About the authors

Linda Creanor Steve Walker Glasgow Caledonian University Leeds Metropolitan University [email protected] [email protected] Linda is Senior Lecturer (E-Learning) at Glasgow Steve is a Senior Lecturer in the School of Caledonian University where her time is divided Information Management, where he specialises in between the Academic Practice Unit and the the study of the social and organisational aspects Department of General Professional and Academic of ICT design and use. He is a member of both the Studies (GAPS). She is responsible for the Higher Education Academy and the British university’s staff development programme in Computer Society. He has worked extensively in e-learning, provides support and consultancy in the field of trade unions and ICT for almost 20 e-learning to the academic Schools in GCU and years. Most recently, he has been working with teaches postgraduate students. She is a member the European Trade Union College on a series of Trade union use of ICT of the Higher Education Academy and sits on the projects on ICT and learning. For more Association for Learning Technology's membership information, see www.imresearch.org/staff/ executive committee. Recently Linda has been swalker/index.htm. in support of learning involved in a number of national and transnational projects relating to e-learning, including several in the trade union sector. A report commissioned by the TUC

Linda Creanor and Steve Walker Trade union use of ICT in support of learning

Contents

Text written by Linda Creanor (Glasgow Caledonian University) Executive summary 2 and Steve Walker (Leeds Metropolitan University) 1 Introduction 4

2 Case summaries 5 © 2005 Linda Creanor and Steve Walker 2.1 Methods 5

Published by the Trades Union Congress, Congress House, 2.2 CISL, Italy 5 Great Russell Street, London WC1B 3LS, T: 020 7636 4030, 2.3 DGB Bildungswerk, Germany 7 F: 020 7636 0632, www.tuc.org.uk 2.4 ETUCO – Dialog On 10

Design: wave.coop 2.5 FNV, the Netherlands 12 Print: 2.6 LO-S, Sweden 13

2.7 TUC Trade Union Hub 15 All TUC publications may be made available for dyslexic or 2.8 Other examples 18 visually impaired readers, on request, in an agreed electronic format or in accessible formats such as braille, audio tape and 3 Key themes 20 large print, at no extra cost. Contact TUC Publications on 020 7467 1294. 3.1 Overview 20 3.2 ICT skills 20

3.3 From ICT Skills to e-Learning 20

3.4 Online Networks 21

3.5 Emerging roles 22

3.6 Training trainers 22

3.7 Learner support 23

3.8 Technologies 23

3.9 Sustainability of e-learning initiatives 24

4 Challenges and recommendations 26

4.1 Training 26

4.2 Learning, technology and organisational change 26

4.3 Technologies 27

4.4 Sustainability 27

5 References & Acknowledgements 28

1 Trade union use of ICT in support of learning Executive summary

Executive summary

This report summarises six case studies of trade appears to combine elements of face to face exploration of new technologies to support Q Learning, technology & organisational union use of information and communication and online learning often in ways that enhance alternative modes of work and learning; change: learning and technology are technologies (ICT) in support of learning. There rather than replace conventional learning; increasingly involved in new combinations with 8. financial sustainability of e-learning is an issue are five national case studies from CISL (Italy), organisational change in trade unions. This has 3. e-learning is becoming closely involved in for some, particularly where developments DGB Bildungswerk (Germany), FNV wide ranging implications for models of organisational innovation in trade unions, and have been project based and reliant on external (Netherlands), LO (Sweden) and the TUC (UK) learning and training; appropriate technologies; particularly in networked organisational funding, or where new forms of learning and one transnational case study, ETUCO. These sustainability of training and the relationship of structures; intervention might benefit from a more open- cases illustrate some of the diverse ways in which education departments to other elements of 4. some new roles are evolving in relation to ended support from specialist educators. In the trade unions are approaching the use of ICT to trade union organisation; learning and technology, which itself creates a latter case, there is currently a misfit between support formal and informal learning; vocational Q new demand for training in a range of the support needed and financial organisation Technologies: the use of new technologies has and trade union training; blended (mixed face to pedagogic, organisational and technical skills; of trade union education. stabilised. New technologies, broader spread of face and computer mediated distance) learning, existing technologies and some of the organisational and self-paced learning; and 5. despite these new roles, the role of the tutor emerging roles of learning and education have national and transnational learning. remains central and many educators require led to new possibilities for applying training in new pedagogies and technologies Challenges and Recommendations From this diversity, eight themes or clusters of technologies. Fresh evaluations of the potential for learning; Four groups of challenges are identified: of novel technologies in new contexts, issues can be identified in the case studies: 6. the need to prepare and support participants in Q Training: new methods of learning demand informed primarily by organisational pedgagic 1. recognition that the acquisition of basic ICT all forms of e-learning which may require both training for tutors, learners and those taking on concerns, needs to be reprioritised; skills is an essential first step towards new technical and study skills; new roles. This involves increased awareness of Q Sustainability: in order to sustain innovative empowering trade union members to access a 7. the choice of technologies being used by trade the wide range of e-learning methodologies types of learning which blur some traditional broader range of both trade union training and unions in support of learning is pragmatic, and which have been developed. Transnational e- boundaries, methods need to be developed vocational learning opportunities; has centred on facilitating text-based learning will become increasingly important and which can evaluate and demonstrate the value 2. there is a range of pedagogies being applied in communications through conferencing or both tutors and learners need to develop the of novel types of educational intervention to the context of ICT, though this generally email. There remains a great potential for necessary skills; stakeholders.

2 3 Trade union use of ICT in support of learning Trade union use of ICT in support of learning

1 Introduction 2 Case summaries

‘The “knowledge society” of the future is creating picture of the scale and types of use of ICT by 2.1 Methods Q learning organisation & pedagogies: the ways a new dimension for man [sic], a dimension in trade unions in support of learning, either in in which the learning activities are organised The report is based on six case studies of trade which education and learning will become a workforce development or trade union education. and the pedagogical approaches used; 1 unions using ICT in support of learning. The cases cradle-to-the-grave concept of human welfare’ The term learning here is understood broadly, to Q were selected as examples of trade union technologies used: information and include informal learning as well as more formally engagement with ICT to support learning over a communications technologies used; organised courses, and whether the learning takes The concept of lifelong learning is not so new in sustained period: they should not be taken as a Q place in workplaces, learning centres or homes. outcomes: consequences, where identifiable, trade unions. Neither is the use of what we now representative sample, but rather as an indication of the cases to date and future plans. Similarly, the range of ways in which technology call information and communications technologies of some of the major trends and issues emerging in might be used is understood broadly, as for Overviews of each of the cases are given below. (ICT) to support new ways of learning, perhaps the field. example in ‘pure’ e-learning, blended learning As well as the case studies we conducted an online even ‘cybernetic pedagogies’ (Levinson, 1972, (mixed residential and computer-mediated The case studies were conducted between June survey distributed by ETUCO to affiliated 369). Since the Danish LO, the Swedish LO and distance learning) and m-learning (mobile and October 2004. They relied primarily on key confederations. The aim of the survey was not to the British TUC started experimenting with informant telephone interviews and reviews of generate a representative sample, but rather to computer conferencing to support distance learning). primary and secondary literatures (primarily as identify additional examples of ICT use in trade learning in 1990 (McAlpine, 1992) there has been The report is based on five case studies of trade available in English). We used a common case union learning. The response rate was rather low, a rapid growth in trade union involvement with union use of ICT in support of learning in framework, though given the diversity and and some responses were difficult to interpret. We ICT to support both vocational learning/workforce Germany, Italy, the Netherlands, Sweden and the different levels of the cases examined, this was have also included some very short outlines of development and trade union education. Most UK, and one of trade union education at the necessarily rather general. The case study model other examples of ICT use in support of trade European confederations and many individual transnational/European level. The remainder of covered: union learning that we are aware of in section 2.8, unions now have some level of involvement with this report is structured as follows: Section 2 Other Examples. The case studies are summarised technology and learning, and we can start to learn Q industrial relations environment: given the introduces the approach taken to the case studies, in the remainder of this section. Section 3 from each others’ approaches and experiences. very varied contexts in which European trade and presents summaries of the cases. Section 3 identifies and discusses the key issues we have unions operate, aspects of the environment This report was commissioned by the British Trade identifies seven themes which have emerged from identified as emerging from the cases. Union Congress’ Building Opportunities Through these cases. Section 4 presents specific issues (identified primarily from secondary literature) Workplace Learning Project, to draw an accurate identified and recommendations. which have particular implications for the organisation of trade union education are 2.2 CISL, Italy provided; Confederazione Italiana Sindicati Lavoratori (CISL) Q technological environment: the general is the second largest confederation in Italy. It has availability of ICT varies significantly across the 14 affiliated unions and represents more than 4.1 European union. The national case studies here million members from a range of sectors including tend to be from countries of relatively high metalworkers, the chemical industry, textile levels of ICT access. As broad indicators of workers and public employees. CISL membership national levels of technology use we have used comprises just over 37% of Italy’s trade union levels of internet use and PC density for 2003 members, which totals between 70% and 79% of (2004 figures from the International the national workforce (EIRO, 2004). At a local Telecommunications Union); level it operates in districts such as Milan, Rome, Palermo and Florence, as well as within regions Q organisational context: the relationship of the such as Lombardy, Latium, Sicily and Tuscany. CISL body organising the training to the represents the interests of both the employed and confederation and sources of funding; unemployed, and upholds the right of all Q objectives: the strategic objectives of the use employees to participate in collective bargaining 1 Levinson, C. (1972) International Trade Unionism, 338 of ICT to support learning; through their trade union. A long-standing ‘unity

