the conference
part of the Brunnenbauertage event has a longer history (this one was already the 65th). As an
enrichment, Bau-ABC has started to organise a professional exhibition every third year. Whilst
the start was modest (only five exhibition stalls in the beginning), also the this part has gained
importance and now there were over 100 exhibitors with stands and demonstration areas.
Altogether, the event was attended by over 650 participants. On the spot, the following activities
were running parallel to each other:
● The conference sessions (and workshops on specific topics on construction techniques)
were running in separate conference rooms;
● The exhibition stalls were accommodated in an a huge exhibition tent that also provided the
space for foyer presentations;
● In several workshop halls and in the surrounding outdoor areas there were dedicated
demonstration areas with scheduled demonstrations of drilling techniques and machinery.
We had planned in advance some presentations and then worked out a plan for several
activities to be carried out in the exhibition area. Altogether, we were present in the following
ways:
1. In the conference area Melanie Campbell organised a workshop that was addressed to the
training of Horizontal Drilling specialists and brought insights into the role of the
Baubildung.net platform. (The workshop was attended also by Werner Müller, Graham
Attwell and Dirk Stieglitz.
2. In the exhibition area the Learning Layers stall served as an info-point and contact point for
all activities. We had posters on AchSo!, Baubildung.net, Learning Toolbox and the Reflect
App. In addition we had a comprehensive slideshow and devices to demonstrate AchSo!
and the Learning Toolbox. (The stall was managed by Martina Lübbing with support from
Pekka Kämäräinen, Werner Müller, Owen Gray and Istvan Koren.)
3. During the first two days some of us were actively visiting other exhibition stalls and
engaging the exhibitors to conversation on the role of digital media, Web 2.0 and mobile
technologies in learning and knowledge sharing. (These activities were carried out by
Ludger Deitmer, Werner Müller and Gilbert Peffer.)
4. During the last two days some of us were following the demonstrations and taking videos
with the help of helmet camera, tablet and smartphones. (These activities were carried out
by Martina Lübbing, Owen Gray and Istvan Koren. Also, some apprentices of Bau-ABC
supported us in these activities.)
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5. On the second day we had a foyer-presentation on the Learning Layers in front of the
exhibition area (that reached the entire audience in the exhibition tent). This presentation
outlined the key points of the project (on the potential of digital media, Web 2.0 and mobile
technologies to support workplace learning) and gave specific insights into Learning
Toolbox and into the AchSo! application. (The presentation was given by Ludger Deitmer,
Gilbert Peffer and Istvan Koren. With her interim input Kerstin Engraf explained, how Bau-
ABC has been involved in the project and what benefits they see coming up for the
construction sector and for training activities.)
6. On the third day we had some concluding talks with major exhibitors (that are strongly
present in training) and with universities of applied science (who are developing e-learning
and practice-based learning in the programmes for “dual studies”). (These talks were
carried out by Werner Müller, Martina Lübbing, Pekka Kämäräinen and Istvan Koren).
Altogether, the three days were characterised by manifold activities, lots of contacts and several
ideas that were exchanged between us and our counterparts in these conversations. We need
to get back to our learning gains very soon.
Learning Layers goes to Brunnenbauertage – Part 2: Our messages and our
conversations
May 10th, 2014 by Pekka Kamarainen
In my previous post I described in detail, how the Learning Layers (LL) project contributed to the
65 Brunnenbauertage (German construction sector event) that was hosted by Bau-ABC in
Rostrup. With my second post I try to give insights into the conversations we had with our
counterparts and to report of our learning gains.
Firstly, it is worthwhile to emphasise that we were out there at a time when our designs and
applications are in the prototype phase. We tried to give insights to the usefulness of digital
media, Web 2.0 tools and mobile technologies. Yet, we had to avoid raising too high
expectations. We chose to focus on the observations that we had made in our fieldwork and to
on the potential of the Learning Toolbox to resolve critical issues or practical problems. We
gathered several exemplary situations in borehole drilling, communication between the
warehouse (Lager) and the construction site, in maintenance and repair as well as in health and
safety measures. In addition, we emphasised the potentials of AchSo! as a tool to draw
attention to critical situations and points to be considered.
Secondly, in our talks on the LL stall we got very often positive feedback from our counterparts.
The usefulness of AchSo! and the expected functionality of the Learning Toolbox attracted
interest. Also, the exemplary work situations that we presented (as ones in which the tools
would help) were considered appropriate. Moreover, our counterparts added similar situations
to the picture. We talked with entrepreneurs, apprentices, trainers of Bau ABC, university
lecturers and exhibitors with different backgrounds. One entrepreneur was very convinced that
the digital media, Web 2.0 tools and designs like the Learning Toolbox will be a great help for
training and learning. He put an emphasis on the new generations of apprentices and their
familiarisation with new media. The next entrepreneur was far more hesitant in this respect.
Thirdly, in our stakeholder interviews that we carried out during the event we were able to map
some potential counterparts for closer collaboration with the LL tools. In these conversations we
could see the interest in linking the digital support for learning and knowledge sharing to the
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renewal of products and their maintenance documents. Here we could also see a common
interest area between the enterprises and training providers. We and our counterparts agreed
that we need to continue these talks once we have identified common starting points.
Fourthly, we got very clear expressions of interest from universities of applied sciences
(Fachhochschulen) that are developing so-called Dual studies. These study programmes are
based on apprentice contracts and they link initial vocational qualification (skilled worker) to
domain-specific higher education (engineering, geosciences, etc.). In these discussions we
could identify several common points of interest starting from the emphasis on workplace
learning, on the role of web-based support and on the role of training for trainers (in training
centres and enterprises).
With this post I do not try to give a comprehensive interpretation on the results of our activities.
In this short time (and with my limited awareness of what all happened) it would not have been
possible. Yet, I hope that I have been able to outline some of the learning gains that we made
during our mission to the Brunnenbauertage. We will surely take them into consideration when
we develop our further activities in the LL project.
17
Learning Layers goes to Bau-ABC Rostrup – Part 1: What are we looking for?
June 14th, 2014 by Pekka Kamarainen
Next week the Learning Layers (LL) project will have its consortium meeting in the Bremen
region. However, the venue will not be the University of Bremen nor any hotel or conference
centre nearby. Instead, we have chosen to arrange the consortium meeting on the premises of
our application partner Bau-ABC in Rostrup. In this way we will place our discussions and
working sessions to the same neighbourhood, where apprentices are trained for construction
sector and full-time trainers (working together with companies) are supporting their work
process-oriented learning.
Looking back, most of the previous LL consortium meetings have been arranged on university
campuses or neighbouring hotels (Barcelona, Helsinki, Graz, Innsbruck, Aachen) and once in a
remote conference location (Paphos). All these meetings and the choices of venues had their
reasons which I do not want to bring into discussion afterwards. For me the point of interest is,
what kind of new experiences and learning gains can we make now that we arrange for meeting
at Bau-ABC?
Indeed, we have been already once before with a big group of LL partners during the
Application Partner Days in January 2013. At that time the project was carrying out its initial
empirical studies and very little could be brought into discussion regarding the co-design
processes. Instead, our main task was to get adequate picture of the main activities carried out
in the host organisations and share the first impressions with our hosts. In this way the
Application Partner Days helped us all further.
Now that we return to Bau-ABC after one and half year we have worked further with the project
and there have been many further encounters between Bau-ABC and LL partners. However, we
know that our picture of the progress of the LL project is different – depending on the tasks,
sectors and cooperation experiences we have had. Also, we know that even if we in the Bremen
region have put much effort to share our knowledge and experiences (via reports, notes and
blogs) this doesn’t immediately turn into lived knowledge development across the project.
Therefore, we are looking forward to this LL project consortium meeting as an opportunity to
real encounters with our application partners. We also hope that we can deepen the picture of
shared learning experiences we have made with Bau-ABC staff in our fieldwork. And
furthermore, we hope that the way we have planned the work of this meeting helps us to get
new insights into co-design, stakeholder engagement and into scaling up of innovations.
Learning Layers goes to Bau-ABC Rostrup – Part 2: What have we experienced
together so far?
June 14th, 2014 by Pekka Kamarainen
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In my previous post I announced the fact that the Learning Layers (LL) project is organising its
next consortium meeting in Bau-ABC Rostrup. Then I started a discussion, what we are looking
for with this choice of conference venue. I raised the questions, what we have experienced
together and what we can achieve together.
Looking back at our common journey with the Learning Layers project, we in the Bremen region
started with the initial interviews for empirical studies. The results of some interviews were
compressed into User Stories that were then used as materials for the Focus Groups of WP1.
All this was done very quickly to accommodate the Focus Group as part of the Application
Partner Days. Altogether, this busy start already provided the basis for dialogue and mutual
familiarisation. Later on, observations, findings, analyses and design ideas of this phase were
fed in into the Helsinki Design Conference.
In Spring 2013 we started the phase of cooperation that was mainly characterised by co-design
workshops (under the design idea “Sharing Turbine”). Here, we can see a gradual evolution of
our working concepts and modes of cooperation:
● We started with conversational workshops (separate sessions for apprentices and Bau-
ABC trainers). These helped us to map a wide range of problems, working issues,
environmental factors and points of interest.
● We continued with storyboard workshops (again separate sessions for apprentices and
trainers). These helped us to put locate problems, design issues, intervening factors and
other points of interest into a structured description of working/learning processes within
one day.
● Whilst we continued with the storyboard workshops with the apprentices, the encounters
with the trainers started to get a new character. This was due to shift in the design work
from the overarching Sharing Turbine agenda to a narrower pilot concept that was latterly
named the Learning Toolbox. During this transition the encounters with the trainers became
more directly co-design meetings in which the trainers were involved in giving the design
process a new direction.
● Parallel to the above mentioned development we started developing jointly the concept of
Multimedia Training Workshops. These started as familiarisation with Web 2.0 tools and
apps and moved gradually towards working with tools to get material for own training
practice. Now we are heading to the fifth workshop and we have seen clear signs of
progress.
My point is not merely to recapitulate jointly lived project history in the Bremen region as
something exclusive within Bau-ABC. On the contrary, to us the progress in Bau-ABC is an
example of capacity building that is not merely looking inward. Altogether, the management and
the staff of Bau-ABC are looking for ways to strengthen these developments internally and to
enhance the efforts for disseminating the model and to develop wider outreach activities. But
this point merits a separate blog article.
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Learning Layers goes to Bau-ABC Rostrup – Part 3: What have we done for a
successful outreach?
June 14th, 2014 by Pekka Kamarainen
In my two previous posts I have discussed firstly the forthcoming consortium meeting of the
Learning Layers (LL) project in Bau-ABC Rostrup and secondly the cooperation with Bau-ABC
staff to bring the project forward. In this context I have mentioned that the capacity building
measures have not been taken just for strengthening Bau-ABC as a single training centre. From
this point of view it is appropriate to recapitulate, in what ways Bau-ABC has contributed to the
outreach activities of the LL project.
Already in the initial phase Bau-ABC was actively involved in the the joint LL team activities at
Online Educa Berlin 2012 and made contacts to construction sector stakeholders with interest
in e-learning and Web 2.0.
Parallel to the co-design workshops we had several working meetings during which we listed
spin-off ideas to be taken up by spin-out projects or by parallel activities with affiliate partners.
Some of these ideas were communicated to the regional branch of the umbrella association of
the German construction industry (Bauindustrieverband Bremen-Niedersachesen) in a joint
meeting in August 2013.
During the development of the Multimedia Training Workshops Bau-ABC has emphasised
that such training should be open for wider participation. Yet, it has been our common
conclusion (for practical reasons) to carry out the pilot together with Bau-ABC and the linked
training centre ABZ Mellendorf. Also, in order to develop the concept further, Bau-ABC
volunteered to lead a joint proposal with ITB and Pontydysgu to create a Strategic
Partnership project under the Erasmus+ programme.
Consequently, when Bau-ABC had the responsibility of organising the annual conference and
triannual exhibition for well-builders and borehole builders – Brunnenbauertage - they
provided several opportunities for the LL project to make it present: the info stall, the foyer
presentation for the whole exhibition audience, a special workshop session and an opportunity
for targeted stakeholder talks during the exhibition. As a result we managed to make preliminary
agreements with interested companies on follow-up talks. In addition, we made preliminary
agreements with universities of applied sciences (Fachhochschulen) who are interested in
working together to develop workplace learning with the LL tools.
Finally, Bau-ABC has actively supported the efforts of the WP7 team to create wider
stakeholder talks on organised clusters in the Bremen and Oldenburg regions and in
positioning construction sector, new ICT-competences and exchange with ICT-clusters in this
context. In a similar way the Bau-ABC representatives have been active in promoting nation-
wide development of ICT-capabilities in new qualification models and in new curricula.
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Altogether, as we see it, Bau-ABC has all the time worked very consequently as a multiplier-
organisation that has invested in capacity building in its own organisation to support wider
engagement of other organisations via domain-specific networks and organised clusters.
Again, this recapitulation of common efforts towards a successful outreach have not been
written down just for the sake of writing a diary. Instead, the aim is to give a picture, on what
grounds the measures to scale up innovation have to be built. In this respect we hope to bring
the whole consortium to common discussion, how these efforts can be made more effective.
