![]() In the light of the above it is worthwhile to emphasise that the construction pilot has not been developed in isolation. The role of research dialogue – internal and external In this way the research partners in construction pilot have supported process dynamics that have enabled the application partners to become themselves the drivers of the piloting with Learning Toolbox in their own trades (Bau-ABC trainers) or in their specific contexts and activities to promote ecological construction work (Agentur and the affiliated network NNB).Ģ. This has required manifold feedback loops and intensive reporting from field workshops. This was also crucial for making the toolsets appropriate to support (holistic) vocational learning and enhancing (holistic) work process knowledge. This was needed to give time for capacity building and growing readiness for co-development (on all sides of the process). With this theoretical and methodological work the research partners reviewed the theoretical insights and discussed experiences with developmental research approaches, such as the ‘change laboratory processes’ and ‘expansive learning cycles’ (based on the work of Yrjö Engeström and affiliated project teams).Īs a consequence, the research partners were in the position to work in the complex and manifold process of designing and developing Learning Toolbox with sufficient openness. In the follow-up phase the research partners worked with the themes ‘reviewing accompanying research’ (ECER 2014) and ‘reviewing activity theory’ (Bremen conference 2015). 2004) and ‘vocational learning’ in their contributions. In this respect the research partners in construction pilot drew attention to themes ‘acquisition of work process knowledge’ (see also Fischer et al. As a contrast, the research partners in construction sector build upon the experience of participative innovation programs that have emphasised the social shaping of work, technology and work organisations from the perspective of whole work processes and holistic occupational qualifications, see Landesprogramm Arbeit und Technik, Bremen (Deitmer 2004) BLK-Programm Neue Lernkonzepte in der Dualen Berufsausbildung (Deitmer et. ![]() These were to be applied to the fields of application via design processes that focus on specific problems and respective tools. or different accents on design processes. This activity brought into picture the specific interactive relations between theoretical work and co-design activities in the construction pilot.Ī considerable part of the contributions to the Theory Camp articles represented different aspects of learning, knowledge development etc. In the beginning of the Year 2 the Learning Layers project agreed to organise a “Theory Camp” activity with lengthy preparatory phase, and intensive symposium during the Y2 Integration Meeting in Aachen and a follow-up phase. Interaction between theoretical work and co-design activities in construction pilot (Year 2 and Year 3) I will also make some remarks on the role of research dialogue within the project and across the boundaries of the current LL project.ġ. ![]() In the second post I will discuss the role of accompanying research in the construction pilot. In the first post I discussed the challenges of the early phase and the responses of the project. This has given rise to consider the development of the project and our activities as an evolution of the context and development of the actors and activities working in the context. In my previous post I drew attention to the fact that the EU-funded Learning Layers (LL) project is preparing for the review of the Year 3. ![]()
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