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‘Begleitforschung’ as contributor to digitisation
in vocational education and training (VET) for
construction sector – Linking ‘work process
knowledge’ to ‘Industry 4.0’
Pekka Kämäräinen
University of Bremen, ITB
ECER 2017, Copenhagen,
Wednesday, the 28th of August, 2017
www.itb.uni-bremen.de
Contents
• The research questions
• Background and context of Learning Layers (LL) project
• Construction pilot and shaping the approach
• Conceptual support: The role of the Theory Camp
• Result and follow-up agendas: Learning Toolbox (LTB)
• Linking the LTB to old and new innovation agendas
• Reflecting ’Industry 4.0’ by social/ educational research
• The research claims
The research questions
The paper discusses the Learning Layers‘ Construction pilot and
newer research on similar innovation agendas with focus on the
following questions:
• What role has ‘accompanying research’ played vis-à-vis
innovations in practice and knowledge development on them?
• In what ways has the theme ‘work process knowledge’ been
influential in the Construction pilot and its follow-up?
• How can the work of Learning Layers’ Construction pilot be
related to older and newer innovation agendas?
• How can the theme ‘Industry 4.0’ be related to construction
work, related training and to technology-enhanced learning?
www.itb.uni-bremen.de
Background of the EU-funded RTD
project “Learning Layers“ (EU FP7)
4
Context: European programmes for ICT, Web 2.0
and learning (in work organisations)
• Early push of e-learning technologies vs. limited
succes with SMEs
• Major projects with larger companies, „knowledge
work“ and knowledge management technologies
• New efforts to promote web technologies to
support learning in SME clusters
17+3 partners
2+1 pilot regions and sectors
€13 MM, 30% for innovation
4 years (2012 – 2016)
Learning(Layers(
Informal learning at workplace/
Use of digital media & Web 2.0
Learning at multiple levels
Outline of the Learning Layers‘
Construction pilot ...
6
Context: Regional pilot activities with relatively open
innovation agenda
• Initial design idea raised by intermediate training
centre Bau-ABC (construction sector)
• Participative design activities involving
developers, trainers, apprentices and researchers
• Accompanying research adjusting itself to
iterative process and shifts of emphasis
… adjusting the tasks of accompanying
research during the iterative processes
• Initial stakeholder interviews
• Co-design workshops =>
Change of design idea
• Training schemes
• Support for piloting with LL
tools => Learning Toolbox
• Outreach activities
• Continuing dialogue
• Documentation and reporting
Sharing
Turbine
Multimedia
Training
Learning
Toolbox
Conceptual support for project
activities in the Construction pilot
Context: Learning Layers “Theory Camp” in RWTH Aachen
(March 2014) – preparation, workshops and follow-up
• Revisiting the legacy of earlier approaches to accompanying
research (AuT-Begleitforschung; Modellversuchsforschung);
• Revisiting the legacy of Work Process Knowledge network,
EU FP 4, Targeted socio-economic research (1998 - 2002);
• Revisiting conceptual approaches to action-oriented learning
(Handlungsorientiertes Lernen) and self-organised learning;
=> Commentary notes, working papers, contributions to final
deliverables (Methodology documents; Scenarios and models)
Revisiting the legacy of the Work
Process Knowledge network
Origins and achievements of the WPK network:
• Case studies: ‘discovery’ of learning potentials of skilled
workers, teams and cross-organisational cooperation in
change processes (Boreham, Fischer & Samurçay 2002).
• The key concept ‘work process knowledge’ - collective,
boundary-crossing and cross-organisational knowledge
processes and patterns of collaboration that emerged in
work processes (Fischer & Boreham 2004).
• The findings were brought together and interpreted in a
period that favoured basic research on innovations in
working life. It was followed by more utilitarian research
agendas and finding periods.
Making use of Learning Toolbox in
vocational training and learning
Active piloting: Getting ready to use Learning Toolbox (LTB)
in selected apprentices‘ projects; Shaping integrative projects;
Setting different pedagogic accents with Learning Toolbox
Making use of Learning Toolbox (LTB) in
workplace learning and new training initiatives
Three major strands of Learning Layers follow-up:
• Company-specific pilot projects with studies on different
work processes (Betriebsbezogene Analysetage) and
subsequent participative co-design workshops (Firma H.)
