Category Archives: Blog

Reflections on the impact of the Learning Layers project – Part Four: What all has contributed to the sustainability of the Learning Toolbox?

With my three previous posts I have started a series of blogs that report on the discussions of former partners of the Learning Layers (LL) project on the impact of our work. The discussion started, when I published a blog post on the use of Learning Toolbox (LTB) in the training centre Bau-ABC to support independent learning while the centre is closed. This triggered a discussion, how the digital toolset Learning Toolbox – a key result from our EU-funded R&D project – is being used in other contexts. This then gave rise to collect such experiences and to start a joint reflection on the impact of our work.

In the first post I gave an overview of this process. In the second post I presented the main points that I and my co-author Gilbert Peffer outlined on the use of LTB to support vocational and workplace-based learning in the construction sector. In the third post I gave insights into the use of LTB in other contexts based on spin-off innovations and on refocusing the use of the toolset. With this concluding post I try to summarise – from my perspective – what factors have contributed to the sustainability of the Learning Toolbox. Here I will make use of some aspects that were outlined for the authors of particular case studies that were brought together in our joint discussion. The points that I present below reflect the views of me and my co-author Gilbert Peffer on our experiences with the construction pilot of the LL project and its follow-up phase.

Strong focus on co-design and stakeholder engagement

As we see it, the co-design, pilot implementation and wider deployment of LTB in the training centre Bau-ABC Rostrup underlines the importance of well-functioning research & development dialogue. Many elements in the project design of Learning Layers provided favourable starting points – e.g. the emphasis on co-design practices, iterative processes and flexible teamwork. Yet, during the work, the partners had to find their ways – time and again – to adjust the guiding principles, the practical pedagogic orientations and possible software solutions to each other.

Flexible collaboration between partners during the follow-up phases of the project

By the end of the project it was not certain, in what ways the innovations could be sustained and the collaboration between researchers, technical partners and practitioners could be continued. From this perspective it was essential that the developers of the LTB and the accompanying researchers from research institute ITB  took several initiatives to launch follow-up activities with partner organisations  in the construction sector. These efforts were not always successful in terms of acquisition of new funded projects. Yet, they provided new insights into potential use of the LTB in organisational contexts and between dispersed work processes.

Rethinking the contextual opportunities and applying technology in previously unforeseen contexts

Due to many intervening factors the progress with the follow-up activities had not been a direct process of  scaling up the innovation. Instead, the interested partners have had to find new paths for working further with the Learning Toolbox in new contexts. Partly the success in using Learning Toolbox in vocational training and partly the spread of using ePosters in conferences have inspired new users. Partly the feasibility studies in the construction sector have opened new prospects for using Learning Toolbox for organisational knowledge sharing – as has been the case latterly in the healthcare sector.

Shaping of R&D projects as innovation hubs/ platforms

On this point our experiences suggest a common success conclusion: R&D projects should not be understood and planned out as mere research studies. Neither should they be looking for allegedly integrated solutions (‘one size fits all’, ‘one format suits all’). Instead, they should rather be shaped as networked innovation hubs or platforms. In such context research elements can receive initial validation and a team to start an innovation process. As we see it, the strength in the construction pilot of the LL project was the continuity of a participative research & development dialogue that kept the processes vivid and helped to overcome difficult periods. Moreover, the multiple support activities helped the practitioners to take ownership of the innovation and become multipliers of new practices.

I think that this is enough of our reflections for the moment. I will get back when we know, on what forum and in what way we will be presenting our joint findings and conclusions from all case studies.

Reflections on the impact of the Learning Layers project – Part Three: The use of Learning Toolbox in new contexts

With my two latest posts I have started a series of blogs that report on the discussions of former partners of the Learning Layers (LL) project on the impact of our work. As I have told earlier, the discussion started, when I published a blog post on the use of Learning Toolbox (LTB)  in the training centre Bau-ABC to support independent learning while the centre is closed. This triggered a discussion, how the digital toolset Learning Toolbox – a key result from our EU-funded R&D project – is being used in other contexts. And – as I also told earlier – this gave rise to the initiative  of the leader of the Learning Layers consortium to collect such experiences and to start a joint reflection on the impact of our work. In the first post I gave an overview of this process of preparing a joint paper. In the second post I presented the main points that I and my co-author Gilbert Peffer presented on the use of LTB to support vocational and workplace-based learning in the construction sector. In this post I try to give insights into the use of LTB in other contexts based on spin-off innovations and on refocusing the use of the toolset. Firstly I will focus on the development of ePosters (powered by LTB) in different conferences. Secondly I will give a brief picture on the use of LTB for knowledge sharing in the healthcare sector.