This is a further aspect of the question, what we are looking for. And it merits a separate blog
article.
Learning Layers goes to Bau-ABC Rostrup – Part 4: How are we trying to develop
our work further?
June 15th, 2014 by Pekka Kamarainen
In my three previous posts I have firstly discussed the forthcoming consortium meeting of the
Learning Layers (LL) project in Bau-ABC Rostrup. Secondly, I have recapitulated the
experiences we have made with project activities in Bau-ABC. Thirdly, I have given a picture
of our joint efforts to develop successful outreach activities in the German construction
sector and in the surrounding regional contexts.
Altogether, these have been preparatory steps that have helped me to raise the question: How
can we use the meeting in Bau-ABC to help us to develop our work in the LL project
further?
For a complex European interdisciplinary project with ambitions in Research, Technology and
Development and with emphasis on implementing and scaling up innovations in SME clusters
(and with focus on two sectors) this is not a trivial question. And especially, when we think of the
work of the whole consortium, it is even more complex. Let us firstly look back, what kind of
journey we have made together as a whole consortium, what we have achieved and what we
might still be missing in our work:
● Firstly, in the initial work plan we expected the first year to be chacarcterised by creative
diversity whilst the second should be shaped as an integrative phase. We have gone
through the process of setting up four overarching design agendas and the emergence of
a more differentiated set of development projects. We then had the Integration Meeting in
Aachen with an intensive technical integration agenda and Theory Camp which helped us
to get a better overview on, what all is going on.
● Secondly, we have to admit that the transition to Development Projects has not created a
general clarity on the processes and resources. (This has become even more problematic
when one major technical partner left the project and the process of engaging the
replacement has not been completed.) Therefore, we have to pay more attention to
overcoming gaps of knowledge and communication to get our resources mobilised into joint
efforts.
● Thirdly, we have not discussed strongly enough the importance of user-friendly and user-
relevant solutions when moving on to the implementation and scaling up phases. Here we
seem to have differences in perception between partners who have engaged themselves
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heavily in fieldwork (co-design workshops, multimedia training, stakeholder talks and pilot
implementation) and others who have had less encounters with users. It is worthwhile to
note that progress with user engagement (e.g. during the Brunnenbauertage and in the
follow-up) tends to bring new challenges and time pressures for the development work.
In the light of the above we have tried to organise our work somewhat differently to avoid a
tendency of particularisation. This is especially the case with the Day Two workshops. In these
workshops we will have a closer look at the Sustainability scenarios and how to develop our
activities sustainability with the help of mid-term roadmaps. The Scenario groups will rotate
through different Round Tables (topic tables) and discuss different aspects of the roadmap. With
this exercise we want to get a clearer picture on the following issues:
● Key initiatives that are instrumental for achieving sustainability within each scenario
(Construction, Healthcare, Organised clusters, OSS communities);
● Technical support that is needed to bring the initiatives into maturity (taking into account
the users’ interests and ICT- & Web-related capabilities);
● Partners’ commitments to ensure that we are mobilising all available resources to support
joint initiatives.
Whilst the main emphasis is given on the work of the Sustainability scenario groups that are
developing the roadmaps, the Round Tables (topic tables) serve as interim stations to
address the following issues (as indicated in the agenda on the LL Wiki):
● Round table 1 – Capacity building, training, and stakeholder engagement (Which tools are
ready for demonstrating to stakeholders? What materials / processes do we need to
engage stakeholders with our tools? what is the roadmap of other planned capacity
building, training and engagement activities and how can we ensure that the tools are
ready by that time and usable?)
● Round table 2 – Learning stories – Coming up with a Learning Story that connects tools
and practices to a integrated story (that development teams can work with, where we
identify missing links and we develop further for the review)
● Round table 3 – New collaboration initiatives and spin-out projects with stakeholders
○ Stakeholder matrix
○ Readiness for change matrix
○ Dede and Coburn scaling matrix
● Round table 4 – Developing Layers offerings
○ Layers offerings canvas and cheat cards
○ Value proposition canvas and cheat cards
○ Dede and Coburn scaling matrix
I think this is enough of a “sneak preview” on the forthcoming LL Consortium meeting in Bau-
ABC Rostrup. I hope that this series of blogs has helped us to warm up for the exercise. At the
same time I hope that the postings have given those who will not be there a better chance to
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catch up when we are reporting of results. But that we can only do after the hard work of the
coming days.
What has Learning Layers experienced in Bau-ABC – Part 1: Workshops with
trainers and apprentices
June 17th, 2014 by Pekka Kamarainen
My previous series of blog posts was about the preparation of the Learning Layers (LL)
project consortium meeting in Bau-ABC Rostrup. Normally, I would have waited until the
end of such meeting before starting to write new blogs. However, the experiences that we have
made already during the first day merit to be shared and put into discussion.
We had planned as part of the agenda to organise a “Demo Camp” to present some of the LL
tools in a German-speaking workshop to some trainers (and eventually to interested
apprentices) to get some feedback. We had expected ca. ten trainers to visit the Demo Camp
very quickly and we had not assumed that most of them would bring their apprentices with
them. Little did we know what was coming up. We arranged the room in such a way that we had
in the corners info stalls for presenting the following tools/resources:
● Baubildung.net platform to support networking/ learning initiatives in construction sector,
● The Learning Toolbox app to manage learning resources, apps and contents,
● The AchSo tool to produce and annotate short videos,
● The Bits and pieces tools that had been developed as collectors of learning experiences
(mainly in the healthcare sector).
In all corners we equipped the stations with flipcharts and/all pinboards to gather feedback.
During the preparations we started to get the message that most of the trainers will bring their
current groups of apprentices with them. We then scheduled the visits as a carrousel workshop
in which the groups rotated through all four stations (if possible). While the presentations were
going on at different stations, Kerstin Engraf orchestrated the allocation of the next groups who
were waiting outside to the station that was coming to an end with its session. In this way we
managed the visits of ca 85 apprentices and 10 trainers, supported by 5 other staff
members of Bau-ABC, ABZ Mellendorf and Agentur.
At this point it is too early to give an overview what all happened. My first impressions from
the station of Learning Toolbox are highly positive. We got from all groups rather
differentiated and domain-specific comments, what tools/working contexts we can grasp with
the Learning Toolbox, what learning materials or units we can develop towards interactive
learning resources and how particular elements of the White Folder (if not the entire folder)
could/should be digitised. We had participants from different trades (carpenters, roadbuilders,
pipeline-builders, well-builders, concrete-builders etc.). In particular the carpetners and well-
builders got into lively discussion about the usefulness of the Learning Toolbox in their trade. (I
heard similar experiences from those who presented the platform Baubildung.net.) Also, the
apprentices made a strong point that the availability of such tools and resources will strongly
contribute to the acceptance of smartphones as tools and resources that support working and
learning in the construction sector.
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What has Learning Layers experienced in Bau-ABC – Part 2: Workshops to create
medium-term roadmaps in topic tables
June 19th, 2014 by Pekka Kamarainen
In my previous post on our experiences in the Learning Layers (LL) project consortium meeting
in Bau-ABC I reported on the Demo Camp workshops with trainers and apprentices. This
exercise grew in few hours into a major stakeholder event that provided a lot of feedback for the
development of the LL tools. Now it is time to shift the emphasis to the workshop sessions that
were planned to support the further development of the LL project itself.
In this context I would highlight the Day Two workshops or Learning Cafés that worked with
our sustainability scenarios. Four Sustainability Scenarios were presented for the
Construction sector, Healthcare sector, Managed clusters and Open Source communities.
Participants then signed into scenario groups that started to rotate across four Round Tables
(topic tables) that highlighted different working issues to be taken up in the work with the
scenarios. Altogether, the aim was that the scenario groups develop Mid-term Roadmaps for
planning further activities in a more integrative manner.
The four Round Tables had the task to organise discussions on the following working issues:
● Capacity building and Training as support activities for the LL counterparts (moderated
by Pekka Kämäräinen, ITB and Jörgen Jaanus, TLU);
● Learning Stories/ Learning Scenarios as support for co-design and development
activities (Moderated by Sebastian Dennerlein, TUG and Vladimir Tomberg, TLU);
● New Stakeholder Initiatives and their role in Scaling up processes (Moderated by Debbie
Holley, UWE and Graham Attwell, Pontydysgu);
● Offerings of the LL project and their role in Scaling up processes (Moderated by Gilbert
Peffer, CIMNE and …).
Altogether, the first round table was set up as a more conversational workshop (with some tools
to be used if they were taken up in the discussion). The three latter ones were organised as
more hands-on workshop to produce learning scenarios, stakeholder matrixes and structured
descriptions of offerings. In this respect it was more difficult to report back the results from these
round tables. Also, it will take some time to incorporate the results into the roadmaps that
started to take shape. As a first glimpse to the results it is possible to give a brief report on
discussions in RT1 on Capacity building and Training. Below I will highlight some main points
raised in the sessions of the four respective scenario groups:
a) The Construction sector scenario group had started working with a more focused scenario
that presented Living Lab as an infrastructural innovation for the interaction of Bau-ABC, its
apprentices, trainees and clients regarding training and continuing professional development. In
this scenario the mobile training equipment unit was closely linked to wider use of the Learning
Toolbox and the Baubildung.net platform. The group discussed, how to develop further the
outreach to such SMEs that are not immediately reached by Bau-ABC or similar multiplier
organisations and their networks. This discussion drew attention to some everyday-life tools for
SMEs that will offload them from currently time-consuming work.
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b) The Healthcare sector scenario group had already got a very advanced mid-term worked
out, but in regional terms it was very UK-specific. For outreach activities that look at other
continents we considered it necessary to identify other (different) reference systems than the
NHS (that is specific to UK) that has provided an institutional framework and acceptance for LL
pilots. In this respect the HSKA partners reported on their preliminary talks with South-German
quality circles in the healthcare sector that have been stimulated by the (public) health
insurance bodies. Altogether, the group came to a conclusion to organise a workshop on
Transnational engagement around the LL Healthcare pilots in the UK. The workshop will be
proposed for the Europe-wide AMEE conference in 2015.
c) The Open Source communities’ scenario group was not working on the basis of a very
elaborated scenario draft. Therefore, the discussion started as a mapping, how these
communities could feed through LL training channels specific know-how on software options
and information on events that promote mutual understanding (between users and developers).
In this respect we discussed specific events like camps, sprints, hackathons as well as targeted
competitions to mobilise developers to support LL design initiatives.
d) The Managed clusters’ scenario group discussed the dynamics of capacity-building
initiatives that have a potential to grow beyond mere training (for limited target groups). In this
respect we got the challenge to look at the4 wider prospects of the Bau-ABC Multimedia
Training activities. As another major issue the group discussed the (re)vitalisation of
communication channels in decentralised clusters after the initial start with a lot of face-to-face
activities. As a third point the group discussed the mutual learning processes between different
cluster regions that aim to take further steps towards internationalisation.
We will make an effort to share and digest the results – in particular to incorporate them into the
emerging roadmaps. But this needs some further conversations.
What has Learning Layers experienced in Bau-ABC– Part3: Outreach activities,
technical development & scaling up
June 24th, 2014 by Pekka Kamarainen
In my two previous posts on the Learning Layers (LL) project consortium meeting in Bau-ABC I
have followed the chronological order. I have first reported on the Demo Camp workshops with
trainers and apprentices of Bau-ABC (Day One). Then I have reported on the Learning Café
workshops of Sustainability Scenario groups rotating across topic tables (Day Two). In this post
I will firstly jump to an ad hoc meeting that took place after the consortium meeting (Day Three,
afternoon) and link it to our discussion on technical integration (Day Two and Day Three,
morning).
The ad hoc meeting was initiated by one of the full-time trainers (Lehrwerkmeister) in Bau-ABC
and he wanted to discuss an initiative for the follow-up of the Brunnenbauertage event (7.5.-
9.5.). The trainer has developed a long-term cooperation with a supplier of machinery for
construction work. For certain machines the users have to be certified for safety reasons. The
company has developed an e-learning program to support the necessary training but has not
enough resources to cater for the training. Therefore the company is looking for cooperation
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with training centres like Bau-ABC. In this context the trainer saw a possibility to link such
cooperation to the work of the LL project, in particular to the development of the Learning
Toolbox.
Most of the LL partners had to catch their planes or trains so only three of us (with closer
involvement in the Brunnenbauertage and the follow-up) could stay for this discussions.
Nevertheless, we felt this initiative promising and well-timed for the following reasons:
● The company in question is looking for opportunities to scale up training and (informal)
learning with the support of the e-learning program. In this context the company is not
looking for exclusive arrangements merely for its own benefit.
● Bau-ABC has a tradition to develop such training schemes and learning opportunities as
vendor-neutral events that provide parallel vendors to contribute with their inputs (when
appropriate and mutually compatible).
● For the LL project this cooperation prospect has been put into discussion at the moment
when we can shape the Learning Toolbox in such a way that it will provide access to such
programs.