4 5 Trade union use of ICT in support of learning 2. Case summaries

of action’ agreement ensures close collaboration experiences in these projects (ETUDE: European relating to the course content. Courses are 2.3 DGB Bildungswerk, Germany with the other two main Italian confederations, Trade Union Distance Education; Dialog On) have unaccredited, although learners do receive a The DGB Bildungswerk is the training institute of Confederazione Generale Italiana del Lavoro influenced their approach to e-learning. They do certificate of participation which they may use for the Deutscher Gewerkschaftsbund (DGB), much (CGIL) and Unione Italiana del Lavoro (UIL). Full not currently have a direct involvement with internal or external purposes. In some cases, tests the largest of Germany’s trade union details are available at www.cisl.it/english. Across employers in the area of education and training. and questionnaires are used with participants to confederations. The DGB is comprised of eight Italy, 33.7% of the population have access to the verify what has been learned. affiliated unions representing just under 7.5m internet and PC ownership stands at 23 in every Feedback from participants indicates that they are workers making up about 83% of the estimated 100. E-learning approach aware of the objectives for the distance learning 30% of the workforce who are members of a union The preferred pedagogical approach is blended CISL has a dedicated training centre, Centro Studi, activities and can see the benefits of a longer, (EIRO, 2004). German law gives legal rights to learning with a combination of online and face-to- located in Florence, where trade union-related more sustained learning opportunity which allows employees to be represented on enterprise, and face methods. Fifty percent of all CISL’s training training is provided for trade union officers and them to absorb more about a particular topic. They where appropriate, company and group Works courses which have two or more residential executives at both local and national levels. E- are also made aware that CISL has a very positive Councils (Betriebsrat) which has itself rights to sessions (usually three to five days per session) are learning is now integrated into many of these attitude towards e-learning methods and accords information, consultation and co-determination in now delivered in this way. E-learning has allowed courses. them a high priority. a range of areas of the company’s operation. This extended, more in-depth courses to be developed, creates a substantial requirement for training in the The main objectives for e-learning are: one example of which is a recent set of linked workplace representation of workers’ interests. Q courses which ran from March 2003 to November to create online communities of practice for Training and future plans Under German labour law, the employer pays for trade union officers who have the same role in 2004 and consisted of nine five-day sessions Prospective online trainers are introduced to the costs of any training as long as it is necessary different geographical areas or in different interspersed with online, tutor-supported activities various aspects of teaching online through to the functioning of a particular company works sectors of activity (e.g. metalworkers, chemical, and communication. Topics covered included: industrial relations – models, actors and methods attendance at classroom-based sessions which council. In Germany, 43% of people have access to textile workers, public employees, private 2 of negotiation in Italy & Europe; financial and cover both technical and pedagogical aspects of e- the internet, with a PC density of 43 PCs per 100 services, agricultural workers, etc.) economic analysis of an organisation and learning, along with ‘on-the-job’ online training. people. According to a recent ARD/ZDF study the Q to help participants to transfer general theories participation of workers at company level; Participants are also prepared for the new learning figure for internet access for those in regular learned in classroom-based training sessions to organisational analysis and collective bargaining at approaches by a one-day face-to-face First Class employment is 70 %. Importantly, a recent federal their own working environment through company level. The First Class conferencing training workshop and thereafter by daily support court ruling established for the first time that sustained online support system (www.softarc.com/) is used to support all from the tutor for the duration of the course. access to the internet is a necessary requisite to the work of a workers council and thus the Q to provide participants with an individualised these developments. ICT support is provided by At the moment these methods have been adopted employer has to guarantee access, including learning experience which is personally CISL’s IT department at national level, and there is primarily at a national level, although some of the covering associated subscription, hardware, meaningful also a First Class server in Rome. regions such as Lombardy and Veneto are also software and training costs. beginning to pilot these approaches. CISL’s Q to help participants gain the necessary skills for Learner support is given a high priority. During online phases the tutor is expected to log on and current plan is to extend this training methodology At Federal level, the DGB Bildungswerk offers communication using the internet and in check the online conferences on a daily basis to more widely to the local level and to create a around 4–500 seminars (courses) a year in its four particular the use of First Class software, which ensure that participants are engaging with the database of pedagogic materials which can be residential training centres. Participants in these is the platform of choice for the organisation. activities and to provide support and shared and used for e-learning courses elsewhere. courses are primarily workplace representatives, The target audience consists of trade union encouragement. Communication may be by e- though some union employees also take part. The The longer term aim for e-learning is to improve trainers, officers at local and national level and mail, e-conferencing, phone or fax. In the distance courses mainly address issues associated with communication among the various levels within (occasionally) workplace representatives. phases, participants are expected to be involved in worker representation in enterprises – the greatest the organisation, deliver an increasing number of Generally, all activities are internally funded, the various tasks set by the tutor, which may demand is for courses on labour law and courses and engage more union members in although CISL has also been involved as a partner include reading and self-study, putting into management issues, and to a lesser extent training activities. in e-learning-related European projects with practice what they’ve learned in the face-to-face 2 More recent figures put this figure at 55%: the ITU figures are used ETUCO and other European confederations. Their sessions, or writing reports and other documents here as the approach is comparable in different countries.