Insights into the development of ePosters powered by LTB

Here I do not wish to repeat the picture of the evolution of the ePosters – as a spin-off innovation of the LTB as it has been delivered by the responsible co-authors. Instead, I try to give firstly my impressions of the initial phase of this innovative use of LTB to support poster presenters in conferences. Then, I will give a glimpse, how we tried to present the ePoster approach to the European Conference on Educational Research and to the VETNET network. Here I can refer to my blog posts of that time. Then I will add some information on the current phase of developing the work with ePosters – as presented by the responsible authors for the joint paper on the impact of LL tools.

  • In October 2017 I became familiar with the breakthrough experience that the developers of the LTB and the coordinator of the healthcare pilot of the LL project had had with the development of ePosters for conferences. In the annual conference of medical educators (AMEE 2017) they had introduced the ePosters (prepared as LTB stacks) as alternatives for traditional paper posters and for expensive digital posters. At that time I published an introductory blog post – mainly based on their texts  and pictures. Foe me, this was a great start to be followed by others. Especially the use of poster cubicles to present  mini-posters that provided links to the full ePosters was very impressive. Another interesting format was the use of ePosters attached to Round Tables or Poster Arenas was interesting.

In the year 2018 we from ITB together with the LTB-developers and with the coordinator of the VETNET network took the initiative to bring the use of ePosters into the European Conference on Educational Research 2018 in Bolzano/ Bozen, Italy. We initiated a network project of the VETNET network (for research in vocational education and training) to serve as a pioneering showcase for the entire ECER community. In this context we invited all poster presenters of the VETNET program to prepare ePosters and the LTB-developers provided instructions and tutoring for them. Finally, at the conference, we had the ePoster session and a special session to e approach for other networks. This process was documented by two blog posts – on September 2nd and on September 11th – and by a detailed report for the European Educational Reseaarch Association. The LTB-stacks stacks for the ePosters can be found here, below you have screenshots of the respective web page.

In the light of the above the picture that the promoters of ePosters have presented now is amazing.  The first pilot was with a large, international medical education conference in 2017. In 2018 it was used at 6 conferences across Europe. In 2019 this number grew to 14 and also included US conferences. The forecast for 2020 is that it will be used by more than 30 conferences with growth in the US being particularly strong.  The  feedback from users and the number of returning customers  suggest that the solution is valued by the stakeholders.

Insights into the use of LTB in the healthcare sector

Here I am relying on the information that has been provided by the coordinator of the healthcare pilot of the Learning Layers and by the former partners from the healthcare sector. Therefore, I do not want to go into details. However, it is interesting to see, how the use of LTB has been repurposed to support knowledge sharing between the healthcare services across a wide region. This is what the colleagues have told us of the use of LTB:

“LTB has been used to create stacks for each practice and thereby improve the accessibility of the practice reports as well as to enable the sharing of additional resources which could not be included in the main report due to space. The app has thus improved the range of information that can be shared, and links are also shared which allow users to read more in-depth into the topic areas. The use of LTB has also enabled the spread of information more widely, as the team suggested that the stack poster (a paper-based poster displaying the link to the stack and a QR code) should be displayed in the practice to allow any interested staff to access the stack and resources. The use of the stack also allows for all the information to be kept by interested staff in one central place, so previous reports and resources can be referred back to at any point. It can also be accessed via a personal mobile device, so gives the opportunity for users to access the information at the most convenient time for them, and without the need to have the paper report or to log in to a system.”

I think that this is enough of the parallel developments in using the LTB after the end of the LL project and alongside the follow-up in the construction sector. The final post of this series will discuss some points that have supported the sustainability of the innovation and contributed to the wider use of the LTB.