I think this is as much as I can tell about the results of this meeting. We encouraged the trainer
to continue his talks with the company and to inform of the interest of the LL project to join these
talks. We are looking forward to hearing more in a short while.
I have reported this episode as a special case case of the outreach activities of the LL project in
construction sector. We couldn’t have anticipated it before the consortium meeting, whilst the
opportunity grew up in talks between the trainer and the company. We couldn’t have scripted it
– neither for the sake of decision-making nor for the sake of software development. We (the
ones who were there) saw the chance and agreed that this is an appropriate step forward in the
follow-up of the Brunnenbauertage. However, in this respect we could rely on the conclusions
that we had jointly agreed in the 3rd Internal Exploitation Meeting of the Construction sector
shortly after the Brunnenbauertage (involving wider range of LL partners).
I have highlighted this case because it serves as a test case for contrasting views on outreach,
technical development and scaling up in the LL project. Some colleagues may see these
processes from the perspective of technology-push. The role of outreach activities would then
be to extract user-requirements to be passed for technical developers and then bring the
solutions to users. The development would then take place in a ‘black box’ remote from users. (I
know that I am drawing a caricature and I do not wish to point directly to any of our technical
partners with this picture. Yet, I want to put into question, what kind of communication with
target groups and user engagement we are looking for.) In our case we were ready to enter
conversations and interaction that may give rise to several thready of co-design activities.
I do not wish to go into details of our internal discussions on technical development and
technical integration. I believe that these discussions helped us to put into perspective the
technical partners’ internal communication, the ‘translation’ processes between technical issues
and user-concerns as well as the integration of front-end services by LL tools and linked web
26
resources. However, this was not the whole story of the results of our meeting. Moreover, these
were interim results and we need to work with them.
What has Learning Layers experienced in Bau-ABC – Part 4: Final impressions and
points for follow-up
June 24th, 2014 by Pekka Kamarainen
In my three previous posts I have discussed the Learning Layers (LL) project consortium
meeting in Bau-ABC Rostrup from different perspectives. Firstly, I have reported on the Demo
Camp workshops with trainers and apprentices of Bau-ABC. Secondly, I have given insights into
the Learning Café workshops that developed mid-term roadmaps for the project. Thirdly, I have
described a special case of our outreach activities (in the light of an ad hoc meeting) and linked
this experience to our discussions on technical development, mutual communication and scaling
up processes. Now it is time to present some final impressions and to raise some points for
follow-up.
Firstly, I try to give an overview of my impressions of the highlights of the three days (taking into
account that I missed some of the parallel sessions):
1) For Day One that agenda had envisaged as the main activity three “Theoretical
integration” sessions that focused on working with the research claims in our Development
Projects and on collaborative interpretation of empirical data (collected from both target sectors
and across the sectors). As a parallel activity we had planned a small German-speaking session
to demonstrate some LL tools used in the construction sector (mainly to the trainers of Bau-ABC
and to eventual interested apprentices). Here, quite contrary to our expectations the Demo
Camp grew much bigger with its altogether ca. 100 participants (who came in several waves
and swept across different stations). The intensity of the discussions in the four demo stations
was far higher than we expected and we got rich feedback. In this respect the sideline activity
became the highlight event. It was a pity that a major part of the consortium missed this event
but this could not have been helped – the room could not accommodate a larger audience and
use of interpretation would have cut the discussions at the demo stations.
2) For Day Two the Learning Café sessions took shape only shortly before the consortium
meeting. Yet, it was interesting to see, how quickly the participants adjusted to their roles as
Topic table facilitators and as members of the sustainability scenario teams. Also, it was
interesting to see, how many tools we could bring forward to support these discussions and to
shape the emerging conclusions. Furthermore, it was interesting to see, how all scenario groups
could work their ways through the different topic tables and to give genuine and mutually
complementing contributions.
3) For Day Three the agenda had envisaged a “Technical integration” session as the main
activity and opportunities for parallel sessions alongside it. Luckily enough we agreed on some
modifications. Firstly, the technical integration issues were started in a plenary session already
on Day Two (which turned into a comprehensive situation assessment). The Day Three
program was then structured as two parallel sessions – one with technical integration issues
and another one with focus on Wrap-up of the Learning Cafés discussion on an Integrative
evaluation concept (with reference to the developments in the fieldwork). To me, these were all
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important sessions but I could really see the value of these talks when we had had the ad hoc
meeting with the trainer of Bau-ABC, who brought into picture a cooperation prospect with a
supplier company in the construction sector. All our plans and scenarios started to get more
content and scalability in the light of such initiatives.
Looking forward, there is a need to work further with the materials and the interim results:
a) We have ‘harvest’ the feedback from apprentices and trainers that we got during the Demo Camp
(cards on the pinboards, drawings and audio recordings).
b) We have to harvest the results of the Learning cafés firstly to get a joint overview of the tools that were
used in the Topic tables and secondly to get the interim results worked into coherent roadmaps.
c) We have to feed special cases from our outreach activities to our discussions on technical
integration, participative design and stakeholder engagement to improve our understanding of our
communication.
Altogether, a lot of homework for the follow-up. But, as I see it, we took some steps forward on
all fronts and we can build upon it.
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Learning Layers at ECER’14 – Part 1: The VETNET opening session
September 8th, 2014 by Pekka Kamarainen
Last week the Learning Layers (LL) project was strongly present at the European Conference
on Educational Research (ECER’14) in Porto, Portugal. This year the conference celebrated the
20th anniversary of the founding of the umbrella organisation European Educational Research
(EERA) that is in charge of the annual ECER conferences. The theme was “Past, Present and
Future of European Educational Research“. In a similar way the network for European Research
in Vocational Education and Training (VETNET) took the theme “Past, Present and Future of
VET Research in Europe and Beyond” for its Opening Colloquium.
As part of this Opening Colloquium I was invited to give a short presentation on the
development European research in workplace learning. Originally this task was planned for two
other researchers with mutually complementing approaches. As their substitute I chose to focus
on the legacy of the Work Process Knowledge network – a topic that I have also brought into
discussion in the first Theory Camp session of the Learning Layers project.
I first looked at the history of the network from the unfunded phase (before 1996) to the first
funding period as a European network under the EU 4th Framework Programme of Research
(Targeted Socio-Economic Research) to the second funding period as a transnational project on
Organisational Learning under the EU FP5. During all these phases the network brought
together researchers from a wide range of disciplines including ergonomics, psychology of work,
VET pedagogists, industrial sociologists, organisational researchers … For the VETNET
network it was important that the network was strongly present in ECER conferences from 1978
(Ljubljana) to 2006 (Geneva).
The main point of interest for us was to look at the work of a Europe-wide interdisciplinary
network that focused on skilled workers’ participation in and co-shaping contribution to
innovations in working life. Here, the network did not try to make an a priori agreement on one
overarching umbrella theory under which it would subsume its contributions. Instead, it
organised several sets of case studies and parallel to this worked with a common interpretative
framework.
The main sources for developing the framework were field studies and comparative studies of
the following kind:
● studies on organisational innovations (e.g. including the introduction of quality circles) in
which skilled workers’ participation and co-shaping contribution became manifest;
● studies on new manufacturing concepts (e.g. transition from conveyor belt to ‘production
islands’) that gave skilled workers’ collective responsibility new importance,
● studies on hybrid qualifications and new emergining occupations (e.g. the integrative
maintenance competences) that required crossing boundaries between traditional
occupational fields.
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With the overarching concept “Work Process Knowledge” the network drew attention to the
acquisition of new kind knowledge in the context of innovations:
1. acquisition of work process knowledge as a whole – not merely as new ‘procedural
knowledge’
2. balanced look at the role of informal learning (by-product of designed activities) and formal
learning (taking up the learning gains of informal learning);
3. the possibility to give support measures to promote organisational learning with relevant
tools, learning arrangements and facilitation;
4. the possibility to promote wider transfer to other contexts by sharing knowledge and
experiences.
When looking back at the history of the Work Process Knowledge network, it became apparent
that the phase of the TSER-network was a unique opportunity to provide such a Europe-wide
conceptual, transnational and inter-sectoral overview. In the next phase, the follow-up project
focused on one branch – the chemical process industry – which was beneficial for becoming
more concrete. Yet, the counter-side was the gradual particularisation regarding sectoral
aspects and the size of companies. Also, the shift of emphasis brought the management
perspective on organisational learning to the centre of interest.
When looking at present, it is apparent that the new presence of Internet, Web 2.0 technologies
and mobile technologies open up several working issues of the network in new light. (This
became apparent in the other LL sessions in the conference). When looking at the newest
technologies that overshadow the construction sector (e.g. “Internet of things”, 3D-printing with
new materials, Building Information Modelling (BIM)), there are other challenges that are similar
to the ones already discussed by the network at an earlier stage.
Interestingly enough, in the Opening Colloquium Karen Evans raised three main points for
looking at past and present and how to draw conclusions for the future:
● Making VET research robust (awareness of conceptual and methodological grounds but
being open for new issues),
● Making VET research more dialogue-oriented (research, development and practice working
together),
● Making VET research more comparative (both system level, organisational level and in
historical terms).
I think this is enough of the opening session. The main contributions of the LL project were in
two other sessions – the symposium “Construction 2.0″ and the research workshop on
“Interactive research”.
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Learning Layers at ECER’14 – Part 2: The LL symposium “Construction 2.0”
September 9th, 2014 by Pekka Kamarainen
In my previous post I started a series on the contributions of the Learning Layers (LL) project to
the European Conference on Educational Research – ECER’14 – in Porto, Portugal, last week.
In this entry I will focus on our main contribution – the LL symposium with the theme
“Construction 2.0: Concepts, Challenges and Chances for the research & development work in
the Learning Layers project”.
We had prepared this session to give an overview on
1. the R&D work in the construction sector as dynamic participative design process,
2. on the specific design issues that require mediating between work-related challenges
and mobile learning and
3. on the challenges regarding ‘scaling up’ of innovations.
The first paper – authored by me together with Ludger Deitmer and Lars Heinemann –
had the title “The Role of Accompanying Research and Participative Design in the
Learning Layers Project”. Our key messages can be summarised in the following way:
1. Key message: Initial shaping of the project concept of Learning Layers: In the initial phase
the key achievement of the consortium was to overcome one-sided technology-push
approaches and simplistic assumptions on the adaptability of web tools and software solutions
that seemed context-relevant. The interim conclusion for the whole project was to launch
participative design processes with relatively open innovation agendas and to allow several
iterations. The interim conclusion for the ITB team was to support the interaction of different
parties and to facilitate their search for specific solutions.
2. Key message: Building on prior accompanying research in innovation programmes: When
looking back to prior experiences with accompanying research, the ITB has built upon the work
in the networked innovation programmes (Work and Technology, New learning Concepts) in
which the coordination units supported knowledge sharing across the projects and the outreach
activities. The interim conclusion for the ITB team was to look for opportunities to engage
professional organisations and networks on the participative design process and to promote
targeted outreach activities.
3. Key message: Adjusting the documentary and interpretative contributions to the process
dynamics of participative design: During the design process (with manifold workshops) the ITB
team has been responsible for the real-time documentation of the events and subsequent
interpretation of the steps taken. In this way the research team has provided a basis for joint
reflection and process-awareness across different parties involved. The interim conclusion for
the ITB team is that such material provides a basis for deeper conceptual interpretation of the
design and transfer processes.
4. Key message: Adjusting research interventions to further development of design and
transfer processes: In general, accompanying research is being legitimated as evaluation
measure. Yet, in the light of the dynamics of the design process – and taking into account the
goals for scaling up innovations – it has been appropriate to delay the evaluation measures.The
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interim conclusion for the ITB team is that the evaluation activities need to grasp the initial pilot
contexts, the potential transfer contexts and the role of multipliers and peer tutoring and/or peer
learning.
The second paper – authored by me and Joanna Burchert – had the title “Work Process
Knowledge meets Mobile Learning – Insights into conceptual backgrounds and sectoral
challenges within a participative design process”. In this paper we focused on the legacy of
the Work Process Knowledge network (see also my contribution to the VETNET opening
colloquium) and the newer insights into mobile learning technologies. The recapitulation on the
theme “work process knowledge” drew attention on the (informal) learning gains in
organisational innovations. As a contrast, the newer discussion on mobile learning tends to be
overshadowed by technology-push approaches and there are fewer insights into work contexts
– and they tend to address motivational aspects. Here, we drew attention to the feedback we
had got from apprentices and from company representatives at different phases of the
participative design processes. As a conclusion, we pointed out to the need to analyse more the
risks and conflicting interests that are at stake when introducing the LL tools into work
organisations. Here, we saw the analogy to the case studies of the Work Process Knowledge
network.
The third paper – authored by Gilbert Peffer and Tor-Arne Bellika – had the title
“Designing and organising for scale – Experiences from a large-scale TEL project”. This
paper provided a wider overview on the whole LL project in its full complexity and addressed
different aspects of scaling that we can take up. It explored some threads in the literature and
some paths easily available for the LL pilots.Then it started working with a conceptual
(synthesis) model that covers different organisational levels and brings into picture our outreach
activities (including the work with managed clusters outside the pilot regions). Based on this
introduction the paper looked closer at the design processes with Learning Toolbox as a
progress from disconnected insular pilot to an open and expansive innovation agenda. In a
similar way the paper outlined the work with cluster organisations.
