Guide Responsive Modellversuchsforschung (German Edition)

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Cooper BrixBaxter Publishing Contemporary. Het hoogsensitieve brein Booklight Neuroscience. Grote verwachtingen Atlas Contact Europe. Opwindende winternacht Harlequin Contemporary. The research interventions consisted of empirical studies and conceptual inputs that gave insights into vocational learning and learning in organisational contexts as contexts in which the Learning Toolbox promoted digital transformation. The methodological background of accompanying research Begleitforschung is provided by institutionalised implementation and evaluation research that was introduced in German pilot projects in vocational education and training Modellversuchsforschung in the s and in innovation programmes on Work and Technology AuT-Forschung in the s.

In the early phases research-based accompaniment was introduced as conventional evaluation research but gradually it was developed as action research or intervention research.

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As a contrast to the previous cases, the ITB team had to adopted its approach to a more open innovation process that did not have similar overarching frameworks as the earlier AuT-studies or pedagogic pilot hypotheses as the Modellversuche. The process has the task to shape solutions for introducing digital media, web resources and use of mobile devices in construction work and in related vocational education and training VET.

It is essential to emphasise that the co-design process started as an open and explorative exercise that gradually took the course towards an integrative toolset that was developed as the final product - the Learning Toolbox LTB. During the process researchers, practitioners and technical partners worked on the basis of the following design principles that have guided the process from the initial start to the final product:.

Distributed leadership practice in Swiss “eco-schools” and its influence on school improvement

The product and its implementation have to be relevant for vocational and workplace-based learning contexts in construction sector. The product and its implementation have to support self-organised and action-oriented learning of apprentices and skilled workers.

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Enabling real-time knowledge sharing between different parties in the actual use of tools, apps and resources. The co-design process can be characterised as series of preparatory measures, iterations, training interventions and outreach actions that contributed to the decisive phases of software development and to the pilot testing with the Learning Toolbox. Below this multi-channelled process is described briefly as successive phases in the next section the phases and linked activities are described in greater detail.

During the preparatory measures the ITB team carried out stakeholder interviews, drafted user stories, launched user surveys in Bau-ABC and organised conversational and storyboarding workshops to support the co-design process. During the iterative processes the initial design idea was discussed with trainers and the scope of design work was narrowed down to selected pilot areas, whilst other ideas and impulses were listed for further measures.

Gradually this led to the transformation of the initial design idea. The process started as digitisation of training and learning resources. It shifted into shaping of a flexible and integrative toolset that provides access to web tools and online resources and supports real-time knowledge sharing via mobile devices. In an interim phase the partners involved organised joint outreach activities with mock-up versions of the Learning Toolbox that was demonstrated to different potential users in the construction sector, and in particular the demonstration campaign at the Brunnenbauertage fair, the Demo Camp workshop during the project consortium meeting, the production of LTB-related videos at training areas of Bau-ABC Parallel to these activities the partners carried out two major training interventions : the voluntary Multimedia Training for interested trainers and the Theme Room Training campaign for the entire training staff of Bau-ABC see the Impact card and the Methodology document.

The final phase of the process has been the user-driven deployment of Learning Toolbox in the training activities of Bau-ABC in the selected pioneering trades see the Impact Card and the Learning Scenario.


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The main actions of research teams in the context of dialogue will be summarised below as empirical research interventions , theoretical or conceptual contributions and other interactive support measures. In the beginning phase the aim of the stakeholder interviews with Bau-ABC trainers and with representatives of their partner companies to map their working contexts, prior experiences with digital tools. Furthermore, the counterparts reported on problems and special interests to be taken into account in the co-design work.

In particular the storyboard workshops drew attention to several trade-specific communication gaps and risk situations that could be considered as points of intervention in the co-design process. In this context it is essential to refer to the ITB contributions to the Theory Camp of the project that have provided conceptual support for the co-design and pilot activities. Secondly, it is worthwhile to refer to the exchanges with other research groups that work with Activity Theory and Change Laboratory methodologies. The key finding was the necessity to create processes of organisational learning and to promote acquisition of shared knowledge on matching activities, mutually complementing roles and commitments between different occupations involved.

This concept is used in Organisational Learning and Cooperation at a Construction Site to interpret an impact case. The main emphasis on acquisition of holistic vocational competences. In this context the role of research has been to support the shaping of working and learning arrangements that promote such learning.

In this context it is important to highlight the crucial role of the training interventions in Bau-ABC as support for the co-design process and for the deployment of the Learning Toolbox LTB. A detailed examination of these activities is given in the Impact Card and in the Methodology document. Also, the joint outreach activities of ITB researchers, technical partners and Bau-ABC staff members were important exchanges with construction sector professionals and apprentices. These activities were carried out with an early demonstration version of the LTB during different events.

The most important was the promotion campaign during Brunnenbauertage fair in May with presentation for large audience and stakeholder talks with tens of company representatives. A more limited promotion campaign was carried out with Bau-ABC trainers at the NordBau fair in September with stakeholder talks with representatives of six major suppliers of construction vehicles and machinery. Firstly the role of accompanying researchers was to work as facilitators during the kick-off events and then as tutors for other Bau-ABC trainers to spread the use of LTB to other trades or learning areas.

Neither was it a case of classical action research.


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