Reflections on the impact of the Learning Layers project – Part Two: The use of Learning Toolbox in vocational learning and construction work

With my latest post I started a series of blogs that report on the discussions of former partners of the Learning Layers (LL) project on the impact of our work. This was triggered by reports  that the key result of our work – the Learning Toolbox – is being used in the original pilot context (training for construction work) and is getting new users. In particular this discussion was inspired by the fact that such tools gain new importance in the period of corona crisis, when schools and training centres are closed and traditional conferences are being cancelled. In my previous blog I gave a brief overview on the discussions that we have had and on the joint paper that we have been preparing. In this blog I will summarise some key points that I and my co-author Gilbert Peffer have raised on the case that we have presented – the use of Learning Toolbox (LTB) in the training centre Bau-ABC Rostrup. Below I will use our draft text (that was shaped as responses to given questions) as a slightly edited version.

The pioneering Case: Learning Toolbox in the training centre Bau-ABC Rostrup

The Learning Toolbox was developed in the Learning Layers project as a response to the needs of the training centre Bau-ABC Rostrup (a major application partner from the construction sector). The initial design idea referred to digitisation of training materials, instruction sheets, project reporting sheets and self-assessment procedures. However, in the course of  iterative co-design cycles, the process took the course towards shaping an interactive toolset to support training and learning activities.

What particular problems were addressed in the co-design process?

In Bau-ABC Rostrup the apprentices spend relatively short periods (one or two weeks at a time) and are trained by full-time trainers who are Meisters (master craftsmen) in their trade. During each period they complete a project in the respective trade. Then, they move back to their companies or have another training period in a supporting trade. In general, the projects are based on genuine work tasks that are implemented in a workshop or at outdoor training areas.

Previously, the instructions for the apprentices’ projects had been provided orally with the help of instructive worksheets (for preparing the project plans). Likewise, the reporting on the projects was done manually. In principle, the project cycle was based on self-organised learning – independent search for knowledge resources, drafting the plan plan, reporting the implementation and then assessing the outcome. The functionality of Learning Toolbox – based on trade-specific stacks that consisted of different tiles – provided support for learning when completing the work tasks.

Stakeholders who have been involved in the co-design process and pilot activities

The co-design work was carried out as a collaborative process by researchers, technical partners and full-time trainers from Bau-ABC. During an earlier phase of the work the project team provided basic multimedia training for some voluntary trainers. At a later phase the project team and these trainers provided an intensive training campaign for all trainers of the training centre. In the pilot testing of the Learning Toolbox a core group of trainers introduced the toolset in their training and results were monitored by the project team. Also, at the final phase of the project, the use of the Learning Toolbox as support for construction work processes was demonstrated for several craft trade companies. As a result, follow-up processes (feasibility studies and project initiatives) were started with some companies.

How have the training practices been changed and what new practices have emerged?

The functionality of the Learning Toolbox was easy to be customised for different training purposes and according to the pedagogic priorities of the trainers. Thus, it made it easier for the trainers to emphasise independent searches among a wide range of web resources. (This was essential for borehole builders who were working alone on remote construction sites). Also, it made it possible to give learners a gradual access to a wider range of resources (and to solutions of their peers) once they had learned to develop their own solutions to the project tasks. (This was essential for the road-builders and pipeline-builders.) Moreover, apprentices were encouraged to document their projects with the Learning Toolbox. This enabled the instructors to see progress of their apprentices in real time and provide more timely feedback. The LTB has also strengthened the self-organisation of the instructors in terms of streamlining their content and sharing common resources between the different professions. While this approach to collaborative training was already there at Bau-ABC, the LTB offered a further channel to systematise this practice. Altogether, the co-design process has been characterised by a continuing research & development dialogue that has been underpinned by the accompanying research approach of the research institute ITB, University of Bremen.

What has been the impact so far and what can be expected in the near future? 

After the project the use of the Learning Toolbox was spread across all trades in which Bau-ABC Rostrup provides apprentice training. Consequently, the apprentices have started to complete their projects with the help of the Learning Toolbox. Based on this pioneering case, other German training centres in the construction sector are in the process of adopting the Learning Toolbox both for initial VET and for continuing VET. There are also teacher groups at a number of medical faculties in Germany who have adopted the LTB for practice training. Due to the closure of the training centres because of the COVID19-epidemic the trainers of Bau-ABC Rostrup have prepared trade-specific stacks with the Learning Toolbox to support independent learning.

