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TACCLE 4 CPD
Intellectual Output 5: Developing Technology-Enhanced Learning in Adult Education
Promoting digital competences beyond the accustomed
realm of ICT skills – New challenges for civic learning and
continuing professional development
Report 5 (VET) for the TACCLE4-CPD project; August 2020
by Pekka Kämäräinen, ITB – University of Bremen
Contents
Overview
Introduction
1. Uses of Artificial Intelligence – challenges for civic and vocational learning
1.1 Civic learning on Artificial Intelligence – training for entire civil societies
1.2 Artificial Intelligence as a challenge for vocational education, training and learning
2. Insights into innovative uses of Learning Toolbox beyond pilot projects
2.1 Online learning during the corona-crisis – supported by Learning Toolbox
2.2 New solutions for using Learning Toolbox in domain-specific vocational learning
2.3 New instructions for users of Learning Toolbox in training and learning contexts
2.4 New cases of using Learning Toolbox to support online courses and conferences
2.5 The Learning Toolbox Showcase demonstrates the success of ePosters
3. Conclusions and discussion
2
Overview
This document is a special report for the on-going EU-funded project TACCLE4 CPD. The aim of
the project is to design models for continuing professional development (CPD) that advise education and
training managers, curriculum developers and training providers. Originally the idea was to update the
generic TACCLE handbook (prepared by the first TACCLE project) and to complement it with a set of
additional planning tools and a collection of Open Educational Resources (OER).
However, during the work it became necessary to prepare special VET-related reports for each
Intellectual Output of the TACCLE4 CPD project. In this way it was possible to address the specific
contexts, challenges and opportunities to promote digital competences of teachers and trainers in the field
of VET. Below, the hitherto prepared VET-related reports are listed and characterised briefly:
• Report 1: Policy analyses (with focus on different contexts, approaches and strategies to promote
digital competences in the field of VET
• Report 2: Legacy of predecessor projects (with a differentiated interpretation of the approaches of
prior TACCLE projects and the Learning Layers project)
• Report 3: Use of Open Educational Resources in VET (with specific insights into the
opportunities to use OER in particular vocational learning contexts)
• Report 4a: Research-based reflections on strategies and training models (with specific emphasis
on different innovation paths and feedback from practitioners)
• Report 4b: The “Theme Room Training 2020” framework (as an outline of a training concept for
the field of VET, based on different thematic blocks)
Whilst the reports listed above seems to cover the range of IOs in the original project plan, there was a
conceptual gap regarding the relations between VET (IO4) and AE (IO5). Moreover, during the work
some issues came up that need to be treated as boundary-crossing issues between civic learning,
vocational learning and organisational learning. Therefore, this document takes up the following issues as
a special report for TACCLE4 CPD and its IO5 (Adult Education) with an emphasis on the field of VET:
1) Digital transformation through Artificial Intelligence: Currently new applications of Artificial
Intelligence (AI) are spreading through science, technology, working life and civil society. This provides
new challenges for civic learning and vocational learning. This theme is discussed below in the section1
of this report.
2) Keeping the momentum with using new digital tools: Often R&D projects with application partners
are completed before the innovations have matured enough to be used in everyday life. Thus, there is a
risk that practitioners do not take ownership of the innovations and they are not taken up in the actual
practice. From this perspective the use of the Learning Toolbox (LTB) after the end of the Learning
Layers (LL) project provides an informative case on the sustainability and transferability of an innovation.
This case is discussed below in the section 2 of this report.
With these contributions this report completes the series of VET-related reports for the current project.
The final reflections link the current expertise on promoting digital competences to future-oriented
challenges and to continuing professional development in real working life.
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Introduction
This report is the final one in the series of special reports for the EU-funded TACCLE4 CPD
project. This project was launched to build upon a series of successful TACCLE projects (Teachers’ aids
in creating contents for learning environments). The three first projects worked directly with classroom
teachers to support their teaching with digital tools and online resources. The first TACCLE project
prepared a generic handbook for teachers. The second TACCLE project prepared a set of online and hard
copy handbooks for specific subject areas and for primary teachers. The third project focused on teachers
who were in charge of introducing a new transversal learning area – coding and programming into general
education. During the work the project teams organised specific TACCLE courses for interested teachers.
Based on this background the fourth TACCLE project was initiated to design models for continuing
professional development (CPD) that advise education and training managers, curriculum developers and
training providers. Originally the idea was to update the TACCLE handbook and to complement it with a
set of additional planning tools and a collection of Open Educational Resources (OER). Moreover,
specific Intellectual Outputs were envisaged to adjust the handbook and the tools for two new educational
sectors – Vocational Education and Training (VET – IO4) and Adult Education (AE – IO5).