6 7 Trade union use of ICT in support of learning 2. Case summaries

environmental and health and safety issues. The well-established pre-existing educational practices blended learning, the adaptation of existing beginning of 2005. DGB Bildungswerk also offers courses for in two ways: materials for use in online contexts, and the In addition to the use of ICT in support of these developing the competencies necessary for acting practice-based, ‘learning by doing’ development of Q Pre-seminar preparation. Traditionally, pedagogic innovations, the internet is used to as and managing a workers council (including support for tutors’ own online courses. The course hardcopy materials are sent to participants support learning activities in other ways, including: social competencies, communication, and has been piloted by five tutors and during 2005 before a course to help them to prepare for the Q management skills). The DGB Bildungswerk has will become mandatory for all tutors. putting the DGB Bildungswerk course residential session. In the blended model, also run an ‘e-kademie’ in Dusseldorf which offers catalogue (previously distributed in print) materials are distributed electronically, along extensive training in a wide range of information online to allow wider access and with additional with online support for preliminary conference- and communications technologies, including Communities of practice information / services / consulting on the based discussions. Participation in this online Microsoft-accredited courses, for trade unionists, formal process of participating at the cost of the preparation is not mandatory for course The community of practice approach to online works council members and SME staff and employer participants but is available for those who find it learning relies on self-sustaining networks sharing managers. The training is offered at beginner, Q convenient and helpful. Participants are information and knowledge in a particular domain. allowing participants to enrol for courses advanced and specialist levels and includes provided with the necessary details to access These networks are based on exchange between online; courses in topics such as Unix, e-commerce and the online resources, but no specific training for participants carrying out similar common functions, Q networking. The e-kademie is equipped with IT maintaining updated, highly valued labour law online work is provided in advance. with common political mandates witin the content online (traditionally distributed as training labs and offers both full-time short courses framework of German industrial relations. They Q Post-seminar follow-up: building on the routine loose-leaf printed pages as monthly updates and evening classes. The e-kadamie is, however, use the online community as a resource, asking for, practice of tutors circulating participants’ with associated problems of people not scheduled to close in 2005. providing and receiving help from colleagues contact details at the end of residential keeping their own copies of the documentation The DGB Bildungswerk has been exploring the dealing with similar issues. This approach is seminars, an online conference is created up to date) produced by DGB researchers. This use of ICT to support learning since the mid 1990s, exemplified by a community of practice of through which seminar participants can stay in informational resource supports the labour law initially piloting an internet version of an approximately 1200 participants (of whom 200- touch with each other. Since tutors report that community of practice and is funded by environmental auditing course and subsequently 300 are reportedly active members) in the field of such communications typically continue for subscription: under German law access to such in various projects funded by European, Federal labour law. The community operates through a around 3–5 weeks after a seminar, it is currently materials to support participation in Works and regional bodies. Among these were projects mailing list and is supported by high quality data planned that a conference will ordinarily be Councils must be paid by the employer. such as the BIKE (Multimediales Bildungs – und maintained on a ‘knowledge server’ by DGB available for three months after the residential Kommunikationsnetz – Multimedia and researchers. A research project is currently Limited internet competence appears to remain a seminar, though this may be extended where Communication Network) (1998–2001). examining whether this mailing list might usefully barrier to wider participation in the online there is a need. Experiences in these projects have caused the be transferred to a web-based conferencing elements of learning activities, though perhaps DGB Bildungswerk to move away from multimedia These enhancements to the residential seminars infrastructure. One possibility for a future more as an issue of preference and acculturation materials as a model of e-learning and towards a are delivered using the open-source Moodle pedagogic intervention to support the work of the than as a consequence of limited basic technical more communication-centred approach. In this virtual learning system. To support the extension community is to offer moderation/facilitation skills. This might be associated with the age profile mode, the DGB Bildungwerk currently uses ICT to of this approach, the DGB-Bildungswerk is training to some of the participants in the of German trade unions generally, with most support learning in two ways: extending emphasising the development of e-learning skills community of practice to help to improve its participants over 50. A 2001 study carried out by residential courses by virtual ‘seminarrooms’ and by both their own tutors and, as far as is possible functioning. While the tutor skills developed in the the PSHEPHOS research institute for the DGB supporting ‘communities of practice’. and useful, the approximately 300 freelance e-learning certificate may be transferable to the Bildungswerk estimated that around 85% of trainers they work with. The DGB Bildungswerk community of practice context, financing this form participants either ‘definitely’ or ‘possibly’ want has collaborated with the Universitat Hagen to of open-ended, open access, intervention by online services, and only 16% rejected them. DGB Residential courses develop an e-learning certificate for tutors, to specialist educators does not fit easily into Bildungswerk staff suggest that the figures wanting online education is currently more likely to The DGB Bildungswerk has been piloting a form of improve both the skills and self-confidence of conventional models for funding training and has be 30–35% increasing over the next two to three blended-mode e-learning in six seminars during tutors in supporting e-learning. The curriculum has required the development of alternative years. 2004 which it plans to extend to all seminars by been adapted to the DGB Bildungswerk tutors’ sustainable business models, examples of which 2006. The model of e-learning aims to build on needs and covers four areas: online moderation, were found and which will be applied in the

8 9 Trade union use of ICT in support of learning 2. Case summaries

2.4 ETUCO – Dialog On 4.5PCs/100). Of the countries represented by Two approaches to e-learning were used in the an orientation to communication-centred learning partners in the Dialog On project discussed below, project, corresponding to the two strands: rather than resource-based learning. The European Trade Union College (ETUCO) is the technology access was lowest in Portugal, with a training agency of the ETUC, based in Brussels. Q Courses in the CMDL strand were organised The project identified the roles of course tutors 19% internet density and PC density of 13.5 (ITU, The ETUC comprises 76 national trade union using a blended learning model developed in and network ‘animateurs’ as central to the success 2004). organisations from 34 countries in Western, the earlier ETUDE project, comprising a five- of the project activities. Training programmes for Central and Eastern Europe, and 11 sectoral This case study examines Dialog On, the largest day residential workshop, a distance phase and both tutors and network ‘animateurs’ covered European Industry Federations (EIFs). ETUCO and most recent of ETUCO’s e-learning projects. a second, three-day, residential workshop. technical and pedagogic/organisational issues offers a portfolio of residential courses to ETUC The overall aim of the Dialog On project was to Learning activities during the distance phase associated with the two roles. A common core of affiliates. ETUCO’s 2004–2005 course programme improve the capacity of trade unions to participate were organised primarily as collaborative group training materials was produced with additional offers 38 residential courses on a range of topics in social dialogue in the context of the ‘new tasks of varying formats, usually relating to the materials addressing issues specific to each strand. including leadership, collective bargaining, economy’, through e-learning. Dialog On was led development of a document or documents for Core materials covered the use of the First Class European Works Councils, EU enlargement, social by ETUCO, and involved sixteen partner use and discussion in the second residential conferencing system, Communicating Online, protection, recruiting and organising, project organisations (10 national union confederations session. The precise nature of the tasks varied Evaluating Online Interaction, Transnational management and training for trainers. The courses and four European Industry Federations and two between the courses, but included, for Communication and Using Internet Resources. Networking-specific materials covered provide a European-level dimension to trade union Universities). Dialog On encompassed two primary example, building a collection of documents or Introduction to Networking, and Animating education, reflecting the increasing significance of work strands with distinct models of e-learning – a preparing presentations. Networks; materials for the CMDL strand covered the European dimension of industrial relations and ‘computer-mediated distance learning’ (CMDL) Q In the networking strand, training interventions Activities and Materials for CMDL, Introduction to policy-making. With a small number of affiliates, strand and a networking strand. The CMDL strand were conceived as contributions to the CMDL, and Developing and Delivering Courses. ETUCO has explored the relationship between comprised a series of ‘mini-projects’ each of which establishment of innovative networked forms of The materials were produced primarily for use by technology and learning through a series of was led by educators from a national transnational trade union working and tutors and animateurs, but some (most notably the European Commission-supported projects. confederation working in partnership with organisation. A core of network participants materials introducing the First Class system) were Starting in the mid-1990s, two projects (ETUE-net educators from a second confederation. Each mini- attended an initial residential workshop which designed for use by participants also. The and ETUE-net II) addressed the topic of internet introduced the supporting technologies, and project delivered a pair of courses. One, national, materials were produced as hardcopy booklets and training for trade unionists. In the late 1990s, the both developed a work programme and course was delivered for participants from the lead are currently available in up to thirteen European European Trade Union Distance Education established ground rules for participation in the partner and the second, transnational, course was languages.3 (ETUDE) project more specifically addressed the delivered by tutors from both confederations to online activities. The term network covers a use of ICT to support trade union education and participants from both countries. The ‘networking’ range of organisational forms, some starting to While the use of ICT offers particular opportunities developed a blended approach to delivering e- strand aimed to establish eight transnational develop features of an ideal-form community of for supporting transnational activities and learning courses. A central theme in ETUCO’s networks in five industrial sectors to undertake practice, some looking more like a virtual team organisation, the diversity of linguistic, cultural, organisational and industrial relations contexts of work is the need to overcome barriers to learning programmes of work defined by the partners. or committee. While some networks continued participants forms the backdrop to ETUCO’s work posed by differing European cultures (in the Some of these networks extended the activities of after the projects, not all of them flourished. on e-learning in general and Dialog On in widest sense) and by language. existing sectoral structures (e.g. European-level Both strands shared a common technological particular. Within Dialog On, several methods working committees) while others were attempts The technological context of these activities is infrastructure of a proprietary (First Class) were used to address the issue of language in to establish entirely novel structures and practices. characterised by varying levels of technology conferencing platform, which provided a text- particular, with varying success. Simultaneous Several of the networks have survived the project access across Europe. Among the countries based conferencing system with client programs translation by professional interpreters was as self-sustaining structures of one form or represented among the ETUC’s affiliates, the most and web interfaces already available in the major provided for residential courses and workshops, technology-rich is Sweden, where 57% of the another. Around 125 network participants were European languages. Important to the project was and key materials (such as the training resources) population have access to the internet and there trained directly by the project, with some networks First Class’s flexibility in establishing conferences were made available in multiple languages. During are 62 PCs for every 100 people. This compares organising additional training for participants. Just and sub-conferences reflecting the diverse 3 with the least technologically rich countries of under 250 participants were trained in 14 courses working practices of the networks and courses. The materials are available for download as PDF files from the Dialog On project website at: www.etuc.org/ETUCO/en/projects Greece (15% and 8PCs/100) and Turkey (8% and in the CMDL strand. The centrality of the conferencing system reflected /Dialog_on/material.cfm

