Category Archives: Blog

Learning Toolbox – Scenario

The Learning Toolbox (LTB) scenario for working with an integrative toolset in vocational learning contexts

Target audience: 

School and training managers (leaders; coordinators, team leaders  etc.) as well as educational and in company actors, such as trainers or IT admins or HRD managers, VET teachers as well as dual students, trainees or apprentices.

Introduction

First the background of this scenario will be described first and followed the scenario develops as well as the key results including the assessment of the scenario. 

Research and development in Personal Learning Environments has made considerable progress in recent years. Yet although often acknowledging the importance of informal learning is rising but research focuses largely just on formal education. Far less attention has been paid to work based and work integrated learning and still less to the particular context of learning at work in Small and Medium Enterprises (SMEs) (Gustavsen, Nyhan, Ennals, 2007). 

The Learning Layers project (2012-2016) developed innovative digital media with partners from professional practice and science. One of these applications is the Learning Toolbox: the smart combination of work and learning in everyday work. The Learning Toolbox (LTB) scenario enables you to put together your own small apps on specific topics. 

Conceptual introduction

The scenario supports largely informal and mobility based learning processes across different learning spaces such as the training centre, the workplace within an learning company, the private sphere of the learner at home or on a move as well as the VET school/college. Therefore three Layers focus on interaction under three types of levels involved in informal learning process:

  1. Layer that invites informal interactions with people across enterprises in the cluster, scaffolds workplace learning by drawing on networks of learners and keeps these interactions persistent so that they can be used in other contexts by other persons,
  2. Layer that supports creation, maturing and interaction with learning materials as boundary objects and guides this processes by tracking the quality and suitability of these materials for learning, and
  3. Layer that situates and scaffolds learning support into the physical workplace and captures people’s interactions with physical artefacts inviting them to share their experiences with them.

All three interaction layers draw on a common Social Semantic Layer that ensures learning is embedded in a meaningful context. This layer captures and emerges the shared understanding in the community of learners by supporting the negotiation of meaning. To achieve this, the social semantic layer captures a number of models and lets the community evolve these models through PLEs in a social negotiation process.

Work based Personal Learning Environments will be based on a series of Learning Layers. In building heavily on existing research on situated and contextualised learning, Learning Layers provide a meaningful learning context when people interact with people, digital and physical artefacts for their informal learning. Learning Layers provide a shared conceptual foundation independent of the personal tools people use for learning. 

The scenario was planned, developed and tested within the building and construction industry. The scenario illustrates how this technologies was made operational in the regional North West German building and construction cluster.The Learning Toolbox (LTB) was the main end product of a co-design process in the EU-funded Learning Layers project. The LTB was shaped in a participative and iterative design process – involving trainers and other practitioners in construction sector.

Process of developing the Learning Toolbox

The process that led to the making of the integrative toolset was one of the design activities launched in the beginning of Learning Layers project. Originally the design idea was to digitize training and learning materials for apprentice training. However, a new approach was found and the process started developing a toolset to access relevant web resources, share digital contents and share information on training and learning.

In the context of apprentice training the responsible trainers prepared for their groups of apprentices an LTB-stack. The stack consists of tiles with which the users share documents, give access to web links and manage communication. The learners receive instructions, worksheets, reporting forms and permissions to upload photos (as evidence for interim results) or video’s.

Co-design and search for appropriate tools: In the Construction pilot the co-design work was started with interviews and participative workshops that mapped potential uses of digital tools that could support construction work and related learning. In several iterations the design idea was transformed into the shaping of an integrative toolset (mobile app) that provides access to web resources, project documents and work- and learning-related contacts (“Learning Toolbox”). This process was shaped as a strongly R&D dialogue that involved construction sector trainers, technical partners and accompanying researchers.

a.   Training the trainers: In the beginning phase of the project the stakeholder interviews and participative workshops had given a picture of a non-transparent landscape of stand-alone l tools and apps. According to the trainers some of these could not be considered appropriate as support for work-related learning. Therefore, a short multimedia training campaign was launched in Bau-ABC. The aim was to support the trainers’ digital literacy and their capability to work independently with multimedia and web resources. The key results of this phase were the trainers’ blogs that they used as trade-specific repositories for training materials. Later on, a broader training model,  the “Theme Room” training was initiated by the trainers of Bau-ABC.  This model was implemented as a training campaign for all trainers of Bau-ABC in November 2015.

b.   Final development and pilot testing of Learning Toolbox: After a search period (and two iterations in the co-design activities) the Construction pilot focused on the development of the Learning Toolbox (LTB) as its key activity. The LTB was designed as an integrative digital toolset to support vocational and work process-oriented learning. In the final year of the project in reached the stage of maturity and was pilot tested in Bau-ABC with a limited number of trades. In this phase the responsible trainers of Bau-ABC introduced new learning projects for apprentices – to be completed with the help of the LTB. Some of the trainers developed joint projects for neighbouring trades or tutored their fellow colleagues how to use LTB in their training for groups of apprentices who had already started using LTB. By the end of the LL project there was enough practical experience (and documented evaluation material) to conclude that the LTB was ready to be used on a wider scale.

