WLP Piloting and Reporting

When reading Al's posting it strikes me that he has attached the initial script of the "KLearn" instrument but yet he doesn't make reference to it. To me this is somewhat surprising because to me the "KLearn" instrument is crucial for the construction of  the WLP Web. Yet, I understand that it takes some time to digest what kind of possibilities the instrument opens for users.

For me the critical step for getting further was the effort to develop a differentiated understanding how
a) the different organisational counteparts (partner enterprises and training providers) can use the KLearn instrument as a supporting instrument when negotiating on the possibility to develop partnership-based cooperation and how
b) individua users (individual learners and supervising teachers/trainers) can use the instrument in the context of workplace learning.

I have illustrated this in the attached documents that emphasise the role of KLearn as an intermediate and bridging instrument between two sides of pedagogic interaction and/or between organsational partners who are developing learning arrangements.

Now. when I think the possible testing grounds for using KLearn in the German context it appears to me that we have a natural starting point. The study programme or VET teacher education (with a focus on 'vocational disciplines' and 'pedagogics of VET') requires practical teaching/learning/training periods at vocational schools and at enterprises. However, students who already have worked  as taechers or trainers can apply for recognition of prior experience. Yet, in this context they have to analyse their prior learning and justify that they have acquired the competences that practical learning period seeks to promote.

I recently visited the ITB seminar that prepares the students this practical learning period and gave a presentation that linked the students' tasks to the work of the WLP project. In the dscussion I got the impression that the experienced students with a practical background would be the optimal testers of the prototype and that they could really benefit of the possibility to get involved in such piloting. At the same time I would link this testing to a possibility to use the 'case story' template as a reporting tool.

I think this gives an idea how the "KLearn" instrument can be linked to transfer-promoting activities. The main limitation for our "piloting" is that we do not have a direct opportunity to work alongside the creation of new learning partnerships (like the Italian partners) or to implement the KLearn as an in-built instrument to be used as part of learning design for the practical learning (like the Slovenian partners). Therfore, our contribution could be seen as pilot testing with a limited number of users but with interesting special cases.

I guess this is enough on this topic. In the next posting I will focus on Al's ideas tutoring and virtual support facilities.

Pekka Kämäräinen