I think this is enough of our input to the symposium. I will get back to the discussion later.
Learning Layers at ECER’14 – Part 3: The German-Dutch workshop on Interactive
Research
September 9th, 2014 by Pekka Kamarainen
In my previous posts on the contributions of the Learning Layers (LL) project to the ECER’14
conference in Porto, Portugal, I have reported on the Opening Colloquium of the VETNET
network and on the LL symposium “Construction 2.0″. This third post will give insights into the
joint German-Dutch research workshop on the theme “Interactive Innovation Research in VET
and Working Life: Lessons from Dutch and European Projects”.
The background of this workshop was a similar session in the ECER’13 in Istanbul in which
three Dutch research groups presented parallel interactive research projects and experiences
32
with boundary-crossing practices in educational innovation projects. This triggered the initiative
to prepare a similar session between a merged Dutch research group and the LL research team
of ITB. We agreed to present an update on one of the earlier Dutch project and a new project.
From the German side we presented the LL development projects “Learning Toolbox” and
“Captus – the Learning Exhibition”.
In the workshop session we started with a joint Power Point, presented by Aimée Hoeve (HAN
University of Applied Sciences). She gave insights into the key concept “Interactive research” by
Per-Erik Ellström (VETNET keynote speaker at ECER’08) and into the framework of Akkerman
and Baker for analysing boundary-crossing practicies in innovation practices. Based on these
conceptual impulses the Dutch colleagues had developed a poster format to present complex
interactive projects with focus on the following points:
● Brief description of the innovation context;
● Characterisation of the interrelations between the activity systems ‘Research’ and
‘Practice’;
● Characterisation of boundary-crossing practices in the project work;
● Reflection on lessons learned.
After the brief introduction Aimée and Loek Nieuwenhuis (also from HAN) presented the two
Dutch project cases:
1. The Hybrid Learning Environment project that was carried out in two sectors Catering and
Construction, see
https://docs.google.com/file/d/0B02cXf0hbQH0Tm9HUE1JN0l5T0k
2. The Better Learning in Practice (BLIP) project that is being carried out in several
vocational schools, see https://docs.google.com/file/d/0B02cXf0hbQH0UHVYWHdIeVdOMXM
In a second round of discussions I and Joanna Burchert presented the two LL project cases
from Germany:
3. The LL development project Learning Toolbox carried out in the training centre Bau-ABC,
see https://docs.google.com/file/d/0B02cXf0hbQH0TWdxbG0xWnVWTHM
4. The LL development project Captus carried out in with the Network for Ecological
Construction work, see https://docs.google.com/file/d/0B02cXf0hbQH0Q0sxQ3B1VGQ2RFE
In this context it is not appropriate to try to go into more detailed discussion. (We have jointly
written an article that will be published in a short while.) However, we are pleased to report that
this workshop format – even in the lecture theatre -shaped room – served the purpose of
bringing the audience into active interaction with us. Also, via this mode of communication we
got a better understanding of each others’ projects and agreed to continue this kind of cross-
project dialogue and knowledge sharing. As the next milestone we agreed to organise a joint
contact workshop with more detailed information on each others’ projects. We also agreed to
invite a newer Norwegian project to this cooperation.
Learning Layers at ECER’14 – Part 4: Reflections on the feedback
September 9th, 2014 by Pekka Kamarainen
33
In my three previous posts I have reported on the three sessions via which the Learning Layers
(LL) project contributed to the European Conference on Educational Research (ECER’14) in
Porto, Portugal. With this one I try to pick up some key points from the feedback we got from our
colleagues.
Firstly, the presentation on the Legacy of the Work Process Knowledge network was well
received – given that the network itself had been strongly present in ECER conferences
between 1998 and 2006. But, what was more striking to me was the fact that the most recent
changes in technologies – e.g. “Internet of things” trigger a new interest on human interaction in
organisational contexts. Thus, our researchers in vocational education and training (VET) want
to find out, whether ‘organisational learning’ is merely a result of management strategies and
consultants’ interventions. Or – like the WPK network argued – often unintended consequence
of designed actviities, supported by shared knowledge processes.
Secondly, our symposium “Construction 2.0″ appeared to be a heavy load of information. Yet –
no one complained that we had all these inputs (accompanying research methodologies, the
encounters between work process knowledge and mobile learning and framework for scaling up
innovations). We tried to focus on the work in construction sector. As a consequence, we failed
to give a sufficient picture of the other parts of the project. We tried to emphasise the relevance
of our activities for work organisations. As a consequence, we got questions, why we don’t
focus more directly on (vocational) learning. Yet, by the end of the symposium we had probably
covered most of the questions on understanding. And furthermore – we had brought the reality
of complex R&D projects into discussion.
Thirdly, with the research workshop on “Interactive research” we had clearly found a good
format to bring into comparison and dialogue different innovation projects. By using a common
background framework and a common format for posters we had a focused discussion on four
parallel cases in similar innovation programmes. Here we can speculate whether it would have
been better to have the symposium first and the workshop afterwards. Or – was the successful
and dialogue-oriented workshop a good starter for digesting the heavier symposium.
Altogether, we saw that we could share knowledge on the complex and dynamic LL project
already at this stage. And, moreover, we got interested counterparts who want to deepen this
practice into joint knowledge development. We are looking forward to the next steps.
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New steps in the Layers fieldwork – Part 1: Layers goes to NordBau
September 12th, 2014 by Pekka Kamarainen
During the summer months it has not been possible to report much on the fieldwork for the
Learning Layers (LL) project. Due to the holiday periods there have been no major events. Yet,
thanks to the efforts in May and June and due to preparatory measures by several colleagues,
we have been able to take several steps forward when coming back from holidays and
conference trips. In this first post I will give a report on the LL partners’ visit to the German
construction fair NordBau that took place yesterday.
The annual NordBau fair in Neumünster, near Hamburg, is the biggest sectoral fair for
construction industry and craft trades in North Germany. The exhibition halls present products,
tools and services whilst the large outdoor areas are filled with heavy machinery by all major
suppliers. Bau-ABC is a regular visitor and this event has served as a major opportunity for
contacting suppliers and cooperation partners. This time we decided that Melanie Campbell,
Kerstin Engraf and I will make a one-day-visit to join the trainers – Mr Grewe and Mr Schütte,
who were attending the whole time. We agreed that we three will first explore the exhibition area
of ICT service providers and then join Mr Grewe and Mr Schütte with their talks with the
suppliers.
1. Observations in the exhibition area of ICT service providers
We were interested to find out, to what extent the ICT service providers were presenting
services for construction workers and their supervisors in the construction sites – based on
mobile devices. From this point of view the general picture was far more traditional – most of the
exhibitors were presenting CAD/CAM software for design work or business management
software . Very few exhibitors were promoting mobile applications – and they also were
primarily addressing architects or business managers. Yet, we got brochures from some
software providers to have a closer look from the LL perspective.
A special compartment was the BIM exhibition container (Building Information Modelling) that
was provided by a German research project consortium. involving several universities and
software developers. The project demonstrated use of RFID-technologies and integrated
software solutions with which the modelling covers the whole supply chain. Starting from
product design and actual production (adjusted to customer needs), following through the
logistic chain (including reporting, tracking and quality control) the software solutions gave
information to the point of using the products in the construction project (and reporting of good
match or eventual mismatches). Here, the emphasis was on integration of software and different
steering/controlling technologies. From the LL point of view it was interesting to note that this
project had been working with prototype solutions without involvement of real application
partners and that the engagement of real users was seen as a task for different spin-off and
follow-up projects.
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2. Talks with supplier companies
The second part of our visit consisted of short visits and stakeholder talks in the outdoor areas
in which suppliers to construction companies were presenting their machinery and equipments.
Altogether we visited the areas of the following supplier companies:
● Liebherr
● Wirtgen Group
● TractoTechnik
● Vetter GmbH Kabelverlegetechnik
● Tramann + Sohn
● Wacker Neuson
These visits had been orchestrated and scheduled by Mr Grewe and they were part of his
normal agenda for meeting suppliers to make arrangements for cooperation in training users of
such machinery in the context of initial and continuing training programmes. This time, however,
during most of these visits we had discussions also on the Learning Layers project and in
particular on the Learning Toolbox. To me it was important that the colleagues from Bau-ABC
had already integrated the promotion of Learning Toolbox (and engagement of their partner
companies) to their normal business talks. Also, in these talks the colleagues from Bau-ABC
were very attentive concerning the possible benefits that the company representatives could
see (and very convincing in eliminating eventual misunderstandings).
Yet, it was clear to all of us that our counterparts in these talks were the sales persons (and only
in few cases the managers/owners of the companies). Thus, the agreements on subsequent
pilot workshops were to be made with the management representatives. At the end of the day
we could conclude that our visit was well-timed and that we got good feedback regarding the
Learning Layers project:
● Concerning the ICT exhibition area and the BIM projects, we noticed that there is a gap in
providing services for construction workers on the site and in engaging them in co-design
processes. From this perspective both the task of the LL project and its approach can be
seen as pioneering work.
● Concerning the talks with the supplier companies, the colleagues from Bau-ABC
demonstrated clearly that they had integrated the promotion of Learning Toolbox (and
engagement of partner companies into pilot activities) as an essential part of their
cooperation with business partners.
Also, the fact that such cooperation is valued became clear during our chance meeting with the
team from the company W. (who had just participated in a pilot workshop on Learning Toolbox –
see my next blog). So, we felt very much empowered and are looking forward to the next steps.
New steps in the Layers fieldwork – Part 2: Pilot workshops with craft trade
companies go ahead
September 12th, 2014 by Pekka Kamarainen
36
With my previous post I started to report on the recent steps in the fieldwork of the Learning
Layers (LL) project in the construction sector. I firstly reported on the participation of LL partners
in the large German construction sector fair NordBau and on the stakeholder talks we had their
with several companies. A major topic was to engage them into pilot activities on the LL tools in
particular with the Learning Toolbox (LTB). This post will give insights into the recent Pilot
workshop with craft trade companies on LL tools. This workshop was organised and
documented by our ITB colleague Werner Müller. He has written a more detailed report for
internal use. I will highlight here some points that give a general picture, how our pilot activities
are moving on.
The workshop was planned as a follow-up to the stakeholder engagement activities that we
carried out during the Well-builders’ fair in May 2014 (65. Brunnenbauertage) in Bau-ABC
Rostrup. However, before launching a wide range of workshops, we agreed to have first a
smaller pilot workshop. We invited two companies that we had interviewed during the initial
phase of the project and with which the LL partners had good contacts.
The company K is a carpentry company with currently 36 employees. It is involved in the
network for ecological construction work (Netzwerk Nachhaltiges Bauen – LL partner
organisation) and in several domain-specific networks. The company has been pioneering with
company-specific apps and is in the process of introducing tablet PCs for team leaders. At the
same time the company is paying attention to the fact that introduction of new ICT tools will not
cause a digital divide in access to information and communication. The company has regular
meetings to discuss quality issues (QT-Runde).
The company W is a larger medium-sized company with ca. 430 employers and specialised on
pipeline-building. It has most of its staff working on missions in teams of two or three skilled
workers. This company has a long-term cooperation with Bau-ABC. The company W has been
pioneering with digital pens, mobile offices (laptops with internet access) allocated to teams and
with centralised databases. Yet, the company has had mixed experiences with the effectivity of
such tools regarding time used for searches vs. finding adequate solutions. The company itself
has centralised databases and is concerned of knowledge management and confidentiality
issues. Concerning knowledge sharing and learning across teams, there are very limited
possibilities to provide face-to-face meetings.
In the workshop we presented a general picture on the Learning Layers project and invited the
companies to present their own situation assessment on their use of ICT, Web tools and digital
media (including use of mobile technologies). Then, we presented a demonstration on the
emerging Learning Toolbox (LTB) as a framework for managing web resources and apps with a
mobile device. in the next rounds of discussions we were mapping different situations for
piloting with the LTB and needs to which it could respond.
At this point it is not appropriate to go into details of the subsequent discussion. For the LL
project it was important that both companies found their specific entry points to pilot activities.
For the company K these were more in the intra-company communication and knowledge
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sharing and in the network-wide knowledge sharing. For the company W they were in the
filtering of different quality guidelines and requirements (provided by different electricity
providers or public authorities). At the end both companies agreed to continue cooperation with
the project and to organise further talks and pilot workshops in their companies. After this pilot
event and after the stakeholder talks during the NordBau fair (see my previous post) we are
looking forward to the next pilot workshops.
New steps in the Layers fieldwork – Part 3: Bau-ABC trainers’ blogs go ahead
September 23rd, 2014 by Pekka Kamarainen
In my previous blogs on the fieldwork of the Learning Layers (LL) project I have focused on
stakeholder engagement events. This time I shift the emphasis to the results of our earlier
activities. As I have been reporting, an integral part of our fieldwork has been the Multimedia
training that we (Pontydysgu and ITB) have carried out in Bau-ABC from August 2013 onwards.
