At BA since the Iceland meetingAs before the COMBAR meeting in Iceland, we have continued our activities – that is to teach the learners in using and navigating on the COMBAR platform (how to use the platform, how to download and upload etc.).
The learners have worked with examples of joint assignments, whose focal point were language (translating work expressions, translating names of tools into wither Greenlandic or Danish etc.). We have applied language as a main focal point so far, as WP1 identified language as the main barrier.
The learners have also been introduced to Centra (the online communication etc. tool), and we have made contact with a traineeship responsible in order to test Centra at this traineeship place. This was, however, not a great success. ITAI is now involved helping us figuring out what the problem was/is.
Developing joint assignments: the learners received a joint assignment (about language) before they went onto their traineeship period. The learners are to hand in a possible solution to the joint assignment during this week (week 42). So far, most learners have already been online on the platform to receive counselling from the teachers.
A general contact to traineeship responsibles has begun, as is contact to LCs in Ilulissat and Aasiaat. This has succeeded surprisingly well. A lot of local counsellors are greatly devoted to the project, and they fully support the COMBAR project. A lot of learners have also contacted the LCs to use their IT-facilities during their traineeship period. This is scheduled to happen Wednesday this week 15-17 (week 42), and the plan is to arrange meetings at the LCs in every town every Wednesday from now on - if this correlates with the LCs’ opening hours and work tasks at the traineeship. We are confident that this will work well.
Mentor: in every town we have appointed a learner to be a “mentor” (6 mentors in all). The towns with mentors are: Upernarvik, Sisimiut, Ilulissat, Aasiaat, Paamiut, and Qaqortoq. The Mentors have received text books etc. in constructions and drawings, and is now responsible to help and support the other learners in the same town if they have trouble with solving tasks and joint assignments (there is only one learner in Narsaq – this is why there is no Mentor in Narsaq).
Before the learners went onto their traineeship period: on 10 October 2007 we had a “stop-test” as a normal part of the education. Unfortunately, lotto many failed the stop-test. From the COMBAR team, 6 learners failed, and on the ”normal” team, 3 learners failed. Those from the COMBAR team who failed will receive an individually designed joint assignment, which they are to solve during the present traineeship period in order to pass the stop-test they originally failed. This is where the COMBAR project will stand its test. If they pass the joint assignment, then they have passed the first school term - if they fail, then they have to do the school term all over again.
All learners, including those who passed the stop-test, have received a drawing-assignment, which they are to hand-in next week (week 43). These drawing-assignments will be corrected, and the teachers will then make an individual joint assignment to each specific learner.
Log-book: every week all learners are to write in the log-book on the COMBAR platform. This is also where they are to hand-in the translations about work-expressions etc.
All learners evaluated the COMBAR period at the end of their school stay. The learners’ evaluation can be downloaded below soon.
Before starting their traineeship period (week 42), learners have received: USB with drawing programmes (just for fun, as the drawing assignments are to be handed-in by hand), a headset to be used on the COMBAR platform, joint assignment, drawing assignments.
On Wednesday this week (week 42), John has a meeting at the local LC to make sure everybody knows what to do.
From now on at BA
We will soon begin holding three party conversations. The three party conversations will be based on the documents made by Per & Mette.
We will contact the traineeship responsibles and the local LCs. This is especially important in respect to those learners who did not pass the stop-test.
On Wednesdays from 15-17, the learners are to log on the COMBAR platform. The first time mainly to tell us that they can get online, and that everything is working.
BA evaluation of the COMBAR project so far. Sometime during next week (week 43), we will conduct an internal evaluation about the COMBAR project and progress so far in WP4 (what have worked well, what have not worked well etc.). Also, we will plan the next important steps to be taken in WP4.
We will also make two Centra tests – two Centra tests with local LCs in Aasiaat and Sisimiut, and two other Centra tests with traineeship responsibles in Aasiaat and Sisimiut.
Successes so far: the learners’ involvement and the way in which they have worked with the COMBAR project from the very beginning have been a success. Unfortunately some of them failed the stop-test, but now the COMBAR project has a chance to aid the learners in overcoming these barriers. The traineeship responsibles and the local LCs have also been a success. Their involvement and their positivism have been vital for the work conducted so far in WP4.
Not a success so far: what has lacked so far at BA in WP4 is a general planning of the COMBAR work. This is vital and it has to be improved as too much load of work has been put on too few people. If this is not improved, there is a chance that much important work in WP4 will not be done. This is not because the COMBAR project is not viewed as important or interesting – it is simply a matter of time constraints and too much other “normal” work that also have to be carried out simultaneously.
A suggestion: the project leader should have authority to plan the COMBAR work, and, in addition, authority to plan his or her other work tasks that also has to be carried out.
John Plambek
