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.
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!