Now we start to see, how this training bears fruit and has an impact on the initial vocational
training (VET) in the construction sector. In order to demonstrate this I will explore three blogs of
the full-time trainers (Lehrwerkmeister) of Bau-ABC.
1. Zimmererblog – the Carpenters’ blog
This blog has been started by Meister Markus Pape, who made an early start with developing
his blog as a tool for organising the training and learning activities in his domain.
The main content areas are descriptions of project tasks for the apprentices in their first, second
and third years of training. The tasks are presented with project sheets from the White Folder of
the Bau-ABC and illustrated with (3D) pictures. Alongside the progress of the training, the
selected tasks become more demanding. Also, the blog provides a supporting resource area
(Hilfe), a slideshow of pictures and section with literature recommendations. Considering the
initial design idea of Sharing Turbine – the digitisation of the White Folder, this blog is a long
step forward in implementing it – inasmuch as the contribution of trainers is concerned.
However, it also reveals that support for apprentices and the learning activities can best be
provided by a solution like the Learning Toolbox.
2. Tiefbau - the Roadbuilders’ Pipeline-builders’ and Sewage-builders’ blog
This blog has been started by a group of of trainers and it covers three areas of construction
work – road building, pipeline building and sewage building. Thus, it has three main sections for
these areas of specialisations. In a similar way as in the above mentioned case, each area
provides examples of project tasks for the first, second and third year of apprentice training.
However, since this blog is being created by a group of trainers from different areas, it is still
under construction and contains fewer examples. In addition to the project descriptions it has
also a special area for supporting info sheets and a slideshow of pictures.
3. Mauerwerksbau – the bricklayers’ blog
This blog has also been created by a group of trainers but working in the same domain –
training bricklayers and concrete-builders. They also provide training for construction workers in
the neighbouring areas. In a similar way as the two above mentioned blogs, this blog provides a
set of exemplary project tasks for apprentices in their first, second and third year of training.
Likewise, it contains a section for support resources with several inputs. The special feature of
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this blog is the combination of pictures and brief info sheets on Slideshare. Like the others, this
blog has a slideshow of pictures.
Altogether, these blogs serve as a evidence that the Multimedia Training has paved the way
from learning (acquisition of new skills and insights) to knowledge utilisation (putting the skills
and insights into practice). Apparently the three blogs are at a different evolutionary stage. Also,
they are based on different degree of teamwork. However, a major point of interest is that they
have spread the idea of using digital media and web tools across a wide number of trades. Also,
they have developed a germinal cell for dissemination of innovative practice.
New steps in the Layers fieldwork – Part 4: Bau-ABC trainers’ work with video
material goes ahead
September 25th, 2014 by Pekka Kamarainen
In my previous blogs on the fieldwork of the Learning Layers (LL) project I have firstly focused
on stakeholder engagement events and then on the blogs of the full-time trainers
(Lehrwerkmeister) in Bau-ABC. Now I will shift the emphasis to the wok with video material,
again carried out by the colleagues in Bau-ABC. Here, it is worthwhile to notice that the
progress of the trainers with blogs (as tools for organising workplace learning projetcs) is a
result of the Multimedia Training organised by the LL partners (Pontydysgu and ITB). In a
similar way the work with video material has been a major theme in these training workshops.
Now the colleagues from Bau-ABC have sent a message via video to the LL project consortium
meeting in Tallin (when they themselves have not been able to come to the meeting). Although
the video is a lengthy one (31 minutes) and it is mostly in German language (not accessible to
all LL partners), I hope these brief commentaries in English will help us to receive the message
as original version with the hear and soul and the sincere commitment of our colleagues in Bau-
ABC Rostrup.
So, please have a look at the video message to us even if it (as it stands now) might seem a
long message! It is rich with content and there are several messages to convey – as I will
describe briefly below. The link is the following: http://youtu.be/Z2JoZSn4PyY
1. How to use the Learning Toolbox in the training of Bau-ABC
Already during the three first minutes of the video you get insights how the trainers and
apprentices of Bau-ABC demonstrate uses of tools like the Learning Toolbox in the training. Mr
Schütte, trainer fot the mechanic engineering and machinery shows the multitude of chains for
different equipments for the training – each one of them being a unique example for pulling
different loads with different maximum weights. They have already been tagged but it would be
beneficial for all parties involved if a tool like Learning Toolbox would have all this information
stored. In a similar way Arnold, an apprentice in his second year of apprentice training shows
how he can drive the excavator with the help of instructions that he gets via QR-tags. As we
know, one of the key features of the Learning Toolbox is the QR-reader. And one of the key
features in the LL Multimedia Training was to create QR-codes.
2. How to enrich the apprentices’ projects with the help of the Learning Toolbox?
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After these starters the video offers us several (lengthy but interesting) examples, how the
apprentices work with typical workplace learning projects and how they are instructed.
Martin, apprentice in his second year of training for industrial maintenance work
(Industriemechaniker) demonstrates firstly with instruction and planning & evaluation documents
what he has to carry out. Then he demonstrates with tools and materials how this works and
how he can support this work with smartphone/tablet PC and with the Learning Toolbox (LTB)
how he can carry out his project with access to information resources. Here, the big difference
with the LTB is the fact that the search processes can be repeated. Also, the key advantage is
the possibility to access the health and safety requirements while completing such tasks and to
get alerted to clothing, procedures and treatment of materials.
In a similar way the full-time trainer (Lehrwerkmeister) of road-builders, Mr Wiedenstried, is
demonstrating the process of instructing new apprentices in his trade (road building) into the
basics and then he shows a video on the ‘ticks of the trade’ in getting the plastering of the roads
more even when using specific ‘old-fashioned tools’ (Sandhobel). Here we have a clear case for
the Learning Toolbox to provide access to such videos as ‘tricks of the trade’.
Likewise, the full-time trainer (Lehrwerkmeister) of the carpenters, Mr Pape demonstrates the
usability of Learning toolbox in getting quick instructions for building the scaffolding
(Gerüstebau) and for wearing the right clothing (that complies with the health and safety
requirements) when building such scaffolding.
3. Reflections on the LL project, on Multimedia Training and on the Learning Toolbox
In the third part of the video we see four full-time trainers (Lehrwerkmeister) reflecting on their
experiences with the LL project and on their expectations on the LTB. Here, the trainers indicate
that when they have revealed some of the featurtes of the emerging Learning Toolbox, the
apprentices have been full of enthusiasm and that they themselves have got convinced that the
use of smartphones and other mobile devices will be positive already in the near future.
(Officially these devices are still banned to avoid distraction.)
When thinking about the multimedia training they have gone through in the context of the LL
project, they have a high opinion on it. also, they have got positive feedback from apprentices
on the blogs and on the way they have supported the projects of apprentices.
Finally, regarding the Learning Toolbox, the trainers are looking forward to have a beta-version
of a functioning tool to work with. They – just as their colleagues in other trades – have identified
quite a lot of points where they could make use of it. In a similar way they are confident that the
apprentices are capable of addressing how the tool could be developed further. They are not
expecting a product in its final stage but something that can be used and developed further.
4. PS: What can a trainer’s blog achieve and what messages to the LTB developers?
As the first ‘bonus track’ the video contains an introduction (by Mr Pape) to the carpenters’ blog
(Zimmererblog) and to the way in which such a blog can be used to guide the self-organised
learning of apprentices at different stages. Also, the reflection session shows how the blog has
suddenly become international. So, there we are – the Layers’ fieldwork agenda is taking off, far
quicker than we expected.
As the second ‘bonus track’ Mr Schoka – well known to usd as a participant in the Helsinki
Design Conference – addresses the general wish of the Bau-ABC colleagues: to get a nice
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package with the LTB tiles and to find a fully functioning mobile phone with the LTB functionality
ready to be tested. The trainers and their apprentices are ready for this step!
I guess I have written enough to convey the message of our Bau-ABC colleagues. The ball is
clearly on our side of the (tennis) court. What shall we do next?
Reviewing the video(s) from Bau-ABC – Part 1: What kinds of messages are there to
be found?
September 27th, 2014 by Pekka Kamarainen
In my latest blog I gave a quick overview of the video produced by the Bau-ABC team for the
consortium meeting of the Learning Layers (LL) project that took place in Tallinn from
Wednesday to Friday. I wrote the blog when I was preparing the presentation of the video in the
meeting. From that point of view it became an overview on the contents as such – a verbalised
table of contents. Now, after having viewed the video some more times, I realize that we have a
much richer resource at our hands than we thought. Before I go further with my second thoughts
I will share the link here:
http://youtu.be/Z2JoZSn4PyY
In this first post I outline a set of questions that I will discuss in a series of posts. With these
questions I try to get a deeper insight into the importance of this video material for us as project
partners and for external viewers. In particular I want to tease out some feedback on, what the
project is achieving and what kind of impact it can have in the construction sector.
From this point of view I will discuss in the next posts the following questions:
1. What do we learn from the usability of Learning Toolbox in that training provided by Bau-
ABC?
2. What do we learn from possible uses of Learning Toolbox in companies and in
workplace contexts?
3. What do we learn of the views of trainers on Learning Toolbox?
4. What do we learn of the impact of the Multimedia Training in Bau-ABC?
As I see it, the current video is a treasure island that has several treasures that need to be
found and mapped. In the following blogs I try to identify the sections that respond to the above
mentioned questions and to highlight the messages that are coming through.
Reviewing the video(s) from Bau-ABC – Part 2: How can Learning Toolbox be used
in the training of Bau-ABC?
September 27th, 2014 by Pekka Kamarainen
In my previous post I started a series of blogs that review the video produced by the Bau-ABC
team for the recent consortium meeting of the Learning Layers (LL) project. The video focused
on the usability of the emerging Learning Toolbox (LTB) – a framework for accessing web
resources and managing web apps – in the construction sector. In this post I will focus on the
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sections of the video that highlight the use of LTB in the context of apprentice training provided
by the Bau-ABC on their premises. Here I share the link to the video:
http://youtu.be/Z2JoZSn4PyY
LTB as support for apprentice’s project
A very lively and comprehensive picture of a typical training project in Bau-ABC is given in the
section that presents the apprentice Martin He is a 2nd year apprentice in machine and metal
techniques (and this section is placed between 3.41 and 11.02 in the current version). Firstly
Martin gives an overview on the instruction sheets and drawings provided by the White Folder of
Bau-ABC and on the planning sheets and inventory sheets that the apprentices have to fill. He
then presents the mechanism that was to be constructed, partly from existing pieces, partly from
pieces produced on sight. Then he presents the final report that gives an account on the work
processes and on the quality criteria that have been met. At the end we see the points given by
the trainers in their final assessment.
Secondly, Martin and Melanie Campbell identify several points in which the LTB can support
such project – starting from the search for appropriate materials and adequate tools, continuing
to storing information on relevant QR tags and to possibilities to repeat search histories.
Furthermore, the LTB can store films of the functioning of the mechanism. A specific topic is the
easy access to relevant health and safety information. Finally, Martin made a strong point on the
usefulness of LTB in the phase when apprentices prepare themselves for their final
examinations.
LTB as means to share the ‘Tricks of the trade’
In next sequences (from 11.06 to 15.33) we see firstly an episode in which Stefan Wiedenstried
instructs firstly an apprentice how to get the slope right when the road is plasters with stone.
Then, in the subsequent discussion Stefan and Melanie discuss, how to store such videos on
the LTB and what their relevance is in the learning process. Finally, we get a glimpse of an older
video that shows the use of a useful conventional tool (Sandhobel) in getting an underground
scaffolding right at place (to give free space for pipeline builders).
Reflective commentary
These two cases are clearly from the context of apprentice training within the training centre
Bau-ABC and on their premises. The first case demonstrates a typical apprentice’s project
assignment and the learners’ tools that the White Folder provides. The solutions that are
discussed for introducing the LTB are very similar to the ones that came up in the co-design
workshops of the first year (when the digitisation of the White Folder was taken as the starting
point for the design theme “Sharing Turbine”). Likewise, the use of the videos was discussed in
the first iteration of the Sharing Turbine (when some trades and their projects were selected as
pilot areas for “Rapid Turbine”). However,due to the shift of emphasis to a more flexible design
concept “Learning Toolbox” the co-design work is not limited to the context of the training
centre and its project. This will be discussed in the next post.
Reviewing the video(s) from Bau-ABC – Part 3: The relevance of Learning Toolbox
for companies and construction sites
September 27th, 2014 by Pekka Kamarainen
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With my two previous posts I started a series of blogs that review the video produced by the
Bau-ABC team for the recent consortium meeting of the Learning Layers (LL) project. As I have
indicated, the video focused on the usability of the emerging Learning Toolbox (LTB) – a
framework for accessing web resources and managing web apps – in the construction sector. In
my previous post I discussed, how the LTB can be used in the the context of the training
activities of the Bau-ABC. This post shifts the emphasis towards companies and construction
sites. Here I share the link to the video: http://youtu.be/Z2JoZSn4PyY
Example on machine/metal techniques: The store of chains for construction machines
In the first case (placed between 0.25 and 1.42 on the current version) Rainer Schütte tells
about the store of chains for construction machines. Each of these chains is a unique example,
tagged with a separate chip or embedded chip, and the chains have to be tested regularly. Both
for companies as well as for the training centre it would be useful, if the tags could be read by a
smartphone or tablet that has the LTB installed. In this way the identification of appropriate
equipment (number of chains, capacity and tolerance) could be concluded with the help of the
tool.