However, for Institut Technik & Bildung (ITB), the partner organisation responsible for the VET-related
contributions, this plan was in many respects problematic. Firstly, the project concept was based on the
assumption that all educational sectors fall under similar policy regimes and that the policies for
promoting digital competences are implemented in similar ways. Secondly, the assumption was that the
task of CPD models in all sectors is to update and upgrade generic digital competences. In both respects
the approach of ITB was different. Moreover, ITB had fresh experience of the EU-funded Learning
Layers project. In that project co-design of new digital toolsets were integrated to domain-specific
vocational learning in construction sector. Moreover, development of digital competences had to be
linked to working and learning tasks in different trades.
Therefore, it was necessary to prepare special VET-related reports for each Intellectual Output of the
TACCLE4 CPD project. In this way it was possible to address the specific contexts, challenges and
opportunities to promote digital competences of teachers and trainers in the field of VET. Below, the
hitherto prepared VET-related reports are listed and characterised briefly1:
• Report'1:'Policy'analyses'(with&focus&on&different&contexts,&approaches&and&strategies&to&
promote&digital&competences&in&the&field&of&VET&
1&Precise&literature&references&and&web&links&to&these&reports&are&listed&at&the&end&of&this&document.&
4
• Report'2:'Legacy'of'predecessor'projects&(with&a&differentiated&interpretation&of&the&
approaches&of&prior&TACCLE&projects&and&the&Learning&Layers&project)&
• Report'3:'Use'of'Open'Educational'Resources'in'VET&(with&specific&insights&into&the&&
• opportunities&to&use&OER&in&particular&vocational&learning&contexts)&
• Report'4a:'Research-based'reflections'on'strategies'and'training'models'(with&specific&
emphasis&on&different&innovation&paths&and&feedback&from&practitioners)&
• Report'4b:'The'“Theme'Room'Training'2020”'framework&(as&an&outline&of&a&training&
concept&for&the&field&of&VET,&based&on&different&thematic&blocks).&
Whilst the reports listed above seems to cover the range of IOs in the original project plan, there is a
conceptual gap regarding the relations between VET (IO4) and AE (IO5). Moreover, during the work
some issues came up that need to be treated as boundary-crossing issues between civic learning,
vocational learning and organisational learning. Therefore, this document takes up the following issues as
a special report for TACCLE4 CPD and its IO5 (Adult Education) with an emphasis on the field of VET:
1) Digital transformation through Artificial Intelligence: Currently new applications of Artificial
Intelligence (AI) are spreading through science, technology, working life and civil society. This provides
new challenges for civic learning and vocational learning. This theme is discussed below in the section1
of this report.
2) Keeping the momentum with using new digital tools: Often R&D projects with application partners
are completed before the innovations have matured enough to be used in everyday life. Thus, there is a
risk that practitioners do not take ownership of the innovations and they are not taken up in the actual
practice. From this perspective the use of the Learning Toolbox (LTB) after the end of the Learning
Layers (LL) project provides an informative case on the sustainability and transferability of an innovation.
This case is discussed below in the section 2 of this report.
5
1. Uses of Artificial Intelligence – challenges for civic and vocational
learning
Currently the applications of Artificial Intelligence (AI) are discussed as a major trend of
innovations that promote digital transformation throughout the society. Therefore, knowledge on AI is not
merely a matter for specialists, managers and decision-makers. Instead, command on uses of AI is
becoming critical for democratic control on new technologies and for social shaping of work, technology
and environment. From this perspective the two subsections discuss recent initiatives to promote civic
learning and to explore newest developments in VET.
1.1 Civic learning on Artificial Intelligence – training for entire civil societies2
The theme "Artificial Intelligence (AI) and Vocational Education and Training (VET)" is subject to a
newer EU-funded project in the series of TACCLE projects. During the kick-off meeting of this project I
gave a guest contribution. When preparing this contribution had the chance to listen to a special news
report of the German radio channel Deutschlandfunk for its program "Europe today". In this report
“Digital pioneer Finland: Artificial Intelligence for the people” the journalists gave a picture of a course
on Artificial Intelligence designed for the whole society.
According to the report the Finnish government had already in 2017 launched a national strategy for
artificial intelligence, for which the government invested 200 Million euro. In particular the government
supported R&D institutions and companies that were directly developing AI and promoting specific
applications. In this context the government bodies were supported by Smart Assistant for facilitating
digital access of the people (by automatized recognition of their issues and requests and by directing them
to the adequate bodies).