What have been key aspects for sustaining this initiative so long after the project 

Altogether, the co-design process, the piloting phase and the follow-up phase have been characterised by intensive research & development dialogue (underpinned by an accompanying a research approach that dovetails with the co-design process), adjustment of the tool development to the pedagogic approach of the trainers and to the effort to promote self-organised learning of apprentices. In addition, the project work and the follow-up has been characterised by strong support from the accompanying researchers of ITB. Furthermore, the trainers of Bau-ABC have become strong multipliers of innovation both within their organisation and in their networking with other training centres and partner companies. At the end of the project it was not certain, how the innovations could be sustained and spread. In the construction sector it was essential that the developers of the Learning Toolbox and the accompanying researchers from ITB took several initiatives to launch follow-up activities with construction companies.

I think this is enough on this case study. The next post will give insights into other cases that were explored in our discussions.

Reflections on the impact of the Learning Layers project – Part One: New discussions in the project consortium

Three weeks ago I published a blog post in which I reported on the use of the Learning Toolbox (LTB) to support vocational learning during the corona crisis (see my previous post). I shared it on the mailing list of the partners of the former Learning Layers project consortium. As an immediate reaction some partners from the UK healthcare sector informed, how they have made wide use of LTB among general practice (GP) units for sharing knowledge on the patterns to prescribe certain medications. Also, this exchange of messages brought into picture the growing use of LTB as support for e-posters (see my previous post).

This gave rise to the initiative of Tobias Ley, the leader of the former Learning Layers consortium, to report on such sustainable use of Learning Layers tools after the end of the project in a conference paper. And this led to a rapid process of collaborative writing that involved several research partners of the former consortium. The results are now being finalised and will be presented in the respective conference (provided that the proposal will be accepted). Therefore, it would be premature to discuss our findings in toto before the submission has been reviewed and accepted. However, I think that it is appropriate to discuss some of the cases that were examined in this discussion and some lessons that I and my co-author Gilbert Peffer have highlighted in our contributions to this process.

Altogether, this has been an interesting collaborative reflection process that brought together several partners that have been working with the two pilot sectors of the project (construction and healthcare). Also, it has given us a fresh picture on the development of the ePosters (powered by LTB) as a spin-off innovation emerging from the Learning Layers project. So, in my next posts I will discuss different topics that were taken up in our joint discussions.

Online learning during the corona crisis – The contribution of the Learning Toolbox

In my latest blog I made the point that nowadays – due to the corona-crisis – the education and training providers have to start delivering their teaching and training online. This is no longer something as add-on to the ‘ordinary’ teaching and training. And as I mentioned, this challenge is being taken in rapid tempo – and it seems to push the developers to new innovations. Since I have been recently travelling, I have not been able to follow all relevant developments. Therefore, I need to catch up with my colleagues who are better informed. However, already at this point I can refer to inspiring news on the use of the Learning Toolbox (LTB) as support for vocational learning – also during the period of lockdown.

Learning Toolbox (LTB) as shared digital toolset for trainers and apprentices

As regular readers of my blogs surely know, the Learning Toolbox (LTB) was developed in the context of our EU-funded project Learning Layers (2013 – 2017). After a lengthy co-design process the project partners managed to develop and pilot test a digital toolset to support vocational and workplace-based learning. In our major pilot context, the North-German training centre Bau-ABC Rostrup, the full-time trainers have continued to use the toolset and spread it across all construction trades (for which they give training). As we have seen it during the project and afterwards, the LTB has proven to be user-friendly – both from the perspective of trainers and apprentices. Moreover, it has served the purpose to support self-organised learning and professional growth in the respective trades.

Use of Learning Toolbox (LTB) during the period of lockdown

So far our observations on the use of LTB have been based on working visits to Bau-ABC during the normal training periods when the full-time trainers have supervised the apprentices’ projects. Now, during the crisis, the training centre has been closed and the training periods have been postponed. However, the trainers have not capitulated. Instead, they have prepared special LTB-stacks for the closure period and announced them via Facebook. Below, some screenshots will give an impression, how vocational learning contents have been shared with apprentices.

Screenshots 1a and 1b: The general announcement on the LTB-stacks for different trades

Screenshots 2a and 2b: Trade-specific LTB-stacks with attached introductory messages

At this point I will not go into details, in what ways the trainers expect that these stacks will be used – after all, no one knows, when and how the return to some kind of new normality can take place. 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. I will try to catch up with the LTB-developers, the Bau-ABC trainers and other experts to learn more during the coming weeks.

Quiet period in education and training activities – What news on the project fronts?