Example on construction vehicles: Driving supported by QR tags
In the second case (placed between 1.43 and 2.30) the apprentice Arnold demonstrates how he
can manage a massive excavator. Whilst he already manages the routine commands, he feels
the need to check the special commands for the forthcoming task. For this purpose he uses the
QR-reader of the his smartphone and the QR tag (attached to the machine) that gives him
access to the user’s manual of this particular type of excavator.
Example on building the construction scaffolding in accordance to health and safety
regulations
In the third case (placed between 15:34 and 18:35) Markus Pape and his apprentices
demonstrate with Melanie Campbell and Kerstin Engraf how the building of scaffolding is carried
out in compliance with the health and safety regulations. Markus points to the current tagging of
the elements of scaffolding that point to instructions that are available online. The LTB that is
equipped with a QR reader can make the instructions and the requirements of special clothing
(with safety lines) transparent on site. In the filmed episode the team of apprentices assemble a
high scaffolding and Max who is on top wears the required clothing. At the end of the episode
Melanie, Markus and Kerstin discuss, how to accommodate this information under the designed
tiles of the LTB and how to use existing materials in a compressed form.
Reflective commentary
All these cases were filmed on the premises of Bau-ABC but they did not differ from normal
circumstances in construction sites. Selecting the appropriate chains, managing the excavator
and assembling the scaffolding are real issues for construction companies. If construction
workers are not sure about the right choices, it is very helpful that they have the possibility to
double-check from a relevant resource. Here, the use of the LTB is to be seen as assurance
and confirmation, not as an excuse for not learning things properly. This kind of issues were
taken up in the group discussion of the Bau-ABC trainers that will be covered in the next post.
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Reviewing the video(s) from Bau-ABC – Part 4: Learning Toolbox as support for
learning alongside working
September 28th, 2014 by Pekka Kamarainen
With my three previous posts I have started a series of blogs that review the video produced by
the Bau-ABC team for the recent consortium meeting of the Learning Layers (LL) project. As I
have indicated, the video focused on the usability of the emerging Learning Toolbox (LTB) – a
framework for accessing web resources and managing web apps – in the construction sector. In
the two previous posts I discussed, how the LTB can be used in the the context of the training
activities of the Bau-ABC and in the companies or construction sites. In this post I will focus on
the Bau-ABC trainers’ views, how LTB will support learning alongside working. Here I share the
link to the video: http://youtu.be/Z2JoZSn4PyY
In the latter part of the video (between 18,04 and 29:00) Melanie Campbell has a discussion
with four full-time trainers, who have been involved in most of the LL activities and engaged
their apprentices as well – Lothar Schoka, Kevin Kuck, Stefan Wiedenstried and Markus Pape.
Below I will highlight some points of their discussion and the messages they are passing to us
(as their LL partners) and to wider audiences.
New prospects for using digital media/ smartphones alongside working and learning
The LL project has brought into picture new ways of using digital media, web tools and
smartphones in the context of work and workplace learning. The trainers themselves have
launched their blogs and brought their apprentices to demo sessions on the LTB. The
apprentices have greeted this with enthusiasm. They and their companies have now new
prospects for using these tools for working and learning – not as distraction and waste of time.
From this perspective the trainers are keen to take further steps forward in piloting.
The LTB as support for learning and professional growth
The trainers saw in the LTB a great potential for supporting holistic, action-oriented and self-
organised learning (in German with one concept: Handlungsorientiertes Lernen). Whilst they are
currently delivering their info-sheets and worksheets each time for the respective project, the
LTB provides a realm for information and challenges the apprentices to do their own searches
and consolidate their own findings. In the same way, as the documentation of work processes
and learning results is currently a routine with paper documents, the LTB opens room for
creativity. The apprentices can enrich their documents with photos, videos and multimedia (with
annotations, cartoons and other possibilities). In this way they can demonstrate also their
learning progress and achievements to their peers and friends but also to their companies and
to their supervisors. So far, the feedback from apprentices points to this direction if the
apprentices can be wider engaged in the piloting.
Expectations on next 12 months with the LTB
The trainers are eager to see a beta-version of a functioning LTB on smartphone and tablet to
be used in real life. On their behalf they are prepared to start the piloting with selected projects.
They do not expect a fully completed end product but rather a pilot version that can be further
developed on the basis of feedback. And for them it is important that apprentices are engaged
as users who can contribute to the development. This was the key message.
Reflective commentary
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Here I prefer to let the trainers’ message speak for itself. However, it is interesting to see that
they have confidence in their apprentices as smart users of smartphones when there is a
framework like the LTB to draw their attention to working and learning contexts. Also, they are
confident that the apprentices will use the LTB to enhance their learning rather than to minimize
their learning effort. And finally, they see their apprentices as valuable stakeholders in giving
feedback on the pilot use of LTB and in promoting the tool to their companies as well.
Secondly, it is worthwhile to note that the trainers are not only focusing on the training that is
provided on the premises of Bau-ABC under their supervision. Instead, they are looking forward
to see the LTB being used in wider contexts support professional growth and to strengthen
professional communities. This became clear when they discussed the impact of the Multimedia
training and of sharing the experiences. But this merits a post of its own.
Reviewing the video(s) from Bau-ABC – Part 5: From Multimedia training to
multipliers of new skills
September 28th, 2014 by Pekka Kamarainen
With my four previous posts I have worked with a series of blogs that review the video produced
by the Bau-ABC team for the recent consortium meeting of the Learning Layers (LL) project. As
I have indicated, the video focused on the usability of the emerging Learning Toolbox (LTB) – a
framework for accessing web resources and managing web apps – in the construction sector. In
the two posts I discussed, how the LTB can be used in the the context of the training activities of
the Bau-ABC and in the companies or construction sites. In the previous post I presented Bau-
ABC trainers’ views, how LTB will support learning alongside working. With the final post I will
focus on Bau-ABC trainers’ views on the Multimedia training they have gone through and on
their achievements with their new skills. Here I share the link to the video:
http://youtu.be/Z2JoZSn4PyY
In several sections the video makes references to the Multimedia training that was organised by
the LL project (between 20.45 and 23.25) or to the achievements of the trainers’ in making use
of their new skills (between 29.05 and 30.50). Here some insights into these discussions and
into the picture that is given.
Trainers’ comments on the Multimedia Training by the LL project
Several trainers had comments on the impact of the Multimedia training. In his general comment
Markus Pape pointed to the fact that the training had showed them quite a range of practical
possibilities to work with new media. Once they had launched their domain-specific blogs (for
the carpenters, bricklayers and roadbuilders) they had also been able to make use of them. All
this has been greeted very positively by their apprentices. Kevin Kuck seconded and
emphasised that the pioneering work of the carpenters was helpful for the bricklayers and there
have been mutual exchanges between the trades, looking at each others’ solutions when
making these blogs and using them. And already at the early stage the apprentices have been
interested and looking forward to new contents.
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In a similar way Lothar Schoka emphasised that also those trainers, who have not had the
chance to participate, have been interested and tried to inform themselves of the colleagues’
progress. In this context he had also got some tutoring from the colleagues and made his own
web page to upload info sheets. And he also got positive feedback from his apprentices. Thus,
they considered that the trainers altogether are getting ready to dedicate some time for using
digital media, web tools and mobile technologies to support their training and to enhance the
workplace learning of apprentices.
Achievements in putting new skills into practice: the example of “Zimmererblog”
In the final part of the video there is a special section in which Markus demonstrates how he has
developed his “Zimmererblog” and what contents there are to be found. We see first the
structure – based on projects and project sheets for each year of apprentice training (1-3), the
help areas, literature recommendations and the slide shows. Then we see the link to the
facebook group of the trade, the designed link to the LTB and the business cards that give the
QR codes of the blog and of the facebook group. Then, the video presents the statistics (at that
time over 3400 hits from over 20 countries and more detailed accounts). Altogether, we see a
pilot site that is emerging into Open Educational Resource with a wider importance.
Concluding remarks
I have been impressed of this video and spent a lot of time listening to it and commenting it. To
me it provides evidence that the pilot activities have not only been well received by the
colleagues in Bau-ABC but they have in many contexts been integrated into their normal
practice. In this respect the colleagues want to make further steps with the Learning Toolbox
because it provides a transparent framework for many possibilities. Finally, the achievements
with the trainers’ blogs show that the colleagues in Bau-ABC are not only using and co-
developing the tools just for their training. They have taken important steps further to promote
this know-how wider in the construction sector. I think that this video is a raw diamond that can
be worked further to demonstrate this as well. Let us see this happen!
Second thoughts after the Tallinn meeting of the Learning Layers project
September 30th, 2014 by Pekka Kamarainen
Last week we had the project consortium meeting of the Learning Layers (LL) project in Tallinn.
I have posted quite a number of blogs on our preparation for the meeting – on our fieldwork with
our partners in the construction sector and on the video produced by the Bau-ABC team,
Graham Attwell has posted a blog on the preparation of a specific workshop on Wales-Wide
Web. Now it is time to look back – to see what we achieved – and to look forward – to see how
we can build on the results of the Tallinn meeting. I do not try to give an all-embracing report,
instead I try to highlight some key points.
1. The Business Model workshop
The highlight of the first day was the Business Model workshop – the one that Graham outlined
in his blog. Already before the meeting there was a consensus between several partners, how
to develop an ‘incubator model’ that links the work inside the project (Work Package 7) to the
efforts to facilitate spin-out activities with wider involvement (Work Package 8). The Business
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Model workshop was planned to take up some key initiatives that would require the involvement
of external stakeholders and to develop business model canvases for the initiatives.From this
perspective we worked in small groups with limited time (including business idea pitches) until
we got business model canvases for the following initiatives:
● Development of the Learning Toolbox (development and maintenance),
● Development of a Learning Toolbox users’ association (external users’ engagement and
co-participation),
● Development of the AchSo! application,
● Development of the Healthcare applications’ integration to Intradoc,
● Development of the Social Semantic Server.
The workshop was carried out with very limited time but it gave an idea, what is needed to take
these initiatives from the protective project environment to the ‘real life’ environment after the
lifetime of the project. In particular it was important that these business model canvases were
drafted by mixed teams – not only insiders in the respective development projects. In this way
we got a far better understanding on the whole project.
2. The message of application partner Bau-ABC was received with great interest
This time our colleagues from Bau-ABC could not attend but they prepared a lengthy video from
which I showed selected episodes. I have outlined the contents in an earlier blog and then made
commentaries on different issues in the videos with my five recent blog posts. Here I would like
to emphasise that the video gave a much more lively picture on the progress of our work and on
the expectations & wishes of the Bau-ABC trainers, how to work further. Here we got insights
into what can be achieved in training projects and in real work on construction sites.
It is worthwhile to note that many colleagues were enthusiastic although they couldn’t follow
completely the discussions in German language. But seeing the live people in real working and
learning situations or in a very intensive group discussion the colleagues got hungry to learn
more what they are saying about the LL project and on the Learning Toolbox. The special
“bonus track” was the episode in which Markus Pape demonstrates his Zimmererblog – the
worksheets, the drawings, the added resources and the statistics. By that time the blog had
passed the mark of 3400 hits (from over 20 countries), at this moment the blog has already
passed the mark of 4000 hits. This is a really respectable result for a blog that was launched
last November.
3. Progress with sustainability scenarios and integrated learning stories
Already in our previous consortium meeting in Bau-ABC we tried to put the sustainability
scenarios into the centre of our work. Also, some of our colleagues had prepared workshops to
create integrated learning stories that can demonstrate the use of several LL tools. At that point
these exercises did not quite meet each other. Now, in Tallinn, after the Business Model
workshop and after fresh input from our application partners we took some steps forward. When
we were presenting sustainability scenarios, we were more explicit about stepping outside the
project and in engaging external stakeholders. We were also in the position to script new
learning stories that are based on the recent progress in our fieldwork . And finally, we were in a
good position to to see, how we can make use of the visualisations of our colleagues in Tallinn
to illustrate these stories with real life flavour.
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I guess this is enough of the highlights. We took a lot of homework for us and now it is time to
have a closer look at the ToDo-lists that have been circulating after the meeting. I will get back
to blog when we take further steps.
Seven short videos from Bau-ABC for Learning Layers project available on YouTube
October 15th, 2014 by Pekka Kamarainen
With a series of earlier posts I tried to make transparent, what kind of messages were to be
found from the long video (in German) produced for the Learning Layers (LL) project by our
colleagues in Bau-ABC: http://youtu.be/Z2JoZSn4PyY
Now, with the help of the friendly advice from Graham and supported by the quality check of
Werner I have edited the rich material into seven short videos with English subtitles. Below, I
give a brief overview and the links:
First video: LL Multimedia Training and Impact
In this video Bau-ABC trainer Markus Pape presents his Zimmererblog (the Carpenters’ blog) as
a results of the Learning Layers’ Multimedia Training. Then, the parallel efforts to create blogs
or web pages are discussed by two other Bau-ABC trainers from different trades – Kevin Kuck
(Bricklayers) and Lothar Schoka (Well-builders).