A special feature of this program is that not only enterprises are profiting of the applications of AI but the
entire civil society on the whole. In the beginning the government set the target that ca. one per cent of the
population should have access to know-how on AI. For that purpose a special R&D team of the
University of Helsinki and the affiliated company Reaktor have designed the online course “Elements of
AI”. The course was launched in 2018 as an open access online course and already in four months the
goal was reached: one per cent of the Finnish population– i.e. 55.000 – had completed it. By November
already 200.000 people had accessed the course.
Later on, the course has been promoted as a key initiative of the Finnish EU-presidency in the year 2019.
The reasoning behind this is that Europe needs to maintain its competitiveness by ensuring the promotion
of the digital competences of its citizens. In this respect the European approach to AI must contribute to
better transparency and democratic control.
At the end of the course the participants should be in a position to assess in an informed way, what they
hear, read and observe about uses of AI. Thus, should no longer remain as a great mysterious unknown
2&This&subsection&is&essentially&based&on&the&transcript&of&the&audio&podcast&of&the&&German&radio&channel&
Deutschlandfunk&(2019)&Digital-Vorreiter&Finnland:&Künstliche&Intelligenz&fürs&Volk.&&For&further&
information&see&the&website&of&the&course&(https://course.elementsofai.com/).&
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factor. Instead, it should be perceived as something of what one wants to learn more about – also to
understand the limits of AI.
Thus, the course should deliver the initial competences. The course consists of six chapters, all of
them combining theoretical instruction with practical exercises, including insights into machinery and
foundations of programming. Altogether the participants should take from 60 to 90 hours time to
complete the course. The developers emphasise that the main point is not to train the participants as
programmers, but rather to give an overview, how and where AI applications already play a role in their
everyday life.
Screenshots 1 and 2: Overview of the chapters of the course “Elements of AI”
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1.2 Artificial Intelligence as a challenge for vocational education and training3
The above-described course seeks to raise awareness on AI and to deliver basic skills in using AI in
different areas. Thus, the course is an exemplary case for promoting digital competences via civic
learning. As a contrast, the ongoing EU-funded project “TACCLE AI in VET” seeks to give a closer
picture on the implications of AI for vocational education, training and learning. Moreover, it gives
insights into newer developmental initiatives. The project has recently published its first report (see
Attwell et alia 2020) in which it presents a literature review and raises some issues for its fieldwork.
Below some of the these issues are mentioned briefly;
1) The implications of AI for VET: There are basically two dimensions of how AI can affect vocational
education and training. AI can be used to shape the learning and teaching process, through for example,
digital assistants which support the teacher in teaching in the classroom. AI can undertake administrative
tasks, freeing teachers for more time supporting learners. In the school context, there could also be AI-
based learning data analysis (Learning Analytics), AI-based individualised learning offers (Adaptive
Learning) or AI-based assessment systems. Regardless of their specific design, these applications would
change learning and teaching.
Another impact for vocational education and training is that the transformative power of AI promises
profound changes in employment and work tasks. For VET the greatest implications of AI lies in the
changing tasks and roles within jobs, which require changes in initial and continuing training for those in
work as well as those seeking employment.
2) The challenges of AI for work and employment: In discussing the potential of technologies and AI
to replace human activities (including education), they focus on three main questions:
1. What is the new quantity of tasks that have to be carried out?
2. What is the nature of these tasks?
3. Who has the advantage in carrying out these tasks?
Research literature identifies a range of implications of AI for skills needs (McKinsey, 2018):
• Demand for advanced technological skills such as programming will grow rapidly. There is also a lack
of sufficient understanding of technologies to lead the organization through the adoption of automation
and AI.
• Increasing demand for key skills and competencies: social, emotional, and higher cognitive skills, such
as creativity, critical thinking, and complex information processing, basic digital skills.
• Demand for physical and manual skills will decline but it still will remain the single largest category
of workforce skills in 2030 in many countries.
• There are expected declines in the need for basic cognitive skills, particularly the basic data input and
processing skills used by data entry clerks and typists and in a range of back-office functions.
3&This&subsection&is&essentially&based&on&the&first&report&of&the&ongoing&project&TACCLE&AI&in&VET,&see&Attwell&
et&al.&2020.&
8
3) The response of vocational education to the challenges by AI: The design criteria for such a
curriculum can be summarized as follows:
• Work Practise based curriculum are a good option in the context of AI system applications
because disruptive change will have a massive effect on the design and content of different technical,
social and business occupations.
• Curriculum changes occur from the industrial labour market which will threaten low skilled jobs but
on the same side will enhance existing non-routine job tasks such as to be found in different
occupations, for example industrial electronic and mechatronic occupations.
• The curricula can cover all learning places: company, training centre, vocational education school.