Results of assessment/evaluation including pilot testing

The pilot testing of the Learning Toolbox was the concluding activity of the Construction pilot of the Learning Layers project. It was the crucial test, whether the project had developed a viable and usable product. And here the key issue was, whether it was helpful both for the trainers (in delivering instructions and learning materials) and for the apprentices (in working with their training projects and in documenting their learning results). Moreover, it was of importance that the trainers could prepare their own designs with the Learning Toolbox and that these were considered useful by the apprentices.

The key result of the pilot test was that the Learning Toolbox proved to be a usable and viable product. The trainers were in the position to set their own pedagogic accents by managing the amount of material that was available at different phases of learning. They were also ready to expand the access to resources according to the learners’ progress and capability to produce their own solutions. A general satisfaction to this was echoed in the workshops of apprentices that gave feedback of the piloting.

The main success factor was the previous project history with the co-design process and with the training activities. In addition, the programmed toolset was made as user-friendly as possible (given the limited time that had been available for its development).

The key limitation to wider transfer was the fact that the project came to an end shortly after this pilot-testing phase. Thus, the efforts to launch successor activities coincided with gaps in project funding and were not linked to similar accompanying research activities as during the project. Therefore, there is very little documentation on the transfer-promoting activities and of the pedagogic and organisational issues that have come up in the new user-organisations. In building ABC Rostrup e.g. Individual learning tasks are linked to the LTB in such a way that trainees can work on them independently and review their knowledge with quizzes.  

Using Learning Toolbox (LTB) in other working and learning context:

A particular use case was provided by an architect was active as a construction site manager. For this site a stack was prepared to update construction plans, to inform the contractors and to alert them to recent changes in schedules. This helped to manage the coordination between different craft trade companies on the construction site. This example provided a basis for follow-up initiatives to use LTB in other construction companies.At the North German Center for Sustainable Building in Verden, i.a. an LTB app provides visitors with information about the sustainable building concept. At the ITB, the LTB was used on a mobile basis to make knowledge more interactive for employees before, during and after the retreat.

The handling of the LTB was flanked by extensive multimedia training for users. Accompanying research was carried out during the campaigns so that they are visible to everyone as a collaborative working method and how the exchange of knowledge in professional forums is to be structured.

Scenario Objectives

The goal of Technology Enhanced Learning approach underlying this scenario is to facilitate the development of knowledge and learning and their transfer between the learning locations as well as the different contexts and specialist areas. The following number of critical issues are examined in the Learning Layers scenario, in particular the character of learning and the application of knowledge in the workplace, as well as the interactions with physical artifacts, like machinery, computers and other technical materials:

  1. The way in which new knowledge develops and is exchanged, within and between the “learning organizations” in production companies and training centers as well as in Vocational schools. 
  2. Under which conditions a mobile learning and working environment is taking up and can relate the different dimensions of the known-what, known-how and known-why in order to enable skilled workers, trainees and apprentices to make better-informed decisions in planning, implementation and implementation of the control of the work tasks.

In view of the importance of specialist knowledge, professional practice communities and the need to create a holistic learning environment, the processes of shaping the immediate users (trainee, master, etc.) are very important for this scenario. Even if three learning locations – vocational school, inter-company training center and training company – will always be difficult to achieve coordinated cooperation. 

Resources and more information

Attwell, G., Deitmer, L., Heinemann, L., Kämäräinen, P.; Developing PLEs to support work practise based learning in: e learning papers 35, 2013

Eraut, M., Hirsch, W. 2007: The Significance of Workplace Learning for Individuals, Groups and Organisations Oxford & Cardiff, UK: SKOPE Research Centre. 

Deitmer, L., Heinemann, L., 2010: Innovation through evaluation and quality development of in-company training and workplace learning In: Conference Proceedings on Second International Online Conference on Innovation in Training Practice, www.trainersineurope.org 

Scenario – Reflective Practice

Overview of scenario

As a requirement of many courses, learners should display the ability to reflect on their own practice and subsequently to evaluate their own performance. This scenario looks at using digital courses, tools and apps to enhance both the learning and the process. 

Why is it important?

Reflective practice means that you study your own experiences, what you have done and what you have learned from it, and use that information to improve the way you work. It is very useful for professionals who want to continue learning. It is also useful for any professionals who are required to keep a record or portfolio of their learning and achievements. For example in health care, or teaching. 

About Taccle

Taccle projects have been providing resources and training in ICT and digital technologies for educators for over 10 years and a previous Taccle project won awards from both the European Commission and from member states for excellence and impact. With diverse teams made up of experienced educators, academics and edtech experts, Taccle continues to bridge the gap between policy, practice and changing technologies with projects exploring computational thinking, digital pedagogies and the use of Artificial Intelligence. Follow us @TaccleProjects for more information.

Requirements

The main requirements are time and a commitment to regularly update your journal or portfolio in whatever form it takes.  You will also need to choose which tool or tools to use. 