Second video: LTB Development and Implementation
In this video four Bau-ABC trainers discuss the development and implementation of the
Learning Toolbox (LTB). They consider the support for self-organised learning, the benefits for
apprentices. In particular they emphasise the necessity to get feedback from apprentices who
have used the LTB in real work situations. They also stress their willingness to start using the
LTB in selected projects. In the Bonus Track Lothar Schoka sends special greetings to the
developers of the LTB.
Third video: LTB for Apprentices’ Project
In this video Bau-ABC apprentice Martin demonstrates how a typical training project is carried
out with the support of instruction sheets and worksheets from the White Folder of Bau-ABC.
Then he discusses with project manager Melanie Campbell (Bau-ABC), how LTB can be used
as support in different phases of the project.
Fourth video: LTB for construction work
In this video Bau-ABC apprentice Arnold shows how he can use the LTB to support him in
managing the heavy excavator that he is driving. In the second part of the video Markus Pape
demonstrates how LTB can be used by a group of apprentices who are building the scaffolding
for a construction site.
Fifth video: LTB for Health and Safety
In this video apprentice Martin discusses with Melanie Campbell, how the LTB can be used to
raise awareness of Health and Safety issues in the training workshops while working with
training projects. In the second part of the video the apprentices who are building the scaffolding
demonstrate their safety gear. Then Melanie Campbell and Markus Pape discuss how to place
the specific Health and Safety information into LTB.
Sixth video: LTB for instruction at workplace
In this video Bau-ABC trainer Stefan Wiedenstried instructs apprentice Tim in measuring and
preparing the slope in road-building – a trick of trade for lifetime as he calls it. Then he
discusses with Melanie Campbell how such instruction videos should be placed in the LTB. At
the end we see a glimpse of an older instruction video.
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Seventh video: LTB for storage of tools
In this video Bau-ABC trainer Rainer Schütte shows how LTB can be used by training centres
and companies as support for the storage of tools. He makes a request for a special app that
could read the technical data and the safety features from the RFID chips. In the other part of
the video apprentice Martin and Melanie Campbell look how the search for materials works with
QR-scanner.
This is the overview of the short videos extracted from the rich material filmed by our Bau-ABC
colleagues Melanie Campbell and Kerstin Engraf (who also did the original editing). With these
clips we want to demonstrate how many uses our partners see for the emerging Learning
Toolbox – both in training and in work situations. Also, we see how the Multimedia Training and
peer tutoring have equipped the trainers to work independently as creators of web-based
learning resources for their trade. Altogether, we think that these testimonies from Bau-ABC
convey a clear message that they have got something moving with the use of digital media, web
tools and workplace learning.
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Further thoughts on the short videos from Bau-ABC for the Learning Layers
project
October 16th, 2014 by Pekka Kamarainen
Yesterday I published on YouTube seven short videos (with English subtitles) that were filmed
in Bau-ABC to demonstrate the achievements of the Learning Layers (LL) project. Here the link
to the YouTube channel via which they were published:
https://www.youtube.com/channel/UCNsA37YN2C4HZEwN10HqPOw
During the final editing phase I had plenty of time to think about the importance of this material
for the LL project. Therefore, I would like to share these thoughts with this blog post. I have
already given an overview on the content of these videos in my previous post.
Therefore, I prefer to go directly to the points that I want to highlight when looking at the whole
set of these videos as testimonies of our partners in Bau-ABC on the achievements and
prospects of the work of the LL project in their working environment:
1. The Multimedia Training has impact
Already the first video demonstrates that the Multimedia Training has had real impact. The most
obvious example is the Carpernters’ blog – Zimmererblog. With this blog trainer Markus Pape
has organised the whole range of initial training projects (from year 1 to year 3) in his trade. He
has also attracted international interest and the number of hits (now nearly 4700) is highly
respectable. But it is equally important that similar initiatives (with blogs or with separate web
pages) have been launched in other trades as well and that the feedback from apprentices –
who have been able to use their smartphones to access the material – has been positive.
2. The Learning Toolbox (LTB) can be used to support both learning and occupational
work
The third video explores the use of the Learning Toolbox (LTB) in an apprentice’s project, whilst
the sixth video documents instruction on a specific workplace (and discusses the use of LTB).
The fourth video demonstrates uses of LTB in different working situations. The fifth video
highlights the role of LTB in creating awareness for Health and Safety issue – both in the
training workshop and in real work situations.
Altogether, these videos demonstrate multiple uses of the LTB for different purposes. Thus,
Learning Toolbox is not merely a toolbox to support the training in Bau-ABC but a toolbox to
support working and learning in construction sector occupations.
3. The trainers and apprentices are engaged in developing and commenting the Learning
Toolbox
In the second video four trainers make comments on the importance of the LTB. In particular
they highlight the role of LTB in supporting self-organised learning. Also, they draw attention to
the possibilities to make the obligatory documents more interesting to the apprentices (by
allowing them to add photos, cartoons or videos). The trainers are clearly willing to enter the
next phase – to introduce a functioning LTB in selected apprentices’ projects – as we can see
from the “Bonus Track” part of the video.
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The third video shows a dialogue between Melanie Campbell and apprentice Martin on the uses
of LTB in training. We have several remarks from him. In his final remark (not included into the
short video) he expresses the wish to have LTB to use during the preparation for final
examinations.
In the seventh video we have a particular working context – the storage of chains for
construction vehicles. Here the trainer shows a particular possibility to use the LTB for
identifying different chains. Here, new technologies (scanning the RFID chips) linked to LTB
could help to track their technical data, safety features and maintenance data. This, however
would require further steps in the development.
4. This all is based on previous work with the “Sharing Turbine” and brings the design
idea further
Altogether, it is important to note that the initial design idea “Sharing Turbine” has not got lost.
Instead, the progress with the trainers’ blogs shows that the info sheets and worksheets for
apprentices’ project can be delivered via web. Also the examples on using LTB in different
situations show that the apprentices can integrate digital media, web tools and mobile
technologies to their work. Furthermore, the work with instruction videos (“Tricks of the trade”)
arises from the phase of “Rapid Turbine” and carried on to work with Learning Toolbox.
5. This all is work for wider range of users to join in during the next phase of piloting
What has been delighting, is the fact that the colleagues in Bau-ABC have not kept the project
and the benefits to themselves but are looking for wider outreach and wider engagement of their
partners. This has been apparent during the trade fairs (Brunnenbauertage, NordBau – see my
earlier blogs). We have also made progress with our contacts with craft trade companies and
our counterparts have also shown interest to engage their partners into discussion on Learning
Toolbox (e.g. the company K) or drawn our attention to the potential of LTB to support mobility
of apprentices and trainees from other European countries (e.g. the company W). And finally,
our work with managed clusters brings into picture a wider circle of users (as the recent
messages from Gilbert Peffer demonstrate).
I think this is enough of my further thoughts. We have got something important moving and
together we can keep things moving.
Learning Layers videos from Bau-ABC presented for a Norwegian audience
October 17th, 2014 by Pekka Kamarainen
Day before yesterday I published on YouTube a set of Learning Layers (LL) videos (with
English subtitles) from Bau-ABC. Here the link to the YouTube channel via which they were
published: https://www.youtube.com/channel/UCNsA37YN2C4HZEwN10HqPOw
Today these videos had their premiere in front of a qualified audience from Norway. A
delegation from the Norwegian college Fagskolen Innlandet (Rector, Vice-rector and ca. 50
lecturers) had visited enterprises in Bremen during two days. On their final day they had a
special session with ITB, with focus on Learning Layers. Given their tight schedule, I was alone
presenting the project and its recent achievements (in Norwegian).
After having given a brief introduction to ITB (as an institute), to its international projects and to
the Learning Layers (as a project) we focused primarily on the Learning Toolbox. Here, the most
effective way to communicate was to show the short videos from Bau-ABC. We had a look at
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the apprentices’ projects (Video 3), work situations on construction sites (Video 4), clips that
highlight Health and Safety issues (Video 5), special demands arising from storage of tools
(Video 7) and the results of Multimedia training in Bau-ABC (Video 1). Altogether, this session
with short videos gave the visitors a lively picture on, what is happening in the LL project and
how our application partner Bau-ABC is working with us.
After this presentation we had an interesting discussion. The rector drew my attention to the fact
that the Fagskole is a two-year long college that provides higher vocational qualifications for
professional who have gone through initial vocational education and have gained work
experience. Fagskolen Innlandet caters for a wide range of occupational fields, including
construction, industrial maintenance, automation etc. – but as well business administration and
healthcare. In addition, a large proportion of the students is participating as part-time students
using e-learning provisions. (Partly their training is comparable with the professional upgrading
programs of Bau-ABC, partly with some German Universities of Applied Sciences.)
In the discussion I had to answer to several well-targeted and well-formulated questions:
Firstly, some of the lecturers were interested on the pedagogic implications of introducing the
Learning Toolbox (LTB). Here, I referred to the conceptual background of the Bau-ABC White
Folder in the culture of action-oriented and self-organised learning (Handlungsorientiertes
Lernen). I told them of several workshop sessions and on the trainers’ discussion in the Video 2.
In these discussions trainers have stressed the LTB as support for self-organised learning and
professional problem-solving.
Secondly, some of the lecturers were interested on the organisational consequences of
introducing the LTB. Here I could refer to the issues our Bau-ABC colleagues have raised on
their access to Internet from working areas, to the availability of mobile devices and to the
technical support for wider range of internet users. The Bau-ABC colleagues have addressed
this in their concept to install a “Living Lab” unit, based on a mobile container with specific
Internet access and support arrangements. At the level of craft trade companies there are also
similar issues with which our partners are working.
Thirdly, some of the lecturers were interested in issues on industrial culture (steep or flat
hierarchy) and on communication with contents that are manageable for craftsmen. Here again,
I could refer to examples of our partner companies and to their initiatives to get the filtering and
reduction right when making contents available online. Also, I could give encouraging examples
of participative development and design work.
Altogether, the presentation was well received and the Norwegian colleagues were clearly
interested in our work. So far they had not been strongly involved in European cooperation but
there might be a chance to further cooperation with spin-off ideas arising from the work of the
Learning Layers project.
PS. Just when I had returned to ITB, I had a chance to give another demonstration session to
our visitor, Prof. Jürgen Radel who had been formerly working as an international HRD manager
in a Bremen-based logistics company but is now working as professor in a University for Applied
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Sciences in Berlin. He was also interested to see, what we are achieving in our project and was
very impressed of the LTB and on the trainers’ blogs (as outcome of the Multimedia Training). In
return he gave a demonstration on his online learning materials (including videos) on Moodle.
We agreed to exchange information our progress.
I guess this is enough to show that the work with the Learning Layers videos has been
worthwhile. I am looking forward to next opportunities for such exchanges.
What are we achieving with Learning Layers Y2 fieldwork – Part 1: R&D activities
November 7th, 2014 by Pekka Kamarainen
Some time has passed since my latest postings on the Learning Layers (LL) project on this
blog. The reason has been obvious – we have been busy preparing the Year 2 deliverables for
the review meeting that takes place at the end of the year. This has required a lot of energy to
present what all we have done. Also, it has required a lot of effort to compress our message – to
make it transparent. With this blog I want to use some extracts of these documents to highlight
what we have been achieving in our fieldwork in the construction sector – in particular from the
perspective of the (participative) R&D activities. (In the next blog I will discuss the achievements
in stakeholder engagement.)
Shift of emphasis from Year 1 to Year 2
Work in the Construction pilot region in year two has been based on the following shifts of
emphasis in the main activities: key points and main activities in the initial deployment and
piloting of the tools:
● During year one, partners working in the construction sector carried out a series of
interviews and workshops with different stakeholders. A negative picture of the use of
digital media and web tools in the construction sector was confirmed and specified by
critical feedback on scattered apps, tools and software solutions.
● At the end of year one and during year two, the challenge has been to engage key
organisations and user groups in more targeted co-design processes and capacity building
measures. The main emphasis has been on an integrative framework – the Learning
Toolbox – and on capacity building initiatives, in particular the Multimedia Training in Bau-
ABC. With these activities, the project has supported the application partners in taking a
more prominent role as multiplier organisations.
Steps forward in co-design activities
The main characteristics in the initial deployment and piloting of tools have been the following:
● The initial Design Theme “Sharing Turbine” was reviewed internally and reworked (in
January 2014) into proposals for Development project “Learning Toolbox” supported by
parallel Multimedia Training programme with in-built co-design sessions. Parallel to this, the
www.baubildung.net platform was launched to support the pilots in the construction sector.
These new Development Projects and support measures were presented in the consortium
meeting in Innsbruck (February 2014).
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● The initial development of the Learning Toolbox has been carried out in several iterations
and sprints that have been followed by stakeholder engagement activities and participative
workshops.