• Curricula follow an open content approach, which is demonstrated by a continuous openness to new
knowledge like new AI tools; system elements and methods.
• The Curriculum supports the integration of different kinds of knowledge domains, practical experience
and theoretical knowledge gained by implementation of AI devices into real production facilities.
• The framework of the curriculum gives direction for trainers and teachers in delivering them more
freedom to organise high quality work and learning processes at different levels for apprentices,
trainees or students.
AI is one of central factors in the technological and organizational transformations of work and learning.
• The changes in the work processes caused by the digitalization and AI significantly transform the
VET curriculum design by strongly imposing work process orientation, learner centredness,
interdisciplinarity and project logics.
• The same changes transform the learning and teaching processes in VET by bringing in different
enhancing and supporting measures, such as Learning Analytics, Moocs and others.
• These transformations, in turn, create new requirements for the skills and competence of VET
teachers and trainers for involving the AI related knowledge and skills in the curricula, using AI in
the training and assessment practices, or using AI in developing the know-how and skills of teachers
and trainers.
In order to be able to use AI tools in VET schools or to carry out AI projects, teachers must be trained and
need knowledge about AI. Based on the literature and the interviews conducted, four new competence
categories for teachers and trainers were developed:
• Category 1: Awareness of the implications of AI for work and society
• Category 2: VET curriculum design and development
• Category 3: School-based and work-based vocational training
• Category 4: Competence development of VET teachers and trainers.
Altogether, this section has focused on the theme ‘artificial intelligence’ and highlighted its impact as
thoroughgoing digital transformation across science, technology, work and civil society. Thus, it raises
new challenges for democratic control and civic learning as well as for occupational work and vocational
learning. In principle, these challenges require educational approaches that cross the accustomed
boundaries and enter new areas of learning.
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2. Insights into innovative uses of Learning Toolbox beyond pilot projects
In the light of the above, the second section takes up a somewhat different perspective – working
with innovative toolsets and sustaining the innovation. The subsections below focus on the work with the
Learning Toolbox (LTB) after the funding period of the Learning Layers (LL) project. Here the point of
interest is firstly, how the trainers in the construction sector have taken ownership of the innovation and
enriched it with their own designs. Secondly, the point of interest is, how the LTB-developers4 have
introduced new applications of LTB into online courses and conferences.
2.1 Online learning during the corona-crisis – supported by Learning Toolbox5
At this point it is worthwhile to emphasise that these developments are highly important during the time
when education and training professionals are looking for solutions to deliver their teaching and training
via online learning. Thus, online learning is no longer an alternative option for 'ordinary' teaching and
training. Instead, there has been a high pressure to transform all teaching and training into online
solutions. Otherwise, there has been no other solution than an interruption of the courses during the
period of lockdown. Furthermore, the new solutions had to be introduced in a rapid tempo. Thus, this has
been a major challenge for developers and practitioners.
In the light of the above it is of interest to take a look at how construction sector trainers in the training
centre Bau-ABC have made use of the Learning Toolbox during this period. As has been mentioned
above, the Learning Toolbox (LTB) was initially developed in the context of the EU-funded project
Learning Layers (2013 - 2017). In a participative co-design process the project partners developed and
pilot tested the digital toolset in work process-oriented learning projects. Already at that time the LTB
proved to be user-friendly and a valuable support for learning - both from the perspective of the trainers
and the apprentices.
However, during the corona-crisis, the training centre was closed and the training periods had to be
postponed. For the period of closure, the trainers prepared special LTB-stacks for the announced them via
Facebook. Below, some screenshots will give an impression, how vocational learning contents have been
shared with apprentices.
4&At&the&end&of&the&Learning&Layers&project,&the&development&and&commercialisation&of&Learning&Toolbox&was&
continued&by&stack.services&GmbH,&a&spin-off&company&set&up&in&2016&in&Bremen,&Germany,&for&that&specific&
purpose.&A&new&company,&Kubify&BV,&was&founded&in&2018&to&develop&Learning&Toolbox&for&learning&and&
knowledge&sharing&in&the&scientific&event§or,&initially&as&an&ePoster&solution&for&conferences&and&meetings.&
5&This&subsection&is&essentially&based&on&the&blog&article&Kämäräinen,&P.&2020a.&The&original&source&of&
information&is&the&web&page&of&the&Learning&Toolbox&Support&(2020a).&
10
Screenshots'3a'and'3b:'The'general'announcement'on'the'LTB-stacks'for'different'trades'
Screenshots'4a'and'4b:'Trade-specific'LTB-stacks'with'attached'introductory'messages&
In this context it is not necessary to go into details in what ways the stacks have been used – there have
been no working visits after the return to ordinary training. Nevertheless, the Bau-ABC trainers have
shown that the LTB has proven to be a valuable toolset in supporting the training and learning processes
during the crisis.