Scenario description

Digital tools for reflective practice are designed to decrease the time component and increase the range of media you can record. Rather than having to sit down at the end of the day to write out your day’s noteable events, you can video, photograph and record audio clips as the events happen.

In this scenario we will look at the use of digital tools for recording, bookmarking and sharing ideas.

Scenario Objectives

To show how reflective practice can be made easier and more efficient using digital tools.

Equipment and Support

You will need access to a mobile phone or tablet or a device capable of taking photos, video and audio recordings. 

This short course explains the principles and process of reflective practice without the technology to support it.

Once you know what you are doing and why you can start to incorporate the technology.


Resources and more info

Evernote https://evernote.com/ we have used this tool with healthcare professionals, the free version is versatile and allows you to organise notes from multiple projects.

Trello http://trello.com is better known as a project management tool but can be used for a host of other purposes including reflection. Trello has the advantage of collaboration so you can share your thoughts with a wider group.

Blogs you could use any blogging platform to journal your reflections, we recommend wordpress.

Working and Learning with the TACCLE4 CPD project – Logbook of blog posts available on ResearchGate

During the years 2017 – 2020 I have written regularly blog posts on my work for the EU-funded TACCLE4 CPD project. These have been published  on my blog “Working and Learning” and on the TACCLE4 CPD website. As has been indicated in the blog posts, this project is the fourth in the series of transnational TACCLE projects to promote digital competences of teachers and trainers in Europe. Now, on having completed my work for the project, I have collected the blogs into a single document “Working and Learning with the TACCLE4-CPD project – Logbook of blog posts on the TACCLE4-CPD project 2017-2020”.  Below I share some introductory remarks on the logbook.

The background of the TACCLE4 CPD project

The acronym TACCLE referred to the title of the first project “Teachers’ aids on creating content for learning environments” and to its main product – teachers’ handbook for developing e-learning. In the subsequent projects the emphasis was shifted to specific subject domains (TACCLE2) and to supporting the teaching of programming in general education (TACCLE3). The aim of the current project (TACCLE4 CPD) is to support the development of continuing professional development of teachers and trainers in order to enhance their digital competences. Whilst the previous projects were providing direct support for classroom teachers, the current project seeks to develop training models and provide support for those who plan CPD measures.

The challenge for the project work in the field of vocational education and training (VET)

This logbook contains primarily contributions to the work for the TACCLE4 CPD project in the field of vocational education and training (VET). However, many posts try to relate this work to the school-centred approach of the previous TACCLE projects. In particular this becomes visible in the blogs that reflect the importance of the Learning Layers project as a predecessor of the TACCLE4-CPD project.

In this respect this logbook serves as a documentation of a project-specific learning history in which achievements of prior TACCLE projects and of the Learning Layers project are brought together in order to support CPD initiatives in the field of VET. Since this is a logbook of blogs that had been written for an ongoing project, it is not appropriate to present final conclusions. Instead, the logbook provides snapshots on the development of the work at different phases of the work. Therefore, the original blog posts have been copied below as such, without further commentaries.

The logbook “Working and Learning with the TACCLE4 CPD project” is available in the project space “TACCLE CPD and VET” on ResearchGate.

With this update I bring my blogging on the TACCLE4 CPD project to an end and finalise the logbook of the blogs.

The reports of ITB for the TACCLE4 CPD projects are published on the website and on ResearchGate

In my latest blog posts I have announced that I have completed the work on behalf of Institut Technik & Bildung (ITB) for the TACCLE4 CPD project. I have described the finalisation of the latest reports and given a group picture. In this way the journey from preparatory analyses to addressing key points in promoting digital competences of vocational teachers and trainers has become more transparent. Moreover, the revisited framework Theme Room training 2020 and theTACCLE4 CPD Showcase have been set to a context. And the glimpses to the newer work with the theme ‘Artificial Intelligence and VET’ and the progress with using the digital toolset Learning Toolset (as support for online conferences) have been added to the picture.

Now it is time to announce that all these reports have been made available on the TACCLE4 CPD website in the section

Developing Technology Enhanced Learning in VET.

In addition to this, the reports are also available on ResearchGate in the project space

TACCLE CPD and VET.

And, as has been mentioned above, they are also accessible via the above-mentioned LTB-powered resource environment

TACCLE4 CPD Showcase.

The project work with focus on the field of vocational education and training (VET) has been completed and the results have been delivered. Now it is time for follow-up activities and for reflecting on lessons learned.

The work of ITB for the TACCLE4 CPD project successfully completed

In my latest blog post I reported of my last contributions to the ongoing EU-funded project TACCLE4 CPD. In the same context I announced the end of my career as an active researcher and my transition to retirement. However,  I then realised that I had been asked to write a short overview on the finalisation of my project work for the web page of our institute – Insitut Technik & Bildung (ITB), University of Bremen. I then thought that the best way to complete this task is to write firstly a blog post. In this way I have the chance to revisit firstly the initial idea, then the way that project work was shaped and finally results of the project. Here, it is worthwhile to note that I am not writing on behalf of the whole project but on the specific contributions that focus on the field of vocational education and training (VET).