● The Multimedia Training program (including 5 workshops between November 2013 and
July 2014) has enabled trainers from Bau-ABC to launch three domain-specific blogs that
deliver their training materials, literature recommendations and special tasks for continuing
professional development. Also, the training has enabled the participants to produce their
own video content and to become peer tutors.
● In the next iteration the Learning Toolbox was equipped with a QR-scanner and linked to
tools and apps for digitising analogical contents. These features were presented 100
apprentices and trainers in the Demo Camp event in Bau-ABC during the project
consortium meeting (June 2014). This feedback event provided the basis for subsequent
developers’ event in Graz (August 2014) to explore the integration of WordPress
(Baubildung.net, trainers’ blogs), the Social Semantic Server and the Learning Toolbox.
● As an alternative to an interim evaluation workshop the Bau-ABC team (with support from
ITB) produced short videos on the uses of the Learning Toolbox in different working and
learning contexts. In these videos the trainers also gave insights into their own progress in
making use of web tools and multimedia and as peer tutors supporting each others . Based
on this feedback the developers of the Learning Toolbox have had a Design Sprint event in
Utrecht (October 2014).
I have given a selective glimpse into what we are reporting and I have focused on our
cooperation with the training centre Bau-ABC. In the next posting I will focus on our progress
with stakeholder engagement and interaction with users. Here again, Bau-ABC has played a
major role.
What are we achieving with Learning Layers Y2 fieldwork – Part 2:
Stakeholder engagement and sustainability scenarios
November 7th, 2014 by Pekka Kamarainen
With the series of two postings I wish to give a picture on the progress of the Learning Layers
(LL) project with its fieldwork in the construction sector during the Year 2. With the previous blog
I discussed our progress from the perspective of the (participative) R&D activities. In this blog I
will shift the emphasis on our progress with stakeholder engagement and in shaping
sustainability scenarios for the time after the project.
Reaching out to stakeholders in Germany and in Europe
The major steps forward in engaging key stakeholders and in outreach activities have been the
following:
● The Learning Layers outreach activities during the Brunnenbauertage trade fair (May 2014
in Bau-ABC) reached an audience of ca. 300 persons. Via the presentations, the
information stall and via numerous interviews and short working meetings the project made
new contacts for follow-up measures. These activities focused on craft trade companies,
manufacturer and vendor companies as well as on other training providers (e.g.
Fachhochschulen with intensive workplace learning schemes).
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● The Learning Layers’ partners’ visit to the major North-German construction sector trade
fair NordBau (September 2014) continued the outreach activities started at
Brunnebauertage in May. In scheduled talks with manufacturer and vendor companies, the
representatives of Bau-ABC took the lead in promoting the Learning Toolbox among their
partner companies. Parallel to this ITB started the series of cooperation workshops on
company-specific piloting with the Learning Toolbox.
● Parallel to the progress in the pilot regions the Learning Layers partners used their
conference participation to involve interested experts as external advisors. In this way, the
contacts from ECER 2013 and ECER 2014 have been used to engage external advisors
from Germany (evaluation of training sectors in the construction sector), the Netherlands
(accompanying research on the development of hybrid learning environments in two
sectors, including construction), Norway (evaluation of the role of regional apprenticeship
offices as catalysts of innovations).
● In collaboration with the partners working with managed clusters at European level (see
below) the North-German partners have created collaboration with North-German cluster
initiatives that focus on construction sector. In this respect, the membership of Bau-ABC
and ITB in the “Bau 4.0” initiative group paves the way for wider spin-off activities.
From project work to sustainability scenarios
The progress in the development of sustainability scenarios can be characterised in the
following way:
In the year one, the sustainability scenarios in the construction sector could at best be shaped
as measures to promote sustainability of the main project activities in target organisations (but
with limited awareness how to sustain them after the project).
Based on the year two activities, it has been possible shape an integrative scenario that links to
each other the following elements:
1. the consolidation of the Learning Toolbox Development Group in parallel to
2. the upgrading of capacity-building services provided by Bau-ABC – the so-called Living Lab
concept,
3. the creation of an organisational format for users’ participation in the development of the
Learning Toolbox (“Users’ association”) and
4. the creation of pattern for business cooperation between internal stakeholders and external
service providers interested in the Learning Toolbox.
These are (in a nutshell) the messages we are presenting in our deliverables. But now that we
have submitted them we are already continuing to the next steps of our fieldwork.
Dissemination of the LL fieldwork and R&D activities in construction sector
December 1st, 2014 by Pekka Kamarainen
Recently I have written short news updates to the Learning & Working Newsletter on the
Learning Layers (LL) project. I have firstly sent a short news article on the update of the LL
websites for user engagement (both EN and DE language versions). Secondly I have sent a
short summary on our contributions to educational research conferences. Since they give a
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quick snapshot what we have done recently and links to further sources, I will share this
information also via this blog.
Updates on the fieldwork of the EU-project Learning Layers
The EU-funded research & development project “Learning Layers” supports the development of
learning at workplace with mobile technologies, digital media and web tools. The project has
recently updated its websites with articles and videos on the fieldwork in the pilot region for
construction sector (North Germany). The articles describe the development of the new design
idea “the Learning Toolbox” and the outreach activities in different events, e.g. the
Brunnenbauertage and NordBau trade fairs and in different workshops with apprentices, trainers
and companies. The videos from the training centre Bau-ABC give a picture of trainers’ and
apprentices’ involvement in the project and their views how to use the Learning Toolbox. The
English versions of the articles and videos with English introductions are available here
http://learning-layers.eu/construction.
The German versions of the articles and videos with German introductions are available on the
restructured German website of the LL project http://learning-layers.eu/german/aktivitaten.
Learning Layers work presented in ECER’14 Porto & in WERA focal meeting Edinburgh
The EU-funded research & development project “Learning Layers” (LL) has presented its interim
results in recent educational conferences.
In the European Conference on Educational Research (ECER 2014) the LL project organised
two major sessions:
● the Research Workshop “Interactive Innovation Research in VET and Working Life:
Lessons from Dutch and European Projects” and
● the Symposium “Construction 2.0: Concepts, Challenges and Chances for Research &
Development Dialogue”.
The contributions to the research workshop will be published in a joint article of Joanna Burchert
(ITB), Aimée Hoeve (HAN) and Pekka Kämäräinen (ITB) by the International Journal for
Research in Vocational Education and Training (IJRVET).
Following papers of the symposium will soon be available available in the ECER VETNET
proceedings of the year 2014:
● “The Role of Accompanying Research and Participative Design in the Learning Layers
Project” by Pekka Kämäräinen, Ludger Deitmer and Lars Heinemann (ITB) and
● “Work Process Knowledge meets Mobile Learning – Insights into Design Process of the
Learning Toolbox” by Pekka Kämäräinen, Joanna Burchert (ITB) and Graham Attwell
(Pontydysgu).
In the WERA Focal Meeting 2014 of the networks of the World Educational Research
Association the following research paper was presented by the LL project: “Scaffolding
Competence Development through Mobile Technologies“ by Ludger Deitmer and Lars
Heinemann (ITB).
Layers and cluster visitors: What did we learn in Bau-ABC today (Part 1)
December 5th, 2014 by Pekka Kamarainen
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During the last few weeks quite a lot of effort in the Learning Layers (LL) project have been put
to reporting and drawing conclusions from the Y2 activities. Also, a lot of effort has been put to
the technical development of the tools. This might give a false impression that our fieldwork in
the construction sector pilots has gone to standstill. We wouldn’t accept this interpretation. Yet,
since we have not been able to organise major events, it is difficult to give a picture, what is
going on in the field. (For several practical reasons we had to postpone a new round of field
workshops to the beginning of the year 2015.) From this point of view we were happy to receive
visitors from the Norwegian Tretorget cluster organisation and to make a joint field visit to Bau-
ABC with them. Below, in the first post I presents some observations from the cluster exchange
session of our visit.
Layers meets the Norwegian cluster Tretorget
In September some partners of the Learning Layers had participated in the European Clusters’
Matchmaking Conference in Berlin. There they had organised a seminar on the project and
participated in bilateral matchmaking talks with interested cluster organisations. The contact
with the Norwegian cluster organisation Tretorget was made in this event. Tretorget is a regional
cluster in the area of Lillehammer and it promotes innovations in wood industry and in using
wood in building and construction work. As a follow-up to the Berlin conference they were
making visits to other cluster regions, including the North German pilot region of Learning
Layers. The major event during their stay was our working visit to Bau-ABC, during which we
had talks with Melanie Campbell and visited some of the training workshops, in particular the
carpenters’ workshop and the well-builders training area.
Cluster talks – insights and lessons
Much of our talks was exchange of information on each others’ organisational frameworks,
regional environments and of the main activities. Although we had to spend much time to
explain our different action contexts (and boundary conditions), we found quite a lot of points for
mutual learning. Furthermore, we noticed that this discussion drew both parties’ attention to
some issues that we or they had not considered very thoroughly before.
For us – the LL partners – it was helpful to discuss the evolution of the Tretorget cluster
organisation as an iterative process with several setbacks and reorientations. Now, we could
see that it has reached a stable phase – both as a cluster organisation based on wide
membership and as a sustained consultancy service. For us it became clear that there is no
‘one perfect way’ to become a mature cluster or to scale up innovations. Instead, their success
was very much dependent on circumstantial factors like timing, setting the right priorities for
networking and pursuing the goals despite obstacles. For the visitors it was interesting to see,
how consequently Bau-ABC emphasises the training of skilled workers – both in the initial
training for labour market and in the continuing training for advanced professional positions.
Here, the visitors made the point that their members and clients had mainly focused on higher
education and continuing professional development of HE graduates.
We agreed to continue exchanges and look for opportunities to develop cooperation. At the
moment it would be premature to anticipate possible next steps. Yet – the talks were inspiring
and emphasised the relevance of linking clusters from third regions to exchanges with the LL
pilot regions.
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Layers and cluster visitors: What did we learn in Bau-ABC today (Part 2)
December 5th, 2014 by Pekka Kamarainen
In my latest post I firstly told, why the fieldwork of the Learning Layers (LL) project has had less
visibility in the recent weeks. Our reporting duties and some backstage work with the tools have
filled the agendas. Therefore, a new round of pilot workshops had to postponed to the beginning
of next year. In this respect we were happy to make a field visit to Bau-ABC with our visitors
from the Norwegian cluster organisation Tretorget. In my first post on our visit I gave a brief
report on our cluster talks with the visitors. In this post I will report on our talks with apprentices
and trainers in Bau-ABC.
Talks with apprentices
Since our Norwegian visitors represented a cluster in wood industry, our primary target was the
workshop and the training area of carpenters. When approaching the area, I recognised some
of the apprentices as ones who had participated in June in the Demo Camp event in Bau-ABC.
They also recognised us and greeted us as old acquaintances – and wanted to know, how the
project is going on. Therefore, I started talking with apprentice Ahmed (born in Germany but
with family roots in Libanon and Syria). In particular I was interested to find out, how he and his
fellow apprentices perceived the blog of their trainer Markus Pape, the Zimmererblog. (See also
my previous posts on the trainers’ blogs and on the video presenting the blogs.)
Ahmed made the following remarks:
1) The very fact that their trainer has made all instruction materials for apprentices’ projects
available via his blog is very much appreciated. The apprentices feel that they get access to
relevant contents via their own media (smartphones, tablets or laptops).
2) The way that the blog has structured the materials of different years of training gives a better
overview and the apprentices can relate different contents to phases of training.
3) The fact that they have such a learning resource from the training centre makes it easier to
tackle with the learning contents provided by the vocational school. (In general apprentices have
been less motivated in school-based learning.)
4) The problem with this web-based learning resource is that it can only be used when you have
access to Internet. This is already a problem in several training areas of Bau-ABC and even
more at the workplaces.
In the light of the above Ahmed and his fellow apprentices were looking forward to further
progress with developing web-based learning resources. In particular they are eager to start
piloting with the Learning Toolbox in their projects.
Talks with trainers
During our visit at the carpenters’ workshop our talks with the trainer, Mr Bruns, focused on their
domain. In our next station, at the well-builders, we had a quick talk with the trainer Lothar
Schoka. He told us of the recent progress with the Facebook group of the well-builders (using
photos and short videos). Inspired by the success of this group they are also developing their
own blog (which has not yet become public but is in the pipeline).
At the end of the visit I managed to meet trainer Markus Pape and talk with him of the next
phase of developing the blogs. We had reached an agreement to migrate the first pilot blogs to
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the BauBildung.net platform to promote synergy and mutual support. Also, via this move we
want to enable feeding metadata from the blogs to Social Semantic Server and back to Learning
Toolbox. This perspective is inspiring and we are looking forward to it.
Finally, I need to mention the transition that has taken place in multimedia training. Whilst we
have so far been running these events as LL project workshops organised by Pontydysgu and
ITB, the Bau-ABC colleagues have now continued this with their own peer tutoring and peer
training activities. In this context they are now discussing the use of different web resources, the
importance of Creative Commons and of Open Educational Resources. To us, the R&D
partners, this is a step from the project activities towards sustaining the learning gains and new
practices. And for our cooperation this gives a challenge to proceed further with the piloting and
outreach activities.