11
2.2 New solutions for using Learning Toolbox in domain-specific vocational
learning6
The&previous§ion&gave&an&overview&of&the&emergency&measures&of&the&Bau-ABC&trainers&to&
support&the&individual&learning&of&their&apprentices&during&the&period&of&lockdown.&At&the&same&
tome&the&developers&of&the<B&had&published&three&new&videos&that&demonstrate&user-initiated&
innovations&in&the&use&of&the<B&in&different&construction&trades.&The&videos&had&been&recorded&
before&the&breakout&of&the&corona&crisis&and&they&were&prepared&for&vocational&trainers&in&similar&
training¢res&in&Germany.&Therefore,&they&are&only&available&in&German.&All&three&videos&are&
available&on&the&following&web&page&of&Learning&Toolbox&Support&(2020a).&Below&some&screenshots&
of&these&videos&give&a&visual&impression&of&the&training&context.&Then&a&nutshell&summary&presents&
the&key&messages&that&are&conveyed&by&the&videos.&
Apprentice Jonas reporting on his carpenter's project with the help of LTB
Screenshot 5a and 5b: Apprentice Jonas reporting on the progress if his project via LTB
The two screenshots demonstrate, how apprentice Jonas documents an interim phase in his project in
carpentry with the help of the LTB-app on his mobile phone. He takes a photo, gives it a title and then
uploads it into the LTB-Stack of his trade as contribution to the current project. The trainer, who is
supervising the project gets notification and sees immediately from the LTB-Terminal in his office, what
Jonas has reported and what he has to do in the next phase.
6&This&subsection&is&essentially&based&on&the&blog&article&Kämäräinen,&P.&2020c.&The&original&source&of&
information&is&the&web&page&of&Learning&Toolbox&Support&2020a.&
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Apprentice Jannis using LTB in the context of masonry
Screenshot 6a and b: Apprentice Jannis using LTB to access specific web app for masonry
Here the two screenshots demonstrate, how apprentice Jannis uploads the instructions for his new project
in masonry by reading the QR-code from a mini-poster with his LTB-app. Firstly he synchronises the
LTB on his tablet with a Leica-app on a separate device. Then he takes a picture and edits it with a line
and then takes measures with the laser of the Leica-app. At the end he shows the completely edited
picture with all the necessary measurements with explanations in the picture. All this has been achieved
with the help of the LTB-app on his tablet PC.
Using the shared LTB-terminal as support for trainers and apprentices in the trade of carpentry
The third video presents the LTB-terminal that has been developed for the training of carpenters - one
terminal at the office of the supervising trainers and the other as a 'kiosk' to be used by the apprentices at
the carpentry workshop. The following screenshots give insights into different potentials of the LTB-
terminal.
Screenshots 7a and 7b: Content areas and annual courses presented by the LTB terminal
13
The first two pictures show that the LTB-terminal (whether in the office or at the workshop)
provides access to the training contents of the respective trade firstly as an overview on the whole
training year and then at the level of particular projects. In this context it is worthwhile to note that
the apprentices can compile their individual learning logs (consisting of completed projects) throughout
their training and save them in their own project spaces of the respective LTB-stack. In this respect the
LTB has provided a digital solution for the former paper-based White Folder of the training centre Bau-
ABC Rostrup.
Screenshots 8a and 8b: Digital dictionary and visualisation presented by the LTB terminal
As further support for training and learning the LTB-terminal provides additional resources. Above the
first picture demonstrates the 'dictionary' (Lexikon) space of carpenters. It provides overviews on training
materials, health and safety and other apps that are being used in the training. All this information is based
on reliable sources and has been validated by the responsible trainers. The second picture demonstrates
the 3D-viewer for carpentry that gives multiple insights into wooden constructions.
Altogether, these videos demonstrate that the trainers and apprentices have taken ownership of using the
LTB in the context of vocational training and learning. Moreover, the further user-initiated additions have
highlighted the fact that the LTB can be easily customised for different domain-specific needs and
enriched to support learning in working and training contexts.
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2.3 New instructions for users of Learning Toolbox in training and learning
contexts7
In the light of the above-presented progress, the developers of the LTB have updated the
introductory web pages for users of the LTB. Below some insights are given into the main introductory
page and into a separate demonstration page.
Screenshots 9a and 9b: Brief English and German instructions for users of LTB
Insights into the demonstration page on uses of Learning Toolbox (in German)
The key message of the demonstration page - "Introduction to the Learning Toolbox in one minute" is
demonstrated below with four screenshots. Then, four further screenshots give an overview on the
attached slideshow (with audio introduction and subtitles in German).