The project idea and finding the way to work with it in the field of VET

TACCLE4 CPD project was launched as a successor of three earlier TACCLE projects that focused on promoting the digital competences of classroom teachers. The acronym TACCLE stands for “Teachers’ Aids on Creating Content for Learning Environments. The three first projects developed handbooks and online materials to support teachers who were creating contents for e-learning. The aim of the fourth project was to develop strategies and models for continuing professional development (CPD) to promote digital competences of  teachers and trainers in different educational sectors.

Whilst the other partners were focusing on general education and adult education, ITB was invited to work with the field of VET. Here the main reference was the involvement of ITB in the co-design of digital tools, multimedia training for vocational trainers and pilot testing of digital tools in the EU-funded Learning Layers project. From this point of view the background of ITB experience and collaboration with practitioners differed from the approach of other partners who focused integrating the use of digital tools to school-based learning.

The above-mentioned contrast became apparent when the founder of the project, Jenny Hughes from Pontydysgu became seriously ill and then passed away during the first year. As Angela Gerrard from Pontydysgu took over the coordination, the project team had to redefine their roles in the project and find their own ways to work in their respective fields. From this point on the work of ITB became a specific sub-project that focused on the field of VET  and built upon the work in the Learning Layers project.

The main contributions of ITB to the project

Consequently, the contributions of ITB have been special reports that link the issue of promoting digital competences to contexts of vocational and work process-oriented learning. From this perspective the reports have addressed the following themes, challenges and working perspectives:

  • The report on Policy analyses made transparent specific governance models in the field of VET (federal structures, stakeholder involvement) and the role of national local and sectoral innovation partnerships;
  • The examination of Prior and parallel innovation projects gave insights into different innovative approaches in school-based education and in vocational learning contexts;
  • The report on Open Educational Resources (OER) in the field of VET gave insights into specific cases in which OER had been used in vocational learning arrangements;
  • The research report on Strategies and Training concepts for promoting  digital competences builds upon the previos reports. It makes distinctions between school-based and work process-oriented approaches, dicusses overarching frameworks and outlines different innovation paths.
  • The framework “Theme Room Training 2020” builds upon the research report. It revisits the experiences of training with theme rooms in the Learning Layers project. It then outlines a new set of thematic blocks in the light of the research report (e.g. the innovation paths) and other contributions (e.g. the planning tool “TACCLE Routemap”).
  • The report on Civic learning and new uses of digital toolsets complements the picture with newer developments. Firstly it informs of training initiatives that focus on artificial intelligence (AI). Secondly, it informs of new ways of using the Learning Toolbox (LTB) as support for self-organised learning and for online conferences during the coroca-crisis.

The final activities and results – Multiplier Event and the TACCLE4 CPD Showcase

In the final phase ITB organised a Multiplier event in the training centre Bau-ABC Rostrup – a former partner of the Learning Layers project. The event was based on a short resume of the work of the TACCLE4 CPD project and on the experiences of Bau-ABC trainers on the use of the Learning Toolbox (LTB) as support for training. Also, the experiences with training in theme rooms and the prospect of relaunching a new round of such training was discussed. The work with and in the multiplier event has been documented in and activity report.

In this context ITB presented the TACCLE4 CPD Showcase – a digital resource environment that presents the work of the project as a collection of several LTB-stacks. In this way the showcase provides a comprehensive overview and an easy access to the digital resources that have been produced and used in the project. The showcase has also been introduced in a special report for the project.

I think this is enough of reporting of the work that has been completed in the TACCLE4 CPD project. From now on I need to move on to a phase of reflecting on lessons learned – in this project and throughout my career as researcher.

Finishing the last reports for TACCLE4 CPD project – Handing over the torch for other runners

During the last few months I have surprised myself by producing three new reports for the ongoing EU-funded TACCLE4 CPD project. As regular readers of this blog will know, the project has been working with strategies for promoting digital competences of teachers and trainers in different educational sectors. And, as a contrast to the three earlier TACCLE projects, the fourth one had the task to shape models and concepts for continuing professional development in educational establishments and training organisations. Furthermore, my role in the project has been to address the task for the field of vocational education and training (VET) and to bring into the project the legacy of the Learning Layers project (in which I had been working for many years).

Now, the project is in its final phase and at the same time my career as an active researchers has come to an end. During the last few weeks I have surprised myself and others by producing three new reports for the project – in addition to the five ones that I had produced by the end of last year. Below, I want to make some comments on these newer reports and how they enrich the group picture of the earlier VET-related reports.

Report 5: Promoting digital competences beyond the accustomed realm of ICT skills

During the project I had been writing blogs on innovative activities to promote digital competences via civic learning and via introduction of specific applications of the Learning Toolbox (the main product developed in the Learning Layers project). To me, the Finnish idea of developing a broad-based introductory course on artificial intelligence (AI) and its impact for the entire civil society was very inspiring. Equally, the recent progress in using the Learning Toolbox (LTB) at different contexts was impressive. In the initial pilot context, vocational trainers made new efforts to support vocational learning during the lockdown. and after the closure period they added new features to using LTB in apprentice training.