10 11 Trade union use of ICT in support of learning 2. Case summaries

the online working phase, language issues were into collective labour agreements and conduct the multimedia elements such as Flash movies were Plaza (Works Council Plaza) to which council addressed less formally, for example through negotiations, while the confederation adopts the outsourced. Together with the union of origin, members are encouraged to contribute have also establishing single-language working groups, role of coordinator. Union membership in the Abvakabo FNV, the largest civil servants union, a been developed. These are hosted on the agreeing common working language(s) and Netherlands is approximately 27% of the total project has started to upgrade the CD-ROM to MS organisation’s website (www.fnvformaat.nl/ guidelines for use of language in conferences. The working population representing around 1.9 Office XP and to make it available for the other OurServices.asp) and are organised around project also explored using freely available (via the million employees, of which FNV is responsible for FNV organisations participating in this project. CD- specific topics, including a more general one in Web) machine translation (though the standard of 60%. In the Netherlands, 52% of the population ROM-based self-study resources which can be English. these translations is currently too low for many have access to the internet, and PC density is 47 used at work or at home are seen to be useful and needs) and, to a limited extent, professional PCs/100 people. cost effective for just-in-time training purposes, translation of key conference contributions. although FNV will also continue to outsource Online Information classroom-based training for the ICT staff to The project evaluation identified a number of Members are encouraged to contact the ICT Skills specialised training companies. recurrent issues in the project activities: organisation directly to express their views via FNV employs approximately 200 staff, most of online forms and email links from FNV’s website at Q the need for clearer distinctions to be made whom are based in Amsterdam with around 20 in www.fnv.nl. An online voting system has been between different types of networking activity, Online communities regional areas. It has its own ICT department developed to gauge members’ responses to and the types of training intervention and which provides in-house technical support and Another growing area of activity is that of important issues (e.g. www.tijdkrediet.cms.fnv. support needed to sustain them; regular meetings are held with affiliated unions to discussion boards with their potential to support nl). There is also a well-developed series of FAQs Q the possibility of linking ‘conventional’ e- discuss ICT issues. There is a strong recognition online communities and engage members. on a variety of topics, and regularly updated learning courses to organisational networking that trade unions are now working in the Currently these are informal, self-selecting groups weblogs provide information on the activities of activities; information age and the organisation is keen to which are not centrally facilitated or directed. the FNV President and other key figures in the address the impact this is likely to have on their Some are hosted by FNV via their public website Q the complexity of the role of the networking organisation. own organisation. Plans are currently being (www.fnv.nl) while others are supported by the animateurs; formulated around the need to conduct a survey of affiliated unions. It is hoped that these online Each of FNV’s affiliated unions is relatively Q the need to define clear objectives and working staff ICT skill levels to gauge the level and type of communities will help to give individual members a autonomous in relation to its own education policy methods for online activities in both the CMDL training the organisation will need to provide. They stronger voice and raise their level of political and each will deal directly with employees in the and networking activities. recognise that employees require to have highly influence in Europe. However FNV is aware of the workplace using appropriate methods. The current developed search and communication skills in potential resource issue for the organisation in focus is on providing online information, order to source relevant, reliable and timely formally moderating and managing the groups. developing the ICT skills of union employees and 2.5 FNV, the Netherlands information using email and the internet. A more There are currently no government funds or other encouraging online communities. Plans for the The Federatie Nederlandse Vakbewegingen (FNV) pro-active approach to ICT skills training for their external sources available to support these future development of e-learning for vocational or is the largest confederation in the Netherlands employees by the organisation is regarded as a developments. union education within the organisation are still necessity and all staff will be expected to developing, with the emphasis at the moment on with 14 affiliated unions representing 1.2 million FNV Formaat is an independent organisation which participate in training. members. The two focal areas for FNV are works closely with the unions to provide the information and ICT skills training which will employment and income, (deriving from social A self-study ICT skills package in the form of a CD- education, documentation and advice for works enable members to access wider e-learning benefits as well as employment), and it is ROM, based on MS Office 97, has already been councils. The focus is on union-related training opportunities in future. Training and paid time off concerned with social security areas as well as the developed by one of the affiliated unions, and (collective bargaining, conditions of employment, for learning will be a major focus for FNV and its negotiation of collective labour agreements with their staff upgrade their skills by working through health and safety, and English language courses) affiliates over the next few years. employers. Its membership therefore comprises it and completing the integral quizzes and tests. delivered in a traditional way via face-to-face both employees and social benefit claimants. The Individuals can choose a basic or advanced level workshops and seminars, with tailored provision 2.6 LO-S, Sweden affiliated unions each operate in their own specific according to the requirements of their role in the offered where required. To complement the field, such as manufacturing, construction, organisation. The package was funded and classroom-based training, a number of open, The Landsorganisationen i Sverige (LO-S) is the transport, health care and education. They enter developed internally, although some of the unmoderated discussion boards entitled the OR largest of Sweden's three union confederations,