7&This&subsection&is&essentially&based&on&the&blog&article&Kämäräinen,&P.&2020b.&The&original&sources&of&
information&are&the&web&pages&of&the&Learning&Toolbox&Support&(2020b&and&2020c).&
15
Screenshots 10a, 10b, 10c and 10d: Introduction to Learning Toolbox in one minute
The attached video gives more detailed information on the use of LTB in vocational and workplace
learning with an audio slideshow. Here we have four screenshots that give insights into the contents.
Screenshots 11a, 11b, 11c and 11d: Insights into the video on uses of Learning Toolbox
16
2.4 New cases of using Learning Toolbox to support online courses and
conferences8
As has been indicated above, the Learning Toolbox was created initially created in the context of the
Learning Layers project to support workplace-based learning in construction sector. After the project
some of the partners continued the further development and commercialisation of the LTB. Alongside the
promotion of LTB as support for vocational learning they introduced the concept of ePosters (powered by
the LTB) to support conferences. This work has been taken further by the start-up company Kubify.
Recently, via the Twitter account Kubify - LTB for ePosters the LTB-developers have reported of the
progress with ePosters as support for online courses in higher education and for online conferences. This
is of major importance since international courses and conferences have encountered major problems due
to travel restrictions during the corona crisis.
What all is going on with using LTB for ePosters in conferences?
Below some insights into the work with ePosters is given by the overarching blog post of Tamsin
Treasure-Jones. The first screenshot gives an idea, how the LTB-developers' company Kubify has
supported different users with their challenges and initiatives. Then, two special cases are highlighted
with further screenshots.
Screenshot 12: Overview on cases of using ePosters at online courses and conferences
8&This subsection is essentially based on the blog article Kämäräinen, P. 2020d. The original source of information
is the blog of Treasure-Jones, T. (2020).&
17
Kubify to the rescue! (The Oman case)
A special case to be highlighted was the introduction of Kubify’s ePoster system to rescue a
medical informatics course at Sultan Qaboos University (SQU), Oman. The organisers of the course were
hit by the sudden departure of the students due to COVID-19. SQU, however, could not afford to let
medical courses lapse, so medical students began online learning. Here, as Tamsin tells us in her blog
post, the ePoster system powered by LTB met the quality requirements to keep the course running and
enable the assessment of the students' contributions.
Screenshot 13: Use of LTB-powered ePosters as the rescue of an online course in Oman
The look and sound of creativity (The Midlands4Cities case)
The other special case took place, when the Midlands4Cities Doctoral Training Partnership chose to use
Learning Toolbox for the ePosters at their 2020 Research Festival. As Tamsin tells us in her blog post,
their ePoster showcase is an excellent example of the rich content and interactions that can be supported
by the platform.
Screenshot 14: Use of LTB-powered ePosters at the Research Festival in the Midlands
18
Altogether, these insights into the newest developments on uses of the LTB-powered ePosters
demonstrate that the LTB has pointed out to be a useful digital toolset. For the TACCLE 4 CPD
project they provide a perspective, how project-based innovations can become sustainable (in the
initial developmental context) and transferable (into new contexts).
2.5 The Learning Toolbox Showcase demonstrates the success of ePosters9
In the previous section the transfer of innovation – use of LTB to prepare ePosters for online conferences
and courses – was described with reference to individual events and to few exemplary applications. This
did not give an overview how widely the innovation has spread and how many new users are already
working with ePosters. Quite recently the LTB-developers have published Learning Toolbox Showcase
that presents a gallery of selected ePosters in different conferences.
Screenshot 15: The Learning Toolbox Showcase
ePosters conquer new grounds
Looking back, the breakthrough with the LTB-powered ePosters was achieved in the conferences of the
Association of Medical Educators in Europe (AMEE) in the years 2017 and 2018. Shortly afterwards the
use of ePosters was taken up by some other pioneering conferences - mainly in the healthcare sector.
Now, the LTB Showcase presents a selection of ePosters from a wide range of conferences and other
online events.
Here it is worthwhile to note that the early users have incorporated ePosters into their regular conference
culture - no longer as a mere optional space but rather as the mainstream approach. Moreover, the travel
restrictions due to the corona-crisis have increased the use of ePosters when traditional conferences have
been transformed into online events. In this respect the LTB-powered ePosters have pointed out to be a
manageable online solution. Finally, whilst the main activity around the ePosters will take place during
the conference dates, the ePosters are visited in great numbers also after the conferences.