Parallel to this, other applications of LTB – mainly the use  of LTB to shape ePosters for conferences (that are shifting from face-to-face events into online events) is becoming widespread. Here, it is worthwhile to note the spread from regular conferences into other kinds of of online events – such as multiplier events of EU-funded projects. Furthermore, I got informed of the progress with LTB showcases. Firstly they had been shaped for particular conferences to give a group picture of the ePosters for the respective conference. In a more mature phase the LTB showcase was used to give a group picture of all conferences and online events that were working with ePosters – of which some exemplars were portrayed in this ‘all stars’ showcase. I was happy to give visibility to the start-up company Kubify (founded by the former LTB-developers) due to their latest achievements. Altogether, this report demonstrated the progress of promoting digital competences beyond the accustomed realms of ICT skills.

Activity Report on the German Multiplier Event at the Training Centre Bau-ABC Rostrup

During my working visit in Bremen (after a long break) I had a chance to organise a Multiplier Event that took place as face-to-face event in the training centre Bau-ABC Rostrup (with whom we had worked intensively in the Learning Layers project). For me it was a pleasant opportunity to meet several trainers of the centre – some of which had been our counterparts for years, whilst some were newcomers. In my input I gave an overview, how the co-design processes (that led to to the shaping of the LTB) and the parallel training activities (that were completed with training based on Theme Rooms) worked hand in hand in the Learning Layers project. Then I gave some insights into the idea of different innovation paths (for introducing digital competences in the field of VET) and how they can be addressed in a revisited framework for Theme Room Training 2020.  In addition to this I presented the new TACCLE4 CPD Showcase that pulled together the VET-related work in the Learning Layers project and in the current project.

It was interesting to note that the discussion moved on from my inputs to the practical challenges (regarding the use of LTB as support for training) and to the possibilities to take further steps with their internal training. So, in this respect the session became a genuine multiplier event. Indeed, it was concluded with a commitment to start a new round of theme room sessions – based on the ideas and needs of the active trainers and with focus on improving the use of LTB in their context.

Report 2b: The TACCLE4 CPD Showcase as a new collection of online resources

My final report for the project TACCLE4 CPD presented the above-mentioned LTB showcase for this project and how it came into being. As the pre-history I presented the earlier pilot activity to introduce the work with ePosters into the European Conference on Educational Research (ECER) in the year 2018 in Bolzano. This was a limited pilot project with some ePosters for the network program of VETNET (the European Research Network for Vocational Education and Training). As a further step from this phase the report introduced an overarching showcase for the TACCLE4 CPD project.

This showcase provided on the one hand comprehensive LTB-stacks thet presented all VET-related reports for the Learning Layers project and for the TACCLE4 CPD project. Then, it introduced thematic stacks that focused ot the use of Open Educational Resources (OER) in the field of VET and outlined the Theme Room Training 2020 framework.

Altogther, this report gave a picture of a new kind of an online resource environment. At the same time it invited the users to consider their own innovation paths and to think of their own ways to shape training with Theme Rooms.

I guess this is enough of the latest reports and of the messages I want to pass at the final phase of the project. Now that I am finishing my career as an active researcher, I have the feeling of being a runner with the torch of the Olympic Games. I am coming to the point in which I have to had out the torch for new runners – the ones in research, the ones in the software development and the ones developing their training approaches. My message to them is the following: You need to take the fire from the past, not the ashes. And: You need not go back to the long and winding roads of your predecessors – you need to find each other in the present date circumstances.

Multiplier Event of TACCLE4 CPD project – Part Two: Presenting the LTB-Showcase of the TACCLE4 CPD project

In my previous post I gave a report on the Multiplier Event of our current EU-funded project TACCLE4 CPD. The event took place on Friday the 16th of October in the German training centre Bau-ABC Rostrup in North-Germany. As regular readers of this blog know, Bau-ABC was an important application partner in our earlier EU-funded project Learning Layers (2012 – 2017). Their collaboration was crucial for the development of the main product of the project – the digital toolset Learning Toolbox (LTB). As I have also reported, how the LTB has been used across the training centre in all apprentice training programs.

During the current project I have made several working visits to Bau-ABC. On several occasions I have discussed with  Bau-ABC trainers on challenges and perspectives for promoting digital competences in the context of vocational learning. These interviews gave me plenty of food for thought when I prepared my reports for the project. In the previous post I gave an account on my input and reported briefly on the discussions that we had during the session. I also mentioned that I had prepared a showcase that was powered by the LTB. In this post I try to give insights into the showcase and its contents.

The idea of preparing an LTB-showcase for TACCLE4 CPD project

I have already presented the LTB Showcase of the LTB-developers in an earlier blog post. In that showcase they had given on overview of several conferences and online events in which LTB had been used to produce ePosters for the respective events. Given the success of these ePosters, the LTB-developers had created the format of showcase to select the ePosters of one event under a common banner. With regular users they had created cumulative showcases that contain ePosters of several years. With this newest showcase the LTB-developers had provided an overview on different user-events. And by tagging the individual ePosters with the name of the user-event they made it possible for the viewers to access the specific showcase of that event. In this way I became aware that there had already been a case in which an Erasmus+ project had organised a virtual multiplier event by creating an LTB-showcase for the project and then making it accessible for virtual participants.