Normally I am populating this blog with reports on field visits and project meetings or on emerging results. Right now we are in the middle of a very quiet period. The hitherto normal activities of education and training providers have been closed due to the spread of the corona virus. And in a similar way all face-to-face meetings – whether project meetings, field visits or workshops with local/regional partners – all such events have been cancelled or postponed. So, it is very quiet right now. But yet, it is worthwhile to look at the possibilities that digital tools and online services may provide under such circumstances.

Indeed, as Graham Attwell mentioned in the online meeting of our TACCLE4 CPD last week, this crisis has been a strong push for teachers and trainers to move their activities online. What has been so far considered as a sideline opportunity – something complementary to the ‘regular’ teaching and training in presence – has to be considered as the remaining main option. From this point of view teachers, trainers and university lecturers are making rapid progress in implementing new online learning solutions in their own context. And at the same time developers of online learning platforms and software solutions are doing their best to support such transitions. All this is reflected in many online conferences and meetings. So, even during this quiet period, there are several new developments that need our attention.

From this point of view we discussed the role of our next transnational meeting – which we cannot organise as a face-to-face meeting but as an online meeting. Nevertheless, we agreed to book time slots to catch up with these new developments in online learning and in knowledge sharing within online communities. Also, we discussed the prospects to organise the forthcoming Multiplier events of the project as online events (and to use new formats for such events). Here, we need some time for further planning. BUT, if we want to capture the most valuable fruits of the new developments, we would need to organise the events at a time when our target groups – teachers and trainers – are getting back to the new normality after the period of lockdown. Therefore, I hope that the funding agencies are flexible enough to extend the working periods of projects like ours.

At any rate, I am trying to bring myself back to working mode (at least after the Easter period) and catch up with my friends and colleagues who are closer to new developments. Let us see, what all we will find out.

Ideas for the forthcoming Multiplier Event of the TACCLE4 CPD project – bringing Learning Toolbox and OER into practice

In my previous post (on the Pontydysgu site) I told that I will be travelling quite a while and get back to office at the end of May. But I also mentioned that we (me together with my colleagues Ludger Deitmer and Jan Naumann) are planning a Multiplier Event on using digital tools to enrich vocational learning culture. And we will be working together to develop our ideas further. Here I have put on paper our first ideas:

1. What kind of event are we planning?

We are planning a Bremen-based and German-speaking Multiplier Event of the TACCLE4 CPD project to be hosted by ITB on Friday 12th June 2020.

2. What is the title of the event? What is our key message?

“Digitale Wege in der beruflichen Bildung – Alibi-Ansätze oder Innovationen”

With this provocative title we want to stimulate critical discussion on halfway-thought reforms around digitization in the field of VET. As a contrast we want to give insights into practitioner-led innovations in vocational learning.

3. What kind of an event do we want to have and with whom?

We want to have an event for and with VET practitioners. We want to invite them to think of their own possibilities to shape new learning arrangements with digital toolsets (e.g. with Learning Toolbox) and open educational resources (e.g. with such learning designs that Jan has presented in the OER-report for TACCLE4 CPD).

As participants we want to invite teachers (from vocational schools) and trainers (from training centres) of whom we know that they

  1. have an interest in enhancing their digital competences and
  2. want to develop vocational learning with digital toolsets and OER.

In this respect we want to give them inspiring impulses and opportunities for hands-on training in terms of peer-to-peer support.

4. What contents for discussion and training have we considered?

From the perspective of TACCLE4 CPD project we discussed two main perspectives:

  • Use of Learning Toolbox as means to enhance vocational and workplace-based learning culture – in particular from the point of self-organised learning.
  • Use of Open Educational Resources (OER) as support for shaping-oriented learning and for combining different learning paths.

From the perspective of TACCLE AI and VET project we discussed some further perspectives that could be taken up:

  • The shaping of “Smart factory” competence centres in vocational schools and their contribution to the development of vocational learning culture.
  • The use of humanoid robots as “assistants” to teachers in large classes with  heterogeneous learners and diverse support needs.

5. What further ideas we want to emphasise in the event?

Promoting the readiness of participants to work with new tools:

  • Tools with which they can co-shape their own teaching/learning arrangements;
  • Tools that they can develop themselves and use in their teaching and learning.