• Joint curriculum design by guest lecturers of CVT schemes
and use of LTB as the learner-interface for accessing contents
• Joint development of core curriculum and core contents for
training in health and safety (Arbeitssicherheit und
Gesundheitsschutz) across different occupational fields
www.itb.uni-bremen.de
Learning Toolbox (LTB) vs. older and
newer innovation agendas
How to locate the work with LTB vis-à-vis older and newer
innovation agendas (see Ahrens & Gessler 2017):
a) Humanisation of Work/ Arbeit & Technik – remedial or
counter-steering initiatives alongside the ‘mainstream’
b) Learning organisations/ Lernkultur Kompetenzentwicklung
– putting the main emphasis on organisational potentials
c) Industry 4.0 - Emerging innovation agendas based on
networked production processes and tool configurations
www.itb.uni-bremen.de
Reflections on ‘Industry 4.0’ from the point of
view of social and educational research
Insights into R&D contributions to ‘Industry 4.0’ from the
perspective of socio-technical design/ learning at work:
a) Hirsch-Kreinsen: Techno-centric vs. socio-technic scenarios
=> polarisation vs. upgrading of competences (scene-setting);
b) Stich, Gudergan & Senderek: Shaping of networked
production systems as chance to create new spaces for
technology-enhanced learning (project ELIAS);
c) Ahrens & Gessler: Shaping work-related learning
opportunities for learning-restrictive work contexts.
www.itb.uni-bremen.de
‘Construction 4.0’, ‘BIM’ and implications for
construction work and education/training
Open questions, tensions and implications for construction
work and learning potentials at work:
a) ‘Construction 4.0’: Building Information Modelling
(BIM) vs. Production intelligence of skilled workers?
b) Training for ‘lean construction competences’ or for
‘mastery of complex construction projects’?
c) Technology-enhanced learning as means to support
‘lean vocational learning’ or ‘enhancement of work
process knowledge’?
www.itb.uni-bremen.de
The research claims
The paper has argued that the Learning Layers‘ Construction
pilot is a special case vis-à-vis older and newer innovation
agendas in the light of the following claims:
• ‘Accompanying research’ has been strongly in search for
innovations in practice to promote knowledge development.
• The theme ‘work process knowledge’ has been central for
the co-design, for the use cases and for the follow-up pilots.
• The Learning Layers’ Construction pilot as a project has
been a recent mixture of older and newer innovation agendas.
• The theme ‘Construction 4.0’ is characterised by tensions re.
design principles, training and technology-enhanced learning.
www.itb.uni-bremen.de
Literature references 1(2)
Ahrens, D., & Gessler, M. (2017). Von der Humanisierung zur Digitalisierung:
Entwicklungsetappen betrieblicher Kompetenzentwicklung. In D. Ahrens & G.
Molzberger (Eds.), Kompetenzentwicklung in analogen und digitalisierten
Arbeitswelten: Gestaltung sozialer, organisationaler und technischer Innovationen.
Heidelberg: Springer.
Boreham, N., Fischer, M., Samurçay, R. (Eds.) (2002) Work process knowledge.
Routledge Studies in Human Resource Development. London: Routledge.
Fischer, M., Boreham, N. (2004): Work process knowledge: origins of the concept and
current developments. In M. Fischer, N. Boreham & B. Nyhan (Eds.), European
perspectives on learning at work: the acquisition of work process knowledge.
Luxembourg: Office for Official Publications of the European Communities.
Hirsch-Kreinsen, H. (2015), Einleitung: Digitalisierung industrieller Arbeit. In H. Hirsch-
Kreinsen, P. Ittermann, (Eds.) Digitalisierung industrieller Arbeit. Die Vision Industrie
4.0 und ihre sozialen Herausforderungen (pp. 9-30). Baden-Baden: Nomos.
www.itb.uni-bremen.de
Further information on the LL Construction
pilot and literature references 2(2)
Kämäräinen, P., Deitmer, L., Müller, W., Heinemann, L., Burchert, J., Attwell, G.,
Peffer, G., Campbell, M. (2017a) Accompanying Research and Participative Design in
the Pilot Activities with the Learning Toolbox (LTB), http://results.learning-layers.eu/
methods/accompanying-research. Accessed 12 June 2017.
Kämäräinen, P., Campbell. M., Manhart, M. & Hirv, J. (2017c) Learning Toolbox (LTB)
as Support for Action-Oriented Learning in the Apprentice Training) http://
results.learning-layers.eu/scenarios/action-oriented-learning. Accessed 12 June 2017
Kämäräinen, P., Isselhard, T. & Burchert, J. (2017d) Learning Toolbox as Support for
Organisational Learning and Cooperation at a Construction Site http://results.learning-
layers.eu/scenarios/organizational-learning. Accessed 12 June 2017.
Stich, V., Gudergan, G. & Senderek, R. (2015): Arbeiten und Lernen in der
digitalisierten Welt. In H. Hirsch-Kreinsen, P. Ittermann, (Eds.) Digitalisierung
industrieller Arbeit. Die Vision Industrie 4.0 und ihre sozialen Herausforderungen (pp.
109-130). Baden-Baden: Nomos.
www.itb.uni-bremen.de
‘Begleitforschung’ as contributor to digitisation
in vocational education and training (VET) for
construction sector – Linking ‘work process
knowledge’ to ‘Industry 4.0’
Pekka Kämäräinen
University of Bremen, ITB
ECER 2017, Copenhagen,
Wednesday, the 28th of August, 2017