This gave me inspiration of preparing a similar showcase to support the forthcoming Multiplier Event that was under preparation. I understand that I have used specific terminology that doesn’t necessarily communicate clearly, what kind of product I was making. Perhaps one can characterise an ePoster (which is technically an LTB-stack) as a digital bookshelf that contains a collection of digital documents and other digital resources. The showcase that contains several ePosters (or LTB-stacks) can then be characterised as a small digital library. And the major showcases of the conferences can then be characterised as major ‘thematic libraries’, whilst the overarching LTB Showacase is a central library that refers to the ‘thematic libraries’.

Overview on the contents of the TACCLE4 CPD Showcase

Below I will first present screenshots of the contents of the showcase and of the banner that links them to each other:

I guess that the screenshots above give an impression of the kind of digital contents that have been packed to the showcase. Some of these contents have been prepared as ePosters for conferences. Some have been prepared as LTB-stacks that present project reports for the TACCLE4 CPD and Learning Layers projects.

I guess this is enough for a moment. Later on I will prepare a separate report that gives more detailed insights into the contents and explains how they can be accessed.

Multiplier Event of TACCLE4 CPD project – Part One: Report on the event in Bau-ABC Rostrup

Last Friday, the 16th of October, I was pleased to visit the German training centre Bau-ABC Rostrup once again. As regular readers of this blog already know, I have been working together with this training centre for several years. Our cooperation started when our institute (Institut Technik & Bildung, ITB) and Bau-ABC became partners of the EU-funded Learning Layers (LL) project in the year 2012. During the LL project we worked intensively together in the co-design process that led to the development of the Learning Toolbox (LTB) and in training activities to promote the digital competences of the trainers in Bau-ABC. After the end of the project (2017) I maintained contact with Bau-ABC and was pleased to continue working with them when I became the ITB partner in the EU-funded TACCLE4 CPD project (2018 -2020). This newer project gave me an opportunity to reflect on the achievements of the earlier one and to develop models and strategies for continuing professional development (CPD) of vocational teachers and trainers. Now, at the final phase of the project I was pleased to visit Bau-ABC and to organise the German Multiplier Event of the current project together with trainers of Bau-ABC. Below I will give a brief account on the event as such and in my next post I will discuss the contribution that I prepared for the event – a new LTB-showcase of LTB-powered stacks that I prepared for the TACCLE4 CPD project.

The preparation of the Multiplier Event – the long and winding roads

Originally I had prepared the initial plan for such an event together with my ITB colleagues. We had the idea of a bridging event that links the results of the TACCLE4 CPD project to their ongoing work with Open Educational Resources (OER) and with new developments with artificial intelligence (AI) in the field of vocational education and training (VET). We had drafted an invitation list that would bring together vocational teachers and trainers from different organisations – vocational schools and training centres – in the nearby region. The event was supposed to take place in June – between two travel periods when I was working outside Germany. BUT the corona-crisis made it impossible to implement these plans. Instead of returning to Bremen at that time I had to stay a longer period in my home country Finland. And due to the lockdown and the subsequent restrictions it was not possible to organise any presence event at the university campus before the summer holidays. Neither could we expect that vocational teachers and trainers could have had time to participate in such events when the schools and training centres were able to start anew at the end of May.

During the summer months it became apparent that there will be no chance to organise any kind of face-to-face event with external participants at the university campus. On the contrary, the access of university researchers and supporting staff was strictly restricted  and meetings were transformed into online events. From this perspective it seemed impossible to go further with plans that would include inputs from different projects and bring together participants from different organisations. For some time it seemed that the only way to implement the Multiplier Event would be to produce a pre-recorded webinar and then invite online participants to access the online material. However, due to the travel restrictions I was stuck in Finland and even if I could have returned earlier, it would have been difficult to put together a good quality online resource to attract participants at the beginning of a new school year or the training period of apprentices.

When returning to Bremen in the beginning of October I didn’t have high hopes of getting a decent multiplier event organised (whether as a face-to-face event or as a virtual even). However, things changed when I contacted Melanie Campbell, coordinator of Continuing Vocational Training at Bau-ABC and the key person for promoting the use of LTB  during the LL project and afterwards. We came to a conclusion that it would be possible to have a face-to-face event on Friday, the 16th of October in the afternoon (when the apprentices had already left for the weekend but the trainers were still there). We agreed on the input that I would make on the TACCLE4-CPD project (and the earlier LL project) and on her input concerning the current use of LTB in Bau-ABC.

The inputs for the Multiplier Event

So, we had the short time frame of two hours on Friday afternoon at our disposal – just as had been the case with the Theme Room training sessions in November 2015. This time there were additional challenges due to the corona restrictions and due to the fact that some of trainers were tied up with examination duties. But, with the thirteen trainers representing different trades and different training activities we had a qualified audience.