12 13 Trade union use of ICT in support of learning 2. Case summaries

with 18 affiliated unions representing just under initiative to learn more about how the internet response included developing a central database The project did not achieve as much, in terms of 2m (EIRO, 2004) workers, mostly blue-collar, in might be used in providing an interface between to allow local dockworkers’ representatives to log concrete outputs as some had hoped. However, both the public and private sectors. Most Swedish members and their unions. workplace health and safety accidents and from the perspective of research and education, unions are organised as industrial unions, with a incidents. In a third example, the Industrial DLK provided a unique opportunity to promote As the LO Computer scheme was being launched, single union organising all of the workers in a Workers’ Union used the DLK project to develop development and learning among the LO and its the LO-S Education Department also undertook a workplace. Union density in Sweden is among the better co-ordination of a pre-existing campaign affiliates, and provided a fertile source of new major ICT and learning development project, highest in the world. Within the LO´s area of about work organisation. ideas. Although the project finished in 2000, its Distance Learning for Local Knowledge Need’ organisation, 84 per cent of employees are innovative approach has continued to have a major (DLK) in partnership with specialists in adult The training within the project was decentralised, members of affiliated unions. Historically, industrial influence on the subsequent approaches to ICT education and IT at the University of Linköping involving trainers and mentors variously from the relations in Sweden have been centralised, with and learning within the LO. It has reduced and the Runo Folk High School. The DLK project Runo Folk High School and LO’s affiliates. The IT collective bargaining conducted initially at the ‘blocking ideas’ about the use of computers and ran between 1997 and 2000. In the first, pilot, training focussed primarily on using the First Class national level between the unions and the led to new understandings of change and phase six of the LO’s affiliates were involved conferencing system which provided the essential employers’ federation (SAF). Increasingly during competence development with strategic before the project was expanded to involve 17 of infrastructure for the project. Dedicated project the 1990s, collective bargaining has decentralised implications. For the first time, a chapter of the the then 18 affiliated unions in the second phase. groups explored other technologies however, to the sectoral and firm/branch levels, with the LO’s report to Congress was dedicated to Overall, the project, funded by the Swedish including other conferencing systems, confederations continuing to play a co-ordinating education, laying out a strategy for decentralised Foundation for Knowledge and Competence videoconferencing and handheld computers. role. In Sweden, trade union officers have legal educational practices. This foresees union officials Development, involved around 3,000 trade Academics from the University of Linkoping rights to conduct union business (including acting as local learning facilitators or ‘barefoot unionists in 150 workplaces. It aimed to form a worked with local reps to develop a ‘general training) during paid time. Trade unions have legal pedagogues’. This local delivery will be through a bridge between training and organisational change purpose’ database emphasising participative rights to information, consultation and wider network of folk high schools than the three in unions required by the decentralisation of approaches to the design of technological participation in advisory bodies within companies. operated by the LO, and local learning IT- collective bargaining and industrial change more development. In most companies employing 25 or more people, equipped centres run by a range of organisations widely. A central objective of DLK was to raise the local unions may appoint two employee Given the innovative nature of the project, it is (e.g. NGOs, local authorities, employer/union representatives to the board of directors of – and competence levels among trade union unsurprising that the success of the individual partnerships). A central LO Information three on the board of larger companies. Union representatives and leaders at workplace level. initiatives varied. A number of lessons were Technology School is being established which will representatives have the same rights and At its core, the project aimed to respond to identified, however, to inform future develop skills (for example by running training responsibilities as other board members, but on learning and knowledge needs as they were developments: sessions for local study groups) and tools, such as certain issues may be excluded from board defined by members at local level. The learning - The phenomenon of ‘mutual waiting’, on the one databases, to support local initiatives. meetings. was organised around problems related directly to hand by the unions at local level who were waiting trade union work and often developed informally In 2003, 52% of the Swedish population had for initiatives from the project and affiliated unions 2.7 TUC Trade Union Hub access to the internet (second in the world only to rather than being embedded in formal course- centrally, and the centre of the project waiting for Iceland). The PC density of just over 62 PCs/100 based tuition. For example, traditionally where a needs to be defined locally resulted in lost time; The TUC represents the majority of trade union people was the highest in the world (ITU (2004). new wage system was to be negotiated in a members from both the public and private sectors Q A lack of a clear, shared understanding of what In order to start correcting an imbalance of LO company, the local leadership would bring a within the UK with 70 affiliated unions and almost was meant by the term ‘knowledge’ in different members’ levels of IT access and skills when national union official to conduct negotiations. 7 million individual members. As well as drawing contexts; compared with other sections of the workforce, Now, the need is to prepare the local leadership to up common policies, campaigning and lobbying the LO has played a major role in promoting conduct the negotiations themselves. This Q while there was good co-operation between government, the TUC carries out research on computer use. The LO Computer initiative began requires, among other things, working with the trade unionists and the academic information employment-related issues and is involved in offering members a packaged PC, printer and local leadership to prepare for negotiations; technologists, there were some tensions among supporting union representatives in all regions of internet access lease scheme in late 1997. Over evaluating and drawing lessons after the process, academic and union IT staff over the desire to the UK through the provision of extensive training 56,000 PCs have been delivered to members as a and developing new horizontal linkages with explore technological innovations and the need and education opportunities. Further details are result of this scheme. The LO-S also used this others in similar situations. Another type of to maintain the integrity of existing systems. available on the TUC website at www.tuc.org.uk.

14 15 Trade union use of ICT in support of learning 2. Case summaries

Across the UK, around 42% of the general year 03/04, around 7,395 learners had accessed Medium Centres also provide support to the union Discussion boards and email are used alongside population have internet access, with PC over 12,000 courses, the majority of which were learning reps within their area. the more traditional telephone and face-to-face ownership standing at 40.5 in every hundred. online. contact. Other courses, such as those provided by A robust quality framework is in place, with the TU some colleges, make use of commercial software The TUC is firmly committed to supporting the UK Hub making two monitoring visits per annum to such as WebCT. ICT skills are among the most Government’s lifelong learning agenda with its individual learning centres, each of which must Organisation and management popular courses, with an emphasis on the need to goal of widening participation in education and produce an annual self-assessment report along develop role-related expertise and how to build on training and has invested heavily in the The factor that differentiates the TU Hub from with a development plan. The Hub itself also has these skills to access a wider range of learning development of flexible workplace and work- other Learndirect hubs is its focus on supporting to produce such reports, and all are submitted to opportunities. based learning opportunities. It has developed an union learning representatives (ULRs) in the the UfI and the Learning and Skills Council (LSC) e-learning strategy which details the direction the workplace. These representatives have to justify continued public funding (£1.5 million in Learndirect courses are not accredited but are organisation plans to take over the next few years responsibility for raising awareness of the benefits 2003/04). The LSC is responsible for funding and benchmarked across to existing qualifications such and which underpins new projects and all e- of education and training, promoting Learndirect planning education and training for over 16-year- as the European Computing Driving Licence learning related activities. It is currently involved in learning opportunities to union members, and olds in England. There is also a contribution from (ECDL) and national vocational qualifications. several ICT-related projects which are piloting providing (or pointing to sources of) learning- the Union Learning Fund and the TUC (approx Some courses, such as the ULR training courses, innovative ways of using the internet to engage related information. They have a statutory £450K in 2003/4). are accredited by the National Open College members in education, encourage involvement in entitlement to paid time off for these activities in Network, a recognised national qualification agreement with their employers, although this The target audience includes members with low union activities and increase membership. skills and qualifications levels, those from equal awarding body which is the central organisation does have to be negotiated locally and support for 28 Open College Networks (OCNs) across the The TU Hub, the most ambitious of these projects, opportunities target groups, and individuals who from employers can vary. The TUC provides UK. has built directly on the infrastructure set up by training for the ULRs, including courses on ‘Setting are returning to learning after a time away. The TU the UK Labour Government in its University for up a trade union learning centre’ and ‘Managing a learning centres address the union priorities of Although e-learning is at the core of this initiative Industry (UfI) initiative. Established in 1998, the trade union learning centre’. Approximately 7000 numeracy, literacy and ICT skills, and strongly the TU Hub is aware that this approach may not be main aim of UfI was to harness technology to representatives have already been trained, with a encourage a workforce development strategy. suitable for all learners, therefore a range of widen access to education and training, thus target of 22,000 set for 2010. options is on offer. If an individual’s learning plan enhancing employability and increasing indicates that e-learning is not appropriate, other Following the structure set out by the UfI, the TU productivity. Learndirect was established as the E-Learning courses learning routes and resources will be sought. Hub is at the centre of a range of learning services brand name of the flexible learning opportunities Access to ICT and the internet is made available in Learner support is given a high priority, with face- and is responsible for monitoring quality, budgets offered by UfI, and more than 2000 learning the learning centres. It is recognised that a to-face assistance available in the Link and and staff. It works towards developing centres have now been established in England, supported learning venue within a workplace can Medium Centres along with online tutor support partnerships with local colleges to ensure learner Wales and Northern Ireland. Learndirect Scotland provide a valuable tool in empowering the local within the online and blended courses. There are access to a wide range of learning opportunities has taken a different approach, acting more as union learning representatives to engage learners standard guidelines on learner support to which which are not necessarily limited to the Learndirect educational broker than learning provider. and increase motivation. Expanding these facilities ULRs, centre staff and tutors are expected to courses. Medium centres (larger scale learning therefore is a vital priority and a Supported adhere and it is expected that Medium Centres Following discussions between the TUC and UfI as centres) are often in trade union education centres Learning Venue Strategy has now been drawn up. should be aiming to ‘become centres of excellence to how the initiative might support trade unions, within colleges and have tutors who are qualified Learners can also access online courses from in e-learning and distance support’. the Trade Union Hub was established in 2001 with to teach, support and assess learners, face-to-face home, although download times may be slow if the aim of creating learning centres especially for and online. These larger centres will be The TU Hub is still under development and the they do not have broadband facilities. trade unions. Initially these were established in responsible for monitoring and supporting the number of workplace learning centres is further education colleges and a few union offices, smaller Link centres which are more likely to be Learndirect courses are provided via the virtual continuing to expand. A Virtual Learning Centre is but were gradually expanded to include based in the workplace. TUC policy demands that learning environment which was developed as part also being created to supplement existing support workplaces where unions are recognised by each Link Centre is directly attached to a Medium of the UfI Learndirect initiative. This platform plays structures by providing online access to courses employers. The TU Hub currently supports 81 Centre within the geographical area to ensure the a central role in the delivery of online courses, and tutor support for distance learners who cannot such learning centres, and at the end of academic learner has easy access to its support structures. assessment, feedback and learner support. attend a local learning centre. In the longer term,

