Post on 15-Aug-2015
Vocational Dreams to Career Reality: Technology Enhanced Learning for Everyday
Connectivity and Practice
Dr Niki LambropoulosHCI Immersive Experience Senior ResearcherDept. of InformaticsLondon South Bank University London, UK
17-18 June 2015, Crowne Plaza AthensKeynote Day 1
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VocTEL & HCI
Vocational Technology Enhanced Learning
Human Computer Interaction for LearningTranslating Theories into Tools
Creativity Fun
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VocTEL Agenda
1. Dreams 2 Reality (D2R)2. New Skills & Competencies for the 21st Century
Pervasive Computing – Real Market Demands– Future Market Demands
3. Examples & Case Studies – Unified Learning & Working: DUAL VocTEL EcoSystems
4. DUAL VocTEL Mixed Reality – Immersive / Flexible DUAL Experience
5. Concluding Remarks
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Dreams 2 Reality (D2R)
• Dream Vision Statement• D2R Management – Knowledge, Skills,
Competencies (EQF)– Artefacts– Community / Network– Reality Check – Time Management
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Real Market Demands
Time is theRealityMechanism
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>> Pervasive Computing
Every Day Connectedness & Practice
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Knowledge, Skills & Competencies
Skills
Competencies
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Current Reality: Adults’ Book
with Dr. Margarida RomeroUniversité Laval, Québec , CA
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Pedagogical Research Evolution
IndividualDyads & TriadsGroups of 4-5 students CommunitiesSocial Networks Professional Networks<Other/>
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21st Century Generic Roadmap
Diverse Contexts of Use with Dr. Margarida Romero & Dr. Vaibhav Birwatkar
Université Laval, Québec , CA & UPS University, Moldova
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FR: Future Reality
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Can you tell which is which,
CR vs FR
and where?
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Competencies World Map
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VocTEL Bridges Gaps
• Diverse Contexts• Diverse Locations• Knowledge & Skills• Competencies in Practice• Community Artefactsvia• Inter-Connectedness &• Pervasive Computingin Everyday Lifelong Learning Practice
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About Communities…• Community: a group of people who consciously share a sense of
belonging anchored in common interests and enhanced by social interactions.
• Online community: an online social aggregation that emerges when enough people carry on those public discussions long enough to form relationships. Members’ social interactions are facilitated by ICTs.
• Community of Practice (CoP): a group of people who share a concern or a passion for something they do, and learn how to do it better as they interact regularly.
• Collaborative e-Learning Community (CeLC): a social aggregation that emerges in online courses when enough people carry on progressive dialogues for the purpose of learning.
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Social Networks
http://tjcnyc.files.wordpress.com/2008/08/social_mess_big.jpg
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About Social Networks
• Social Network: a social structure made up of a set of actors (such as individuals or organizations) and the dyadic ties between these actors (Wasserman & Faust, 1994). Ties can be based on: friendship, common interests, mutual friends, family members, business, dislikes etc.
• Social Network Platform: an other online service focusing on building and creating networks.
• We are: Friends (Facebook), followers (Twitter), readers (Blog), subscribers (YouTube) etc.
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Global Evolution
Community & Network MembersParticipation Eyeball
Artefacts
© Lambropoulos 2008
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Community Artefact
is something made or given shape by man/men
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Global Community Artefacts
ARTIST: a global approach to cloudify applications
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Community Evolution
1. Legitimate Peripheral Participation (LPP): The process of social learning that occurs in Communities of Practice containing different levels of participation en route for members’ engagement and practice
2. Participation involves the use of tools: Artefacts used within a cultural practice carry a substantial portion of that practice's heritage. Thus, understanding the technology of practice is a way to connect with the history of practice and participate more directly in its cultural life (Lave & Wenger, 1991)
VocTEL
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Global Working & Learning (DUAL)
• Collaborative DUAL Contexts– Diverse and intersected informal and formal W/L
locations & environments = increasing complexity• Collaborative Creativity & Innovation• Sustainable Communities & Networks• Global DUAL Ecosystems– Impact: change your surroundings via the global
VocTEL delivery
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VocTEL DUAL Ecosystems
Training & Evaluation Methodologies e.g. 1. Dual diverse contexts 2. Talent performance support3. Competence-based VET4. Micro Skilling vs Macro Learning5. Personalised, time- based, 360 degrees
evaluation and responsive support6. Content/resource curation @ the workspace7. Openness (policies, standards, systems)
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Solid Pedagogical Approaches
Pedagogical Research EvolutionIndividualDyads & TriadsGroups of 4-5 students CommunitiesSocial Networks Professional NetworksCommunities<Other/>
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VocTEL DUAL Ecosystems
Enabling Infrastructures for Training & Evaluation Methodologies e.g. 1. Collaborative Platforms for Open Work/Learning Flow Competencies2. Integrate a number of technologies in an open / standard
architectural framework3. Scalability 4. Gamification (e.g. Project ARTIST for app cloudification)5. ePortfolios for smart archiving6. Blogs, Micro-blogging, Blog archives7. Serious Games for emulating workflows8. Digital Repositories, OER (Open Standards Architecture), MOOCs9. Mobile devices (smart devices, GUI)10. <Other/>
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Corporate VocTEL
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Hellenic Post Vision Statement
• All of us at KEK - ELTA work systematically to create new avenues of knowledge and development of employees and businesses that want to lead and contribute decisively to a better world.
• It is indeed one way for us responsibility and work to achieve our common goal of 'lifelong learning' and the creation of businesses that "learns" through the development of multiple and varying educational and advisory activities, holistic intervention in people.
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Hellenic Post eLearning
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DUAL VocTEL
• Three different learning contexts– Workplace, vocational school & inter-company courses
• Learners learn & experience different forms of theory & practice in these contexts– Problem 1: Knowledge is often situated in one of these
contexts and does not get used in the other context – Problem 2: The multi-context approach often leads to
disconnected, inert, isolated and fragmented knowledge that cannot be applied to solve real problems
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DUAL-T
• Voc dual contexts: workplace and school– Identify specific needs of dual TEL training – Encounter multiple instances of the "skills gap", that is situations where the
apprentices do not have the opportunity to practice at their workplace the skills that have been defined as objectives by the vocational training system
• Technologies as "bridges" over the skills gap – Improve school effectiveness by connecting workplace experