The use of qualification procedures and certification processes may be set up as a number of training sessions with a general scope of activities and welding positions. Such sessions may be captured as learning scenarios, which may be distributed as trainings sessions by using video clips.

The procedures for obtaining qualifications are also a key word that is used within welding itself, i.e. as special procedures that have been tested for certain purposes. In the training courses this may be utilized as processes targeting given welding positions and materials that may be used such that the student attends a certification scheme.

A procedure for obtaining qualifications may in such a context include using a predefined welding process. The video session, however, may be of a generic nature such that the end user may observe how the procedure leads to a qualification, including all relevant steps for the qualification as well as detailed steps in the handling of the test pieces and the welding process itself.

Though multimedia rich learning environments have the potential to improve learning in different ways, the literature has not always succeeded in providing explicit or decisive conclusions with relation to the impact that multimedia technology has on learning. Until recently it failed to recognize a broader range of parameters like the knowledge level of the learner, the intrinsic cognitive load, support from the multimedia learning environment and cognitive processes encouraged of learners by the environment.

The ABT framework merges such parameters together with training that closely follows the production workflow. Each job-package contains various classes of available learning resources, and a variety of video resources supporting both theoretical- and practical training. The theoretical descriptions contain:

• Text based resources, for instance published as PDF-files
• Video clips in streaming video format or DVD showing various types of practices: (i) Laboratory type videos showing technical details that can only be produced in special laboratories in order to detail a problem or show certain behavior (ii) Equipment type videos demonstrating how to operate a given type of (expansive) equipment or how the equipment is going to be used (iii) Industrial examples demonstrating practical applications and use of processes being thought (iv) Case oriented videos offering visual examples to be used as an introduction to a topic, as well as for practical- or theoretical oriented training tasks (v) Action videos demonstrating behavior, i.e. how to do or not to do a working process (vi) Video tour displaying an overview of for instance working processes or construction of complex working machines that are put together by a large number of small components – each requiring a significant amount of knowledge and work (vii) Conceptual videos mediating theoretical results such that professionals, suffering from dyslexia, don’t need to obtain knowledge just by reading and understanding complex text based documents
• Online data recorded from the videoconferences: (i) Tracking of the notes made on a digital blackboard during the video training session. They are uploaded into the LMS as PDF-files immediately after a video training session (ii) Group work exercises and process oriented discussions