16 17 Trade union use of ICT in support of learning 2. Case summaries

the TU Hub will become part of a proposed new Q ULRO: Union Learning Reps Online. This IFWEA – International Study Circles Trade Union Academy, which is likely to result in a project aims to expand the TUC’s support for During 1997 and 1998, the International major restructuring. As part of an EQUAL project, union learning reps by developing online Federation of Workers’ Education Associations the TUC is also examining the potential of courses and resources to complement the (IFWEA) and the European Federation of Workers’ videoconferencing and a virtual library to further current face-to-face training provision. It will Education Association (Euro-WEA) piloted a support learners. also develop online pre-course guidance and methodology for using ICT to support international assessment systems and is supported by a study circles, based on the Scandinavian study combination of EQUAL and Department for circle approach (Salt, 2000; IFWEA, 1998), which 2.8 Other examples Education & Skills (DfES) funding. formed the basis for a subsequent transnational Q Online communities: the TUC is also education program up to 2003. As with Actrav’s TUC encouraging involvement by hosting several Solicomm, ISCs were originally developed in the online discussion groups e.g. The TUC is involved in a number of other context of global learning events where the initiatives which aim to support its overall e- •for ULRs at www.learningservices.org.uk/ participants may be working in countries which, learning strategy. These include: midlands/index.cfm inter alia, have very widely differing levels of technology access. Q BOWL: Building Opportunities through •for union representatives at Workplace Learning. This EQUAL-funded www.unionreps. org.uk/login.cfm The ISC approach links together face-to-face study project specifically targets social exclusion and circles working in different countries on a widening participation through the provision of programme of study. In the initial conception of a range of local learning opportunities such as ILO Actrav: Solicomm the ISC, the internet was to be used only by each basic skills and enhanced access to educational Actrav, the Workers’ Affairs Bureau of the local circle’s facilitator who writes up the results of advice, information and guidance, using ICT as International Labour Organisation (ILO) have their group’s work each week, and circulates this an enabler. It aims to build on the success of recently launched Solicomm (formerly known as by email to the facilitators of the other study the union learning representatives in Course Reader), based on a number of open circles. When received, the reports can then be addressing these issues by expanding provision source software components. Solicomm provides a used as inputs to each study circle’s subsequent for them and the learners they support. This technical infrastructure that can be used readily as work. In this way study circles can collaborate report was commissioned by the BOWL a web-based conferencing and basic document internationally on topics of common interest with project. repository by users in developed countries while modest access to ICT. Early evaluations, however, Q UEO: Union Education Online. Funded by the simultaneously being accessible via freely available indicated that participants themselves wanted to Joint Information Systems Council (JISC) in the client programmes which do not need to have use the internet themselves as part of the process. UK, this project aims to overcome internet connections open permanently, in The ISC approach is being further refined and interoperability issues by establishing a model countries where access to the internet is more used in training programmes in eastern Europe, for the establishment of systems and processes restricted or expensive. Solicomm is currently the Balkans and in Latin America. IFWEA are to ease the transfer of learner data for national being assessed for use by several Global Union currently planning to use ISCs, along with programmes between student record systems Federations for both educational and international residential sessions, to provide a year- and managed learning environments (MLEs) It organisational purposes. long programme of accredited courses. has a particular focus on data-sharing between As a conferencing system, the Solicomm software the TUC and individual colleges, and between does not have a strong pedagogical approached the awarding body, individual colleges, and a embedded in it. To date, it has been used both to single MLE. support pure online courses, and as a medium for follow-up to residential seminars.

18 18 Trade union use of ICT in support of learning 3. Key themes

3 Key themes

3.1 Overview to constantly upgrade their skills, not only to their own pace. Here, the emphasis is on tasks or discussions planned and facilitated by a ensure enhanced communication within the multimedia learning resources which may be tutor usually with the aim of achieving one or The case studies outlined in this report reveal a organisation, but also to source timely, accurate distributed either online or via CD-ROM; more specified learning outcomes; range of approaches towards the use of ICT in and relevant information from the internet to keep trade union learning which reflect a variety of Q Situated/organisational learning (CISL, DGB Q communities of practice in which participants the organisation and its members abreast with organisational priorities and responses in particular Bildungswerk, LO-S, ETUCO): ICT is used to are concerned with doing similar things or current issues and events. national and transnational contexts. Differing support learning-related organisational which hold similar political mandates, as for industrial relations environments, union cultures, From a union perspective, this rise in demand, processes. This may take the form of ICT example in the DGB Bildungswerk’s labour law national government policies and initial although welcome, will inevitably result in greater providing additional support for existing community of practice. These networks may experiences with ICT in learning are among the calls on union resources. In some cases there is communities or other structures (e.g. DGB- emerge from existing practices or (and more factors contributing to this diversity. Despite this perhaps scope to expand the use of e-learning Bildungswerk, ETUCO) or new forms of trade difficult) be created around new practices diversity however, we have identified eight themes methods to teach ICT skills, which, although this union organisation (ETUCO, LO-S). This supported by ICT. Key elements of running through the cases, which are highlighted would involve heavy upfront development costs, approach is frequently, though not exclusively, communities of practice are that they are self- below. may prove cost effective in the longer term. associated with the concept of community of sustaining and the peer learning is largely Additionally, technical and wider information practice. problem-based and informal; Perhaps the most significant of these themes is the literacy skills needed to learn effectively are emergence of a number of educational approaches The growing recognition of the significance of Q virtual teams in which participants with unlikely to remain static, creating needs for alongside continued training in the use of ICT both organisational/situated learning in trade unions is different skills, specialisms or responsibilities extension and refresher training. for trade union and vocational purposes, and the similar to the convergence of the fields of are brought together. Virtual teams are often increasingly close relationship of some of these computer-supported co-operative learning (CSCL) more explicitly task based than communities of approaches to the changing needs of trade union 3.3 From ICT skills to e-learning and computer-supported co-operative working practices (or other forms of community). Virtual organisation. (CSCW) which some have argued is happening teams are often time limited, though there are We can see a diversity of approaches to the more widely in the context of the spread of examples of virtual committees (ETUCO) at a organisation and ‘delivery’ of e-learning: knowledge management and attempts to develop transnational level which continue indefinitely, 3.2 ICT skills Q Course-based e-learning (DGB learning organisations. with participants representing their own There is a clear recognition that the acquisition of Bildungswerk, ETUCO, TUC, CISL): ICT is organisations; used to support learning as part of a Q basic ICT skills is an essential first step towards 3.4 Online networks co-ordination networks which aim to collect empowering members to access a broader range conventionally conceived time-delimited information as the basis for co-ordinating future of learning opportunities. Where unions have course. While earlier initiatives explored purely The use of ICT is frequently incorporated into actions (for example in European Works taken responsibility for engaging members in ICT online courses, there appears to be a growing organisational change and renewal strategies. The Councils). skills courses (DGB-Bildungswerk, TUC, LO-S), conviction that blended learning mixing face to cases here suggest that in some cases (e.g. This is not an exhaustive list of possible network demand for e-learning appears to be growing, as face and online phases is more effective. The ETUCO; DGB Bildungswerk, LO-S), perhaps a structures, but represents some that can be evidenced by the enthusiastic take-up of the ICT structure of these blended courses varies, growing proportion, this is also seen as an identified in the cases examined for this report. skills courses offered by the TU Hub project in the combining the two modes in different ways. educational intervention associated with The extent to which learning is explicitly promoted UK. Union ‘branding’ appears to encourage Blended mode courses typically emphasise organisational perspectives on learning. New and occurs in these networks varies significantly. involvement and reach groups and individuals who communication among participants in both organisational forms and practices are often Learning about ways in which educational may not otherwise have had the confidence or residential and online phases. Outside the case associated with networks and networking, and interventions can be planned to support setting up inclination to learn, particularly when these studies covered in detail here, other associated horizontal, informal flows of and maintaining different types of network is still at opportunities can be accessed directly from the pedagogies have included study circle-based information. The nature of these networks varies, an early stage, both within the trade union workplace. learning (e.g. IFWEA/Euro-WEA) and purely including: movement and beyond. online courses (e.g. ILO Actrav); ICT skills are also high on the agenda for union Q course learning networks established during employees. The approach taken by FNV for Q Self-paced learning (FNV): ICT is used to the life of an online or blended mode course. example, highlights the need for union employees support the individual learner progressing at These networks are typically organised around