9&This subsection is essentially based on the blog article Kämäräinen, P. 2020e. The original source of information is
the Learning Toolbox Showcase (Learning Toolbox Support 2020d).&
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Concerning the spread of the ePosters, the LTB showcase makes transparent the spread of the
innovation. As such the sample that of this showcase is merely the top of an iceberg. Behind the
chosen ones there is a critical mass of other ones. So, when clicking the names of the events
(attached to the chosen ePosters) it is possible to visit the event-specific showcases with many more
ePosters.
Concerning the healthcare sector, the use of ePosters has become popular in different conferences for
educators of healthcare professionals and in some neighbouring areas, such as the following ones:
• AMEE - the annual conference of medical educators in Europe
• ADEE - the annual conference of dentist educators in Europe
• Clinical Education Network Symposium
• SESAM - the conference on simulations in healthcare education
• Future Physiology - the conference of early career researchers of the Physiological Society.
Screenshots 16a, 16b, 16c Showcases of AMEE, Clinical Education Network and Future Physiology
In addition to the above-listed regular conferences, ePosters have been used widely in special events
focusing on other themes that are related to the healthcare issues, such as:
• Mirots - the multiplier event of the project for internationalisation of occupational therapy
• APS - the conference for plant health
Furthermore, ePosters have been used in other kinds of contexts, such as
• Midlands4Cities Digital Research Festival - a regional R&D festival with a broad variety of topics
• EC-TEL and DELFI Poster and Demo Track - a section in the online conference on technology-
enhanced learning
• IMEX Association Day - a discussion group in a conference of event organisers.
Screenshots 17a and 17b: Showcases of ECTEL and Midlands4Cities
ePosters bring richness to knowledge sharing
These showcases present different aspects of domain-specific expertise and progress in developing
technology-enhanced learning. The showcase arranges the contribution as a conceptual neighbourhood
and gives an overview on current issues in the respective professional community. And finally, the fact
that the ePosters remain accessible in the showcase after the conference, they remain as sustainable
knowledge resources that can be reused as support for domain-specific learning.
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3. Conclusions and discussion
As has been indicated above, this report is the final one of a series of special reports for the
TACCLE4 CPD project. These reports have been written to highlight the specific needs and perspectives
for promoting digital competences in the field of vocational education and training (VET). The first ones
in the series (Report 1 and Report 2) have emphasised the differences between general education (that has
been the main focus for the earlier TACCLE projects) and the field of VET (that was central for the
project Learning Layers and its Construction pilot). The two interconnected reports (Report 4a and Report
4b) provide the conceptual backbone for the series. Report 4a presents the research background for the
effort to outline a strategy for continuing professional development (with focus on digital competences) in
the field of VET. Report 4b uses the elements of the Report 4a to shape a coherent training concept.
Report 3 presents VET-specific cases for using and developing OER in the context of vocational learning.
Thus, the above-mentioned special reports seem to cover almost all Intellectual Outputs of the project
plan. Yet, there was a conceptual gap between the analyses that focus on the field of VET) and the
Intellectual Output focusing on Adult Education. Therefore, this document has taken up some critical
issues that link vocational and adult learning to each other:
1) Digital transformation through Artificial Intelligence: Currently new applications of Artificial
Intelligence (AI) are spreading through science, technology, working life and civil society. This provides
new challenges for civic learning and vocational learning. These have been discussed above in the light of
the Finnish course “Elements of AI” and with reference to the report of the project TACCLE AI and VET.
2) Keeping the momentum with using new digital tools: Often R&D projects with application partners
are completed before their innovations are sufficiently mature for uses in everyday life. Thus, there is a
risk that practitioners do not take ownership of the innovations and they will not be taken up in the actual
practice. From this perspective the report has discussed different uses of the Learning Toolbox (LTB)
after the end of the Learning Layers (LL) project. The subsections have firstly presented insights into
sustainability of innovations, which have been taken further by the designed users. These can also be seen
as particular cases of informal learning in specific organisational contexts. Secondly, the last subsections
have presented, how the spin-off innovation – the use of ePosters – has been transferred to new contexts
of application.
With these contributions this report completes the series of VET-related reports for the TACCLE4 CPD
project. The final reflections link the current expertise on promoting digital competences to future-
oriented challenges and to continuing professional development in real working life.
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Literature and web links
1. Literature
Attwell, G. et alia 2020: Digitalisation, Artificial Intelligence and Vocational Occupations and Skills: What are the
needs for training Teachers and Trainers? Report for the project TACCLE AI and VET. Preprint. ResearchGate.
https://www.researchgate.net/publication/343230149_Digitalisation_Artificial_Intelligence_and_Vocational_Occup
ations_and_Skills_What_are_the_needs_for_training_Teachers_and_Trainers
Kämäräinen, P. 2019a: Policy analyses as background for continuing professional development of teachers and
trainers in the field of vocational education and training (VET). Report 1 for the project TACCLE4 CPD. Preprint.