In my input I tried to give a picture, how three aspects of fieldwork in Bau-ABC became vital threads of the work of the Learning Layers project and its Construction pilot:

  • Joint analyses of work processes ans work-realated learning in different trades of construction sector;
  • Co-design of the digital toolset Learning Toolbox and different design events with trainers, apprentices and construction sector professionals who all gave their views, how a digital toolset could support them;
  • Multimedia training and ThemeRoom training that paved the way for the introduction of the LTB as a toolset that is being used regularly in the apprentice training and vocational learning activities provided by Bau-ABC.

In a similar way I emphasised the special approach to the field of vocational education and training (VET) to promoting digital competences and to shaping continuing professional development of teachers and trainers:

  • We are not discussing merely about integrating the use of digital tools to teaching school subjects. Instead, the challenge is, how to link the use of tools to vocational learning and occupational work.
  • We are not discussing merely about use of new educational technology to support school-based learning. As a contrast, the challenge is, how to link the use of appropriate digital toolsets that contribute to changes in working life and work-related learning.
  • We are not merely talking about promotion of digital competences of individual teachers (responsible of their subject matter). As a contrast, the holistic approach to vocational learning requires that teachers and trainers have a common approach to using digital tools.

In the light of the above I made the point of different innovation paths for introducing the use of digital tools. In this context I referred to different ITB projects that I had described in my reports:

  • The Kompetenzwerkstatt projects have been (re)designing the curricula (as a whole) for different vocational learning contexts. Here, the use of digital tools has been built in into specific curriculum processes.
  • The Learning Toolbox has been introduced as a new integrative toolset to be used in exemplary learning projects and to be spread in further projects via internal knowledge transfer and peer tutoring.
  • The Brofessio project had to deal with process industry cases in which the processes were sealed and could not be made transparent for learning in the context of work. As a contrast, it was necessary to introduce micro-learning units for off-the-job training to support work-related learning.
  • The use cases of introducing Opene Educational Resources (OER) were taken from specific vocational of pre-vocational learning contexts. Altogether they opened a perspective from relatively simple exercises to more complex uses of high-tech resources and to collaborative learning that involves learners from different trades.

Finally, I discussed the Theme Room experience of the year 2015 and the rethinking of the Theme Room approach for present date use. Firstly, I emphasised that the concept of training with Theme Rooms was a well-thought format but we couldn’t benefit of all the richness since we couldn’t integrate the use of LTB to the training. Secondly, I emphasised the need of making a situation assessment on the challenges in the occupational fields, on the capability of trainers and learners regarding the use of digital tools and on the path to follow in the training. In this respect I underlined that the Theme Room Training 2020 framework (that I had drafted for the project) invites the users the design their own theme rooms with their own themes instead of following a ready-made guideline.

The discussion takes off – coming together

When opening the discussion Melanie Campbell pointed to the importance of the Theme Room training in 2015 as atraining campaign for all trainers of Bau-ABC. The aim was to bring the digital competences of trainers to an equal level – as much as this could be achieved. Since then the use of LTB in different trades has taken the main attention and the practical issues have come up as the main concerns.

In the discussion many trainers brought into picture different problems that delimit the use of LTB at the training sites. Partly these are of infrastructural nature, partly there are difficulties in using the functions of LTB with given software solutions. Thus, the trainers have noticed that LTB is frequently used over the weekend. Melanie Campbell took note of these issues and suggested that similar Friday afternoon sessions should be used for troubleshooting and for sharing knowledge, how to overcome the difficulties.

Some of the trainers made the point that the Theme Rooms should be brought back to picture. Others commented that more emphasis should be given on overcoming the problems and getting more users at same level. Once this has been achieved, then it would be possible to take further steps in deepening the understanding on digital tools.

Altogether, the discussion reflected the situation in a training centre that had the experience of being early users of digital tools. In this respect it seemed that a period of “Theme Forums” would be needed to deal with the current problems befor heading to new cycle of Theme Rooms. Yet, when looking back at the earlier phases of the Learning Layers project in 2014 and 2015, the ones of us who had shared experiences of that time could agree that we come a long way further. Indeed, much of what we discussed as something desirable, had become lived practice of present date.

I guess that this is enough of the event and of our discussions. In my next post I will give insights into the LTB-showcase of the TACCLE4 CPD project that I presented in the event.

A German MP visits the training centre Bau-ABC Rostrup – Great praise for their digital competences

Last week I got informed that Mr Stephan Albani, a German MP (Bundestagsabgeordnete) visited the training centre Bau-ABC Rostrup during his field visit in the region. Here it is worthwhile to note that Mr Albani is a representative of that very region but also a member of the special commission of the German Parliament for Vocational Education and Training (VET) in the digital world of work (Enquete-Kommission “Berufliche Bildung in der digitalen Arbeitswelt“). Given this background, it was interesting to hear, what he thought of the use of digital tools to support apprentice training and further vocational learning in Bau-ABC. After all, a team of us from Institut Technik & Bildung (ITB), University of Bremen had worked together with Bau-ABC in the EU-funded project Learning Layers (2012-2016) to co-design and pilot test digital tools to support work process -oriented learning. The main result was the digital toolset Learning Toolbox (LTB) that has then been implemented in Bau-ABC in their apprentice training.