20 21 Trade union use of ICT in support of learning 3. Key themes

3.5 Emerging roles central. The shift towards e-learning heralds a (ETUCO) suggest that trainers will also need to be based learning, both the TUC and DGB- major change for the majority of trade union aware of the linguistic and cultural differences Bildungswerk are engaging learners in activities In some cases innovative approaches to learning trainers who have been used to more traditional which may impact on the learning experience. As which can lead to specific qualifications if they so are resulting in the emergence of new union- classroom-based methods. The case studies collaboration expands at European level, demand wish. Again, this is a choice for the learner who related roles, including: indicate that preparing trainers for the online for culturally aware trainers and online facilitators retains control of the level and pace of their Q the union learning representative (ULR) in environment is being dealt with in different ways, is likely to increase. educational progress. the UK: the focus of the ULR is to raise often depending on the preferred pedagogical Another area of concern is the negotiation of awareness of educational opportunities and approach: agreements with employers for paid time off to engage workers locally, and then to provide 3.7 Learner support Q where there is a strong emphasis on centrally participate in learning activities. Although there continuing support and motivation as they supported online provision (e.g. the TU Hub, Preparing participants for learning online and may be statutory rights in certain national contexts proceed with their learning; Dialog On, CISL), trainers are given the supporting them as they undertake e-learning (e.g. UK), agreements with employers may still Q the ‘barefoot pedagogue’ in Sweden, where opportunity to experience online learning for courses is another emergent theme, the require to be negotiated locally and interpretations union officers who are not education specialists themselves by taking part in online or blended importance of which is also reflected in the new of the agreements by employers can vary. will be trained to identify and support training courses and are also given guidance on roles described above. By providing a range of opportunities for learning interventions in developing resources, activities and support for support structures for learners from face-to-face unions at the local/workplace level; online learners. advice and guidance (TUC, LO-S) through 3.8 Technologies blended approaches (ETUCO, CISL, TUC) to Q the ‘network animateur’ identified by Q in less formal, more decentralised contexts The potential for the use of technology to support online tutor and peer support (DGB-Bildungswerk, ETUCO’s Dialog On project, where a member (e.g. LO-S) where situated learning is the norm, learning is conditioned in part by the varying TUC), engagement and motivation levels can be of a network is trained in a range of techniques training trainers to work online appears to be extents to which they are available in the varied maintained. Where there is a recognition that e- to support the (primarily online) work of the less prescriptive; national contexts of Europe. While trade unions learning may not suit all learners, more traditional network. can intervene in this area (as, for example, with the Q where the emphasis is shifting from online alternatives may be available (DGB-Bildungswerk, Swedish LO Computer scheme) impact will be By supporting these new key roles unions are courses to online communication in learning TUC). This appears to indicate that e-learning is limited. This diversity of access, both within and extending the reach of e-learning, potentially networks (e.g. DGB-Bildungswerk), trainers not being viewed as a replacement for classroom- beyond the European union requires transnational increasing membership and going some way will be expected to become proficient in based training, but rather as a complementary education activities to work with relatively towards addressing the social inclusion agenda. moderating online discussions. DGB activity. restricted ranges of technology and/or to become The identification of training and support needs for Bildungswerk’s accredited tutor training Taking this a step further, one case study (TUC) involved in the implementation of technologies individuals adopting these roles is a significant programme represents one attempt to address describes the establishment of learning resource specific to the purposes (e.g. ILO Actrav). issue, and one where more work is necessary this issue. areas within workplaces as a longer-term strategy although some lessons are starting to emerge. The Where ICT is more widely available, the dominant Research also suggests that the engagement of for engaging and supporting learners in situ, and evaluation of the Dialog On project for example use has been to support text communications. online learners is often directly related to the encouraging higher participation rates by highlighted the greater than expected complexity Computer conferencing systems, frequently but expertise and commitment of the trainer (Salmon, endorsing the learning with a union ‘brand’. With of the network animation role, encompassing not exclusively web based, are widely used to 2004), therefore the challenge for unions will be to union rather than employer ownership of the seven groups of activities and skills. Where such support collaborative, group communications. The identify these e-learning approaches and provide courses on offer, it is felt that members are more roles are undertaken by members on a voluntary First Class system has been widely used (e.g. CISL, relevant and timely training for the key players. likely to become involved. In another case study basis, as will often be the case, it may be better to ETUCO, LO-S), though there is some evidence of Although there appears to be growing movement (LO-S) the issue of internet and PC access was think of these as team rather than individual roles. the use of open source conference/learning towards accreditation for e-trainers (DGB- addressed by the development of a leasing system environment platforms in the DGB Bildungswerk’s Bildungswerk, TUC), most training activities still for individual union members. use of Moodle and the ILO Actrav’s appear to be informal and unaccredited (CISL, 3.6 Training trainers Approaches to accreditation also vary. Whereas implementation of Solicomm, based in part on the LO-S). Despite the emergence of new roles in relation to LO-S and FNV emphasise the importance of open source Virtual U. Email and email lists have ICT and learning, the role of the tutor will remain Experiences to date of transnational activities informal, situated learning over formal, course- also been used (e.g. DGB Bildungswerk’s

22 23 Trade union use of ICT in support of learning 3. Key themes

communities of practice). In some cases, databases learning. There is significant interest in this, for may fund some activities (as in the DGB or document repositories have been implemented example, in higher education. Bildungswerk’s research documentation used in as part of supporting online networks and the labour law community of practice). In some communities. cases, it may involve training some trade union 3.9 Sustainability of officers (as in the case of the LO-S’s ‘barefoot The FNV have produced multimedia CDs to e-learning initiatives support self-paced learning. The costs of pedagogues’) or network participants (e.g. DGB designing and producing well-designed In significant part, the development of ICT support Bildungswerk, ETUCO) to fulfil specialised roles. multimedia learning materials, particularly where for learning has been influenced by the availability subject matter changes often, has led to the of funding external to trade unions. In the UK, for rejection of this approach by the DGB example, national funding in support of workplace Bildungswerk, and rather limited use elsewhere. learning has been available, and there is an FNV has addressed this by agreeing to share the acknowledgement (FNV) that funding is likely to costs among some of its affiliates. become an issue. Actively seeking national and European sources of funding may therefore The case studies presented here reflect a become a more widespread and important area of pragmatic (even conservative) approach to the use activity (already undertaken by ETUCO and the of technologies to support learning, in some cases TUC) and one which may benefit from a greater perhaps because of difficult experiences with collaboration among organisations at both national over-ambitious technology-led projects earlier. We and European level, though this may create found no evidence, for example, of use of mobile tensions between the priorities of the funding technologies explicitly built in to learning activities agencies and unions themselves. European and limited evidence of experiments with or use of funding, for example via Socrates, Leonardo, ESF technologies such as videoconferencing. There are and Framework programmes has played an reasons for thinking that the time may be ripe for important role in enabling trade unions to explore further experimentation with emerging innovative approaches to using ICT in support of technologies, for example: education, and it is likely that this will remain an Q there is some evidence of a growing use of important source of support. The availability of communications technologies such as instant external funding also poses some difficulties. messaging in support of computer-supported While many projects have only been feasible co-operative working (CSCW). Given the because of this funding, incorporating lessons apparent convergence of CSCW with methods learned into mainstream practice be difficult to of computer-supported collaborative learning sustain once the funding is finished. identified above, these technologies may better Accommodation of external funders’ requirements support some types of practice-based may also dilute the requirements of trade unions. interaction than conferencing. Technologies The emergence of situated and organisational (such as databases) more usually associated learning as arenas for trade union educators poses with work rather than learning may similarly be some particular challenges. Charging affiliates or important tools in support of situated learning; employers for participation in conventional courses Q many younger people are now familiar with a is well established. It is more difficult to see how range of technologies including chat, instant ongoing pedagogic support for learning networks messaging and mobile phones, and these may by specialist trade union educators, for example, offer new channels for involving them in might be sustained. In some cases, subscriptions

24 25 Trade union use of ICT in support of learning 4. Challenges and recommendations

