Recently the construction sector has made efforts to introduce digital media and Web 2.0 tools to optimise work processes and enhance workplace learning. The EU-funded Learning Layers project has supported such processes mainly in initial vocational training and in individual pilot companies. Yet, at the same time the project has identified other skill gaps regarding these tools at the level of construction site management. In the German construction sector the construction site manager tasks are mainly catered for by former skilled workers that have obtained intermediate qualifications via continuing vocational training. Thus, there is a vocational progression route that provides options for specialisation or overarching coordination (Vorarbeiter, Werkpolier, Geprüfte Polier). Recently, the level of certified construction site manager has been regulated with a nation-wide standard examination. The tasks of the certified construction site managers include organisation and controlling of work processes, supervision of construction workers, sub-contractors and apprentices as well as monitoring the compliance with health and safety regulations. The training provision for this new qualification has been based on project-based training schemes. Participants are expected to complete project tasks that demonstrate their capability to manage complex construction sites and supervise related work processes. The project work should make transparent their competences in planning, preparing, implementing, documenting and assessing construction projects. The Learning Layers project has taken the introduction of this new training as a special research & development challenge that requires a transformation of perspective from the initial training (and the work situation of skilled workers) to continuing training (and management, coordination and supervision). In this respect a specific spin-off initiative has the task to convert and enrich the hitherto outlined framework “Learning Toolbox” to take into account the above mentioned requirements. From the pedagogic point of view there is an additional challenge since the delivery of the training has to rely on limited presence training and high degree of self-organised learning. The paper will characterise the conversion of the tools of the Learning Layers project for the above mentioned needs in an iterative process that engages the project team, trainers and external service providers. In particular the paper focuses on the pedagogic challenges to use the digital tools in learning tasks that a) focus on conceptualisation of complex work processes in real circumstances, b) are carried out as mainly as self-organised learning alongside working and c) are aimed to demonstrate capabilities to manage independently complex projects.

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