At the ECER 2013 conference in Istanbul three groups of Dutch researchers organised a research workshop to analyse the use of interactive research approaches in selected innovation projects in vocational education. In the workshop the Dutch researchers emphasised two basic ideas:

(1) interactive research as  joint learning process of practitioners and researchers and

(2) knowledge creation through collaboration between researchers and practitioners.

The workshop examined three innovation projects in Dutch vocational education and discussed the interactivity of research teams and practitioners in the light of key themes. (For the conceptual backgrounds, see Ellström (2008 and 2010), Akkerman et. al. 2013; for the project cases, see Nieuwenhuis et al. (2012) and Zitter & Hoeve (2012).

Based on the experiences of this workshop, it was agreed between the initial Dutch research groups and the more recently launched European research & development project Learning Layers to use the same approach for analysing further cases. These would represent the Dutch vocational education and German vocational education and training and/or informal learning in the construction sector:

1) The Dutch project “Hybrid learning environments” was already in the initial sample. It has been kept in the picture as a characteristic case of the first sample. This design-oriented project was a joint project of the National Centre for Expertise in Vocational Education and Training (ecbo),  two Dutch Secondary Vocational Educational institutions, one Higher Vocational Educational Institute and their business partners. This project aimed at the design and implementation of hybrid learning environments in Dutch VET.

2) The new Dutch project `Better Learning in Practice` (BLIP) is a joint project between four Dutch Secondary Vocational Educational institutions (SVE), the Research Centre for Quality of Learning of the HAN University of Applied Sciences and the Dutch Centre of Expertise on Vocational Education, Training and Labour Market for the economic/ administrative, ICT and security professions. The project partners collaboratively designed the self regulation strategy called WISH. WISH aims to support and improve the learning processes of SVE-students during their internships. WISH is implemented in the curricula of the participating SVE-trajectories.

3) The Learning Layers development project “Sharing Turbine” seeks to provide a mobile toolbox that facilitates  apprentices work-based and task based learning  in the construction sector. The current solution is becoming outdated as a bulky paper-based document that cannot be used as practical support tool in the real workplace-based learning of apprentices. Therefore, the use of mobile “toolbox” has been taken up as the central development task. (See Attwell et a. 2013)

4) The Learning Layers development project “Captus” seeks to develop web 2.0 tools that help to shape the exhibition of the networks of ecological construction work (Netzwerk Nachhaltiges Bauen) into a “learning exhibition”. The project is developing different tools for scanning information (e.g. with the help of QR tags), for producing and sharing annotated videos as well as using public displays that support knowledge sharing between individuals, networks and virtual communities.

All these cases will be presented as examples of interactive research and participative development work. The following questions are central:

(1) How can we characterise the organisation of the practice and the research systems respectively?

(2) How can we characterise the boundary practices between the occupational practice and research systems involved?

(3) Which lessons can be learned for further development of the ongoing projects as well as for similar future projects?

Akkerman, S.F., Bronkhorst L.H. & Zitter, I. (2013). The complexity of educational design research. Quality & Quantity, 47(1), 421–439. Attwell, G., Heinemann, L., Deitmer, L. & Kämäräinen, P. (2013). Developing PLEs to support work practice based learning. eLearning Papers. No 35. November 2013. www.openeducationeuropa.eu/en/elearning_papers Ellström, P.E. (2008). Knowledge Creation Through Interactive Research: A Learning Approach. Paper presented at the ECER Conference, Gothenburg, September 10–12, 2008. Ellström, P.E. (2010). Practice-based innovation: a learning perspective. Journal of Workplace Learning, 22(1/2), 27 - 40 Nieuwenhuis, L., I. van der Neut, K. de Ries & C. Teurlings (2012). Collective teacher learning through experimentation in VET. In: LLinE, Lifeling Learning in Europe, vol. 17(4). Zitter, I. & Hoeve, A. (2012). Hybrid Learning Environments: Merging Learning and Work Processes to Facilitate Knowledge Integration and Transitions”, OECD Education Working Papers, No. 81, OECD Publishing. http://dx.doi.org/10.1787/5k97785xwdvf-en