Create an understanding for the unity of culture, structures and technology in order to achieve sustainable innovations in VET:

  • Culture – to bring into picture and spread the innovative spirit to develop learning and to engage colleagues and learners;
  • Structures – to ensure the acceptance of the new ideas and the readiness of the whole organisation to support new initiatives;
  • Technology – to use appropriate technology for working and learning tasks.

(Points from the perspective of unsuccessful practice:

  • You may have inspired teachers but if the structures do not provide any flexibility, the innovations remain isolated.
  • You may have up-to-date technologies, but if they are not linked to the learning culture, their potentials are not in full use.
  • You may have supportive structures and adequate technologies, but if teachers are not able/willing to take initiatives, the innovations do not take off.)

Provide insights into new learning concepts (enriched with digital tools and digital media) and how to work with them:

  • Micro-learning (adjusted to vocational and workplace learning with major time constraints)
  • Nuggets with max. 5 minutes digital media content to capture the concentration of learners and to stimulate further learning.

I guess this is enough for the moment. I will get back to this topic in due time.

Getting ready for the holiday break – Looking forward to next year

In my recent posts I have summarised the results that have been achieved for the EU-funded project TACCLE 4 CPD from the perspective of vocational education and training (VET). In addition I have provided insights into the work with Open Educational Resources (OER) as support for vocational teaching/learning arrangements. Altogether I have been relatively pleased when wrapping up the achievements by the end of the year. As I see it, I have completed my tasks for the project and thus I can enjoy the holiday break.

Before going on holiday I would like to make one point concerning the contribution of our project to the field of adult education. At the end of October I was invited to visit the kick-off meeting of a new EU-funded project “Artificial intelligence (AI) and vocational education and training (VET)”. In my guest presentation I had the chance to inform the participants of the initiative of the Finnish Government to provide online training for the whole population in matters related to AI. By that time the course “The Elements of AI“ had already reached one fifth of the population and it was gaining wider popularity. The partners of the new project were very interested of this course. In November I wrote a blog post of this working visit.

Later on I was informed that the Finnish government has promoted this course as n initiative of the Finnish EU-presidency. In this context the course will be made available in all EU languages and the goal is to educate 1% of the European citizens in the basics of AI.

I cannot claim that I would be an expert in AI or in organising such online courses. But I would assume that this particular pilot case is interesting for our project and in particular for its contribution to the field of adult education. I leave this idea at this point and let us see if we can get further in the beginning of next year.

I wish all my partners and contributors in the project and all readers of this blog a merry Christmas break and a good slide to the New Year 2020!

Highlights in the TACCLE 4 CPD project – Working with the theme “Open Educational Resources (OER)”

In my previous posts I have presented results that have been achieved in the EU-funded project TACCLE 4 CPD. I have drawn attention to the reports that have focused on promoting digital competences of teachers and trainers in the field of vocational education and training (VET). With this post I want to shift the emphasis from the final products to the process of work that has led to results. Here I want to highlight the collaborative process that has made it possible to achieve genuine results with the theme “Using Open Educational Resources (OER) in the field of VET”.

Before I go any further I need to make the point that I couldn’t have brought such results on my own – as a research in VET with researcher’s view on practice. To me it has been a highlight in this project to work together with my colleague Jan Naumann. Jan has a background in apprentice training for two technical occupations and then a long experience as trainer and as vocational teacher. Having completed his studies in pedagogics of VET he has joined us as a researcher in ITB. With his manifold experience in ‘training teachers and trainers’ projects we could focus on real use cases and teaching/learning arrangements. But we could also bring the documentation and promotion of OER further with our join efforts.

Preparing the report on uses of OER in the field of VET

When we started working with the report for the TACCLE 4 CPD project we made a decision that we will not try to give an encyclopedic overview on different kinds of OER. Instead, we tried to outline an innovation path (or learning journey) in using OER to shape and enrich vocational taeching/learning arrangements. From this perspective we presented exemplary cases – starting from simple ones and heading to more complex ones.

In the first exemplary case the use of digital tools was not highlighted. Instead – with the process in which apprentices were making their own tools – the pedagogic point was that the learners were producing tools for themselves. Thus, they were invited to think of the use of the tools and of the quality requirements. In the second example a learning path in robotics was enriched with the use of Open Resources (OR) into an integrative project that brought together different areas of vocational knowledge. In the third example the use of OR in a nodal point of hitherto separate learning path helped to link them into an integrated set of learning paths. In the fourth example the use of OER and OR helped to bring parallel learners’ teams (technical, administrative and catering) into a joint learning project – planning and organising go-kart races with self-planned project administration, self-made vehicles and self-organised catering services.

