The ambitions of Friluftsfrämjandet in this project were high. They wanted to create an engaging and visually appealing education that got participants thinking. At the same time, resources were limited. We needed to divide work to get a great education. It required a huge deal of commitment and close cooperation between our teams.

The solution became a co-production, where Friluftsfrämjandet also contributed to the work of the project. Learnify EdTech supported concept work, project management, script coaching and film production. The collaboration between Learnify and Friluftsfrämjandet produced brilliant results. The final result was a great education, with beautiful pictures, informative texts and thoughtful reflective exercises.

This project is an example of a truly successful collaboration. By sharing the tasks we have, together with Friluftsfrämjandet, we created an education that lived up to the high ambitions that initially existed. Above all, we saw two strengths within ourselves that enabled this investment; outstanding collaboration, and our easy-to-use authoring tool, Learnify. With this tool, Friluftsfrämjandet has been able to produce large parts of the education itself, and will also be able to maintain it in a simple way in the future.

In this online training, we needed to convey both feeling and knowledge in a concise and easily accessible way. The imagery we were to produce needed to feel relevant to the target group, so – to our great pleasure – we needed to get out into nature to film some parts of the production. We also needed to convey children’s feelings and experiences in a credible way.

The solution was a core storytelling e-education that included several film introductions. With the help of film, we could be in the right setting, in nature. We also let a subject expert convey facts about asthma and allergies, in his own words. And so, we filmed interviews with the children themselves. Allowing the children to express their emotions and experiences became an effective way of conveying why this knowledge is important. We produced all the films with our in-house resources. The production was a co-production with Friluftsfrämjandet and Astma and Allergiförbundet.

Many companies in our industry do not have their own in-house film teams, but rent filmmakers as needed, which of course affects the costs and logistics of the project. Because we have all the expertise in place, we can create effective, high quality film in a short space of time, even for smaller projects. Having in-house resources like these enables a strong creative process in which the screenwriter and photographer have a continuous dialogue about the visual narrative.

In this project we also benefited greatly from our own developed authoring tool. The prerequisites were such that our partner needed to be able to produce a part of the training itself – which is quite possible with our easy-to-use tool.

In 2014, Teknikcollege conducted a preliminary study with companies and trainers to identify successful examples and requested support in supervisory work. The results of the feasibility study showed that there was a demand for support and updated material in order to be able to smoothly carry out a qualitative supervisor training and give the students a high quality practice. Because we wanted the education to be largely based on concrete scenarios that reflect everyday life for supervisors and students, the challenge was to find real-life situations in a challenging environment.

There was a need for both teacher-led and web-based education, and therefore we made a combined solution. Today, the digital production is available both as web-based education and in a version adapted to be implemented at a teacher-led meeting. These alternatives complement each other in that the web version can serve as a rehearsal for participants from the teacher-led meeting or a completely independent education for the person who wants to implement it individually.

The versions are divided into two parts with four and five sections per part, respectively. The participants take part in filmed situations and gets to reflect and answer questions about what they have seen. They can also interact through social exercises where they, for example, have to evaluate claims. Several exercises are reflective questions where the participants can choose to share their answers with other participants and take part of how they have responded in turn.

According to Teknikcollege, all short-term goals (one year) were fulfilled for the project. This refers to the number of supervisors who completed the education (approximately 600 people), implemented it in Teknikcllege regions, and where there was a greater degree of systematic work with learning at the workplace. Several participants argued that the content of the education raises many new ideas about how they can receive solid instructions in their work with supervision. The evaluation also showed that the films captured what it would be like in a real life scenario.

In the specification we received from Skolverket, there was a long list of knowledge requirements that the education would help the participants to achieve. The subject of validation is broad and, for a beginner, it is a lot of information to take in to be able to get started. The practical part of the validation process also requires practice. We needed to find a solution that combines facts with relevant and simple exercises. In turn, these needed to capture the aspects of the content that the participants might need to train more on. In addition, we wanted the content to reflect how the reality could look.

We started from the different parts of the validation process and built up a web-based education based on four real-life cases depicted in the dramatised film. By answering questions and solving problems through the case, the participants took on the training, and thus continuously tested their knowledge. From this came an introductory and closing section with a presentation of the program or a final test. The four basic sections served as a broad introduction to validation. There was also a knowledge bank filled with additional in-depth material in the form of animated fact sequences, articles and literature tips for anyone who wants to learn more. The knowledge bank also served as a support for when the participants had to carry out exercise tasks in the education via direct links to relevant support material.

David Lundgren was Skolverket’s project manager for the initiative and worked in close collaboration with Learnify’s team during the work on the education. He was impressed by the scriptwriters’ ability to quickly familiarise themselves with a new topic and appreciated the pedagogical structure of the real-life cases. Another positive factor with working according to Learnify’s method was that we acted as partners rather than suppliers which David emphasised. This gave us both the opportunity to discuss internally, learn from each other and become strengthened as an organisation.

Lärarförbundet wanted a web-based education as a complement to the physical basic education for new agents, where some training modules would be open to all members as well. The education needed to be easy to find and to use with considerations on the time and place agents may work. Our project team therefore had a broad target group to relate to and, in addition, the content needed to be adaptable to varying conditions.

The web-based education we developed consists of three sections where participants could take part in several situations that can be common to a new agent. These situations were portrayed with dramatised film. An actor in the role of an experienced agent guides and supports the participants through the web-education. The films are interspersed with animated fact sequences, exercise questions, reflective tasks and social exercises that allow participants to share their responses with other participants and be inspired by each other. In this way, the participants are continuously tested, apply and reflect on their knowledge. The training works on both computer and tablet so that the participants can complete it when and where it suits them, at their own pace.

The content we produced could replace a previous teacher-led day. At the same time, the web-based education contributes knowledge and documentation prior to discussion meetings. Another strength of the education itself is that the examples establish the agents’ reality, and partly the social exercises in which the participants are inspired by each other. Feeling support and affinity provides extra security in the role of a new agent.