ResearchGate. DOI: 10.13140/RG.2.2.24915.73762
https://www.researchgate.net/publication/337740012_Policy_analyses_as_background_for_continuing_professional
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Kämäräinen, P. 2019b: Finding new approaches to promote digital competences - Legacy of past projects and new
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Preprint. ResearchGate. DOI: 10.13140/RG.2.2.13171.68649
https://www.researchgate.net/publication/337740414_Finding_new_approaches_to_promote_digital_competences_-
_Legacy_of_past_projects_and_new_inputs_from_RD_projects_in_vocational_education_and_training_VET
Kämäräinen, P. 2019c: The Theme Room Training 2020 framework - Promoting digital competences of vocational
teachers and trainers Report 4b for the TACCLE4 CPD project. Preprint. ResearchGate. DOI:
10.13140/RG.2.2.16783.33447
https://www.researchgate.net/publication/337910945_The_Theme_Room_Training_2020_framework_-
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Kämäräinen, P. & Naumann, J. 2019: Role of Open Educational Resources (OER) in the field of Vocational
education and Training (VET) – Insights into uses of OER in vocational teaching/ learning arrangements. Report 3
for the project TACCLE4 CPD. Preprint. ResearchGate. DOI: 10.13140/RG.2.2.23552.58880
https://www.researchgate.net/publication/337740433_Role_of_Open_Educational_Resources_OER_in_the_field_of_Vocational_
education_and_Training_VET_-_Insights_into_uses_of_OER_in_vocational_teachinglearning_arrangements
Kämäräinen, P., Gerrard, A. & Müller, W. 2019: Strategies and Training Models for promoting Digital Competences
in the field of Vocational Education and Training - Reflections on Policies, Conceptual Frameworks and Innovation
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McKinsey (2018). AI, Automation, and The Future of Work: Ten Things to solve For. Briefing note for the
Techn4Good Summit, organised by the French Presidency. June 2018.
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Artificial Intelligence for the people). News article and audio podcast by Jenni Roth 31.10.2019.
https://www.deutschlandfunk.de/digital-vorreiter-finnland-kuenstliche-intelligenz-fuers.795.de.html?dram:article_id=462289
Elements of AI 2019: Course of the University of Helsinki and Reaktor. https://course.elementsofai.com/
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3. Blog articles on uses of Learning Toolbox
Kämäräinen, P. 2020a: Online learning during the corona crisis - The contribution of the Learning Toolbox.
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the-contribution-of-the-learning-toolbox/
Kämäräinen, P. 2020b: New instructions for (new) users of Learning Toolbox. Blog post published 09.06.2020.
http://taccle4cpd.eu/blog/2020/06/new-videos-on-innovative-use-of-learning-toolbox-in-vocational-learning/
Kämäräinen, P. 2020c: New videos on innovative use of Learning Toolbox in vocational learning. Blog post
published 09.06.2020. http://taccle4cpd.eu/blog/2020/06/new-videos-on-innovative-use-of-learning-toolbox-in-
vocational-learning/
Kämäräinen, P. 2020d: Great progress with LTB-powered ePosters as support for conferences and learning. Blog
post published 15.08.2020. http://taccle4cpd.eu/blog/2020/08/great-progress-with-ltb-powered-eposters-as-support-
for-conferences-and-learning/
Kämäräinen, P. 2020e: Impressive Learning Toolbox Showcase presents the success of ePosters. Blog post
published 26.09.2020. http://taccle4cpd.eu/blog/2020/09/impressive-learning-toolbox-showcase-presents-the-
success-of-eposters/
Learning Toolbox Support (2020a): Fallvideos – Learning Toolbox im Bau-ABC Rostrup.
https://support.ltb.io/fallvideos-learning-toolbox-im-bau-abc-rostrup/
Learning Toolbox Support (2020b): Learning Toolbox in a nutshell. https://support.ltb.io/what-is-learning-toolbox-
and-how-does-it-work/
Learning Toolbox Support (2020c): Learning Toolbox kurz und knapp. Video Präsentation der Learning Toolbox.
https://support.ltb.io/learning-toolbox-kurz-und-knapp/
Learning Toolbox Support (2020d): Learning Toolbox Showcase. https://my.ltb.io/#/showcase
Treasure-Jones, T. (2020): My LTB. Author: Tamsin. https://ltb.io/author/tamsin/