Impressions from the visit of Mr Albani

As I read it from the Facebook-update of Mr Albani and from the attached pictures, he has informed himself very thoroughly on the training of apprentices in different trades and on the use of digital toolsets (notably the LTB). He gives great praise for tthe digital competences of trainers and apprentices and declares Bau-ABC as a parade example, how to implement digitization in the field of VET.

Insights into the demonstration of Learning Toolbox during the visit of Mr Albani

Thanks to the photos that Mr Albani has shared in his update we can take a closer look, how the use of digital toolsets (and notably of LTB) has been presented to him. As we see it from the photos, he got a hands-on training and his tutor was an apprentice who had become an advanced user. So, wee see them working with a mobile device and with the LTB-terminal that makes everything transparent for the apprentices in the workshop and to the supervising trainers (Lehrwerkmeister) in their office. And this guided tour is managed by the apprentice.

Perspectives for new innovations regarding digitization in the field of VET

In addition to the above-quoted Facebook-update of Mr Albani I have heard that Bau-ABC Rostrup is involved in a major innovation project that runs until the year 2023. From this perspective it has been important that a prominent politician has informed himself of the state of the art and given positive feedback on the quality of training and learning.

New report for TACCLE 4 CPD on Artificial Intelligence and progress with Learning Toolbox

At the end of last year I wrote a series of blog posts with which I presented a set of reports that I had delivered for the EU-funded project TACCLE4 CPD. As regular readers of this blog know, the aim of the project is to design models for continuing professional development (CPD) that focus on promoting digital competences of teachers and trainers. The earlier TACCLE projects had focused mainly on school-based and subject-based learning in general education. However, in the concept of the current project the aim was also to address also the  field of vocational education and training (VET). From this perspective our institute, Institut Technik & Bildung (ITB) was invited as the partner responsible for VET.

During the work I found it necessary to prepare special VET-related reports to clarify the boundary conditions, specific needs and emerging potentials for shaping VET-related approaches to promoting digital competences. From this perspective I presented in November and December 2019 the following set of  VET-related reports:

  • 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)

At that time I felt that the series of VET-related reports had been completed.

Elements on the report – training on Artificial Intelligence and uses of Learning Toolbox

During the later phase of the TACCLE4 CPD project I had some exchanges with the newest TACCLE project on Artificial Intelligence and Vocational Education and Training (AI and VET). I visited their kick-off meeting and learned about their project plans. Then I became aware of the Finnish  initiative “Elements of Artificial Intelligence” that was promoted as important civic learning for the whole civil society. And later on I got access to the first report on the project AI and VET and became aware of the issues that they had explored in the initial phase of their work. This gave rise to a blog post on the challenges for civic learning (in general) and for VET providers (in particular).

In addition to this I have had intensive exchanges with the developers of the Learning Toolbox (LTB) who were our former partners from the Learning Layers (LL) project (see my previous blogs). In this way I got information, how training centres equipped their apprentices for independent learning during the corona crisis – with the help of LTB-stacks. Also, I learned how the LTB-developers made use of the quiet period by preparing new instructions and demonstration videos. Furthermore, I learned of the successful use of LTB as support for ePosters in online conferences and workshops. Finally, the publishing of the new Learning Toolbox Showcase made transparent the wide range of conferences and themes that had been covered by numerous ePosters. I have shared this information by publishing several blog posts.

The idea of a new report takes shape

When writing this blogs I was focusing on separate issues. And indeed – the themes ‘training on artificial intelligence’ and ‘reporting on successful use of Learning Toolbox’ seemed to be different cups of tea (or different pairs of shoes). However, once I got further with the blogs on using Learning Toolbox – during the training in exceptional times and in the transformation of conferences into online events – I found a new perspective. Both themes can be treated with the help of a similar (non-linear) story line: facing a challenge – search for an approach – finding a solution – piloting with innovation – facing new challenges with the innovation – transfer of innovation. In this context I wanted to draw attention to the ideas that came up with the training initiatives that link to each other civic learning and vocational learning when introducing artificial intelligence in working life. Furthermore, I wanted to underline the aspect of re-inventing the ordinary practice when adjusting vocational learning or conference cultures into new constraints – when contact learning and presence events are no longer available. As I see it, the work with Learning Toolbox has progressed in a fantastic way but remains work in progress.

The report “Promoting digital competences beyond the accustomed realm of ICT skills – New challenges for civic learning and continuing professional development” is already available on ResearchGate and will be published on the website of the TACCLE4 CPD project.

With these reflections this report completes the series of VET-related reports for the TACCLE4 CPD project. As I see it, this report links current expertise on promoting digital competences to future-oriented challenges and to continuing professional development in real working life. We have put a lot of effort in this project but there is a lot of work for future projects.