Preparing the supporting power point presentation on two exemplary cases

Whilst the report could provide rather lively summaries of cases that have been implemented in practice, it was necessary to give closer insights into the educational designs. Therefore, we prepared a power point presentation as an annex to the said report. In this presentation we could visualise the development, enrichment and integration of the learning designs in the second and third exemplary case. To us, this provided a basis for discussions, how to build upon such cases.

path1 path2

Preparing the ePoster  to share knowledge on the report and the exemplary cases

However, we didn’t stop working when we had finalised the report and the annexed power point presentation. We wanted to take a further step in using digital tools to promote knowledge sharing on such innovations. Therefore, we prepared an ePoster by using Learning Toolbox (LTB) – the digital toolset that had been developed in the earlier EU-funded project Learning Layers (LL). For this purpose we created an LTB-stack that consisted of three screens (as they appear on the mobile app of LTB). The first screen presents an opening message and then provides access to the report, power point presentation and to a relevant web page for accessing OR. The second screen presents the exemplary case of the single integrative project with additional information and detailed presentation. In a similar way the third screen presents the integrated set of learning paths. Finally we prepared the stack poster that can be used as a mini-poster in conferences.

OER in VET 1 OER in VET 2OER in VET 3

With this process of work we have tried to demonstrate, what we mean with the concept ‘innovation path’ in the context of promoting uses of OER in vocational teaching/learning contexts. And with using LTB as means to share knowledge we have tried to work with our own tools to deliver our message.

Presenting my contributions to TACCLE4 CPD project – Part Six: The complete set of reports is available on ResearchGate

During the last few weeks I have worked hard to finalise my deliverables for the EU-funded project TACCLE4 CPD. The project develops models for continuing professional development (CPD) to promote digital competences of teachers and trainers. The acronym TACCLE stands for “Teachers’ aids on creating contents for learning environments”. The current project is already the fourth one in the series of TACCLE projects. The earlier ones have focused on classroom teachers and on organising training for interested teachers. The current project has shifted the emphasis to organisational level and to different educational sectors – including adult education (AE) and vocational education and training (VET).

My contributions (on behalf of our institute ITB have focused on the field of VET and made transparent challenges and boundary conditions for promoting digital competences as contribution to vocational learning. In my previous blogs I have discussed this with reference to the particular reports once I have got them completed. Now that I have the full set of  reports ready and uploaded on ResearchGate I want to present an overview, what all has been produced to support CPD initiatives and to draw attention to promotion of digital competences in the field of VET.

Overview of the VET-related reports for TACCLE4 CPD project

Below I just present the titles of the reports and the links to ResearchGate. For further information I refer to the previous blogs and to the abstracts on ResearchGate:

Report One: Policy analyses as background for continuing professional development of teachers and trainers in the field of vocational education and training (VET). DOI:10.13140/RG.2.2.24915.73762

Report Two: Finding new approaches to promote digital competences – Legacy of past projects and new inputs from R&D projects in vocational education and training (VET).  DOI: 10.13140/RG.2.2.13171.68649

Report Three: 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.  DOI:10.13140/RG.2.2.23552.58880 (co-authored with Jan Naumann)

Annex to Report Three: Using Open Resources (OR) and Open Educational Resources (OER) in Vocational Education and Training (VET). Two examples of teaching/learning designs. DOI: 10.13140/RG.2.2.10969.67684 (co-authored with Jan Naumann)

Report Four a: Strategies and Training Models for promoting Digital Competences in the field of Vocational Education and Training – Reflections on Policies, Conceptual Frameworks and Innovation projects. (Co-authored with Angela Gerrard and Werner Müller)

Report Four b: The Theme Room Training 2020 framework – Promoting digital competences of vocational teachers and trainers Report 4b for the TACCLE4 CPD project.  DOI: 10.13140/RG.2.2.16783.33447

Annexes to The Theme Room Training 2020 framework (Report 4b for the TACCLE4 CPD project) 

As I see it, I have completed a coherent work program starting from policy analyses, continuing with explorations on R&D projects and use cases on introducing OER and then landing to a synthesis report and to framework for shaping CPD measures. I hope that this has been useful.