4 Challenges and recommendations

4.1 Training necessitate closer collaboration with other have been traditionally associated with specialist centres, often in partnership with a range of other national education providers. educators may be needed elsewhere in trade partners, will frequently be an important This survey has identified three distinct types of unions; technologies need to be used which component of training, and are likely to remain so training using ICT: a focus on trade union-related Q Communication: historically trade unions have similarly bridge learning and practice; and funding as new technologies emerge which will take time education with a target audience of trade union relied heavily on the spoken word and highly arrangements for some trade union education to become commonplace. officers and representatives; training related to developed interpersonal skills. The shift to need to reconsidered. organisational change, again with an internal online, text-based communication necessitates Recommendation: evaluating the potential of a audience; and vocational and skills training which a change in style and therefore should be Recommendation: trade union education needs wider range of technologies to support learning primarily targets individual members. Generally, addressed directly in training. to be integrated more closely with the should be built in to future education projects. consideration of trade union organising and re- there appears to be a shift away from content- Q Accessibility: one issue which was not driven to communication-driven learning. organisation. highlighted by any of the case studies was that 4.4 Sustainability Surrounding this there are several issues which will of access for learners with some form of require future planning: disability. Given that legislation is already in 4.3 Technologies Technology and its use in broadening participation Q ICT Skills: to enable more individual members place in several European countries, this is an in learning, and indeed a broadening definition of There is widespread use of text communications to to access e-learning opportunities, ICT skills area which all those involved in e-learning will what comprises learning are placing increasing support formal and informal learning activities, training should continue to be a major focus for need to address as a matter of urgency. demands on trade union education. Governments’ typically email and conferencing. While there have trade unions with a commitment to addressing and European funding schemes have played a Q Employer support: workplace learning is been some experiments with other technologies, social exclusion and the digital divide. large role in helping trade unions to develop and already a bargaining issue for some trade most notably videoconferencing, this remains deliver ICT-supported learning. Project-based Q Training trainers: identifying the new skills unions, and others are indicating that it is about limited. The use of multimedia learning materials is funding can play particularly useful roles in required by online trainers and preparing them to become so. E-learning is often invisible relatively limited, partly because of a culture of developing innovative practices. Reliance on for an evolving pedagogical role is an area likely learning, as learners may be studying online participative and collaborative learning which external funding creates difficulties, however, to expand as technologies progress and e- from their desks rather than attending a emphasises communication, and partly because of often restricting the ability to plan strategically and learning options attract a larger number of classroom-based course. Raising awareness of the cost and skill requirements of multimedia sometimes create tensions between the learners with more diverse profiles. Evidence the potential of e-learning at work, encouraging production. requirements of trade unions and those of funding suggests that training for trainers should mirror the support of employers and negotiating Over the last five years, a range of newer bodies. the learner experience. agreements with them should be an important technologies and standards have emerged and are One particular area where there is a mismatch focus of activity. Q New roles: as new learning-related roles spreading, sometimes rapidly, which are being between emerging methods and income continue to emerge, appropriate and timely Q Transnational collaboration: as collaboration in explored in education and training more generally, generation is in the area of organisational learning. training and support structures will be required. education, training and political networks and which may have roles to play in trade union Affiliates and others are familiar with the ideas of Providing pedagogical and technical support increases at a European level, addressing education in particular. Examples include mobile paying to send members on courses. Where a for learners in the workplace has major long- cultural and linguistic issues is likely to be of communications technologies (including ‘text’ form of learning requires an open-ended term implications for the expansion of e- future concern for trade union officials. messaging), instant messaging including text, commitment of educational support to, for learning and will demand innovative audio and video), handheld computing and mp3 example, a learning community or organisational approaches. players. The convergence of collaborative learning network, it can be difficult to justify the costs. 4.2 Learning, technology and and collaborative working also brings technologies Q Accreditation: in some cases, learners (and Recommendation: explore ways of organisational change less frequently thought of as educational (such as trainers) have the opportunity to gain demonstrating the value of educational support in databases and document repositories) into qualifications as they study. In the context of The convergence of ICT, learning and new forms new contexts to affiliated unions (and others) to consideration. lifelong learning, this may become a more of organising is emerging as a key trend. This has a ensure ongoing support. important driver for union education than it number of consequences in training for new Access to technologies remains a vital issue, even appears to be at present, particularly for organisational roles which themselves link learning in those countries with relatively high levels of vocational and skills training. This may to trade union or workplace practice. Skills which technology use. Technology access and learning

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Trade union use of ICT in support of learning

5 References and acknowledgements

TUC FNV ETUCO Q Interview with Alex Rowley, Q Two interviews with Q Walker, S. (2004) ‘Dialog on Manager of the TU Hub Ron den Elsen, Head of evaluation’ report, project FNV International’s ICT ETUCO/Leeds Metropolitan Department University TUC Reports and Publications: Q FNV website at www.fnv.nl Q ETUCO website at Q Logging onto learning www.etuc.org/etuco (2004), available online at: Q Online newsletter, English www.learningservices.org. version, at http://actualiteit. uk/extras/publications/ cms.fnv.nl/renderer.do/ DGB Bildungswerk loggingontolearning.pdf menuId/8944/clearState/ true/ Q Interview with Mario Heller Q ‘Empowerment through EQUAL’ (2004) Q Online voting system at Q Eich, D. (2002) ‚’German www. tijdkrediet.cms. e-kadamie makes Q ‘Supporting EQUAL fnv.nl/ information technology Opportunities’ (2004) e-asy,’ Agora 21, 5 Q ‘Innovation through EQUAL’ Q Romer-Karrasch, M., (2004) CISL Gehrmann, A. & Wienold, Q The Supported Learning Q Email correspondence with H. (2000) ‘Germany’ in Venue Strategy (version 3, Michele Mercuri, Head of Bridgford, J. & Stirling, J., Sep 2004), available online Education & Training Trade union education in at www.learningservices. Europe, ETUCO Q Interview questionnaire org.uk/national/learning- completed by Elisabetta 3830-f0.cfm Billiotti, CISL Trainer Q DGB (2004) Work and Q TUC Trade Union Hub Q CISL website at www.cisl.it structure, available at Business Plan 2004-6, www.dgb.de/sprachen/ available online at: Q First Class website at englisch/work_and_ www.learningservices.org. www.softarc.com structure.htm uk/national/learning-3757- [viewed 10/10/4] f0.cfm Q TU Hub website at: www.learningservices.org. uk/tuhub Q TUC website at www.tuc.org.uk

28 5. References and acknowledgements

LO-S Other References . Q Interview with Thomas Q EIRO (2004) Trade Union Q Salmon, G. (2004) Hagnefur, LO Education Membership 1993-2003 E-Moderating: The key to Department available at teaching and learning online www.eiro.eurofound.eu.in (2nd ed.) Kogan Page. Q Interview with Bjoern t/2004/03/update/ Extracts available online at Arnoldsshon, LO Education tn0403105u.html www.atimod.com/ Department e-moderating/intro.shtml Q IFWEA (1998) Responding Q Pietersen, L. (2002) ‘DLK to the global economy – Q Salt, B. (2000) ‘International Project sets out to meet International Study Circle Study Circles,’ Information, local knowledge needs,’ Programme: Final evaluation communication and society Agora 22, 4-5 report available at: 3(3) 337-346 Q Pilemalm, S., Hallberg, N. & www.ifwea.org/isc/isc_ Timpka, T. (1998) ‘From “the final_evaluation_report. good work” to “the good html [viewed 9/10/4] life”: A perspective on Q ITU (2004) Internet labour union visions indicators available at: regarding information www.itu.int/ITU-D/ technology,’ Linkoping ict/statistics University, Sweden Q Levinson, C. (1972) Q Pilemalm S., Hallberg N. International trade and Timpka T. (2001) ‘How unionism, Allen & Unwin do shop stewards perceive their situation and tasks? Q McAlpine, G. (1992) Preconditions for support of ‘Experiences with and union work,’ Economic and possibilities for the use of industrial democracy 22 (4): computer-mediated 569-599 NOV communication,’ paper presented to the conference Information Technology, Electronic Communications and the Labour Movement, Manchester, 1992 available at: www.imresearch.org/ Staff/swalker/labtel92/ MacAlpine-LO-Da.htm

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