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The Learn@Work Socrates-Minerva Research Project 2005–2007

What did it do and what happened with it since?

Author - Murphy, A., O’Rourke, K.C., Rooney, P.


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Implementation of the Dublin pilots

The Dublin pilots were implemented over a seven months’ timeframe with the co-operation of DIT staff and group leaders for each pilot. Table 3 summarises the types of worker-learners in each pilot group, the ICT skills level of the group leader and the number of participants in each case.

Turning the pilots into case studies

The task of turning a diverse range of pilot studies across the entire project into usable and coherent case studies was the task of the Danish partners colleagues (Georgsen and Nyvang 2007). Two summary tables to illustrate that diversity were produced to illustrate the induction gaols, forms of delivery and role of ICTs across the pilots (Table 4 and Table 5):

This description was followed by an analytical framework, or taxonomy, to illustrate the levels of complexity and underpinning theories of learning that seem to have been applied in the different pilots. The taxonomy included aspects related to the goals of the induction, the nature of the induction activities, the intent to effect change, and the extent of the learning gap to be addressed. Georgsen and Nyvang plotted the pilot evaluation data using two vertical and horizontal axes illustrating the absolute scale related to goals and activities and the relative relationship of the pilot in relation to change and learning gaps, as illustrated in Figure 1 and Figure 2, which they advised should be used in relation to CoED design tool outcomes for each pilot.

Final evaluation findings for the project

Overall the evaluation findings from the Dublin pilot groups were positive. Participants particularly liked the following:

  • the strong e-learning elements which had good induction and support;
  • the focus on worker-learners themselves;
  • the continuing usefulness of the materials for other situations in the future as they emerge.

Weaknesses they indentified included:

  • the difficulty in addressing all the needs of individual worker-learners in one package;
  • the need for high support from e-accompaniers;
  • the need for easy, on-going access to ICTs and internet broadband connection.
Aspects of the project which were evaluated as sustainable included:
  • the materials themselves as designed by the partner countries for their range of contexts;
  • the concept of induction and support;
  • the guides;
  • the data in the state-of-the-art reports as a benchmark for future research and analysis;
  • the case studies and networks.

Evaluation of the project by the EU itself was also positive with follow-up in relation to dissemination of materials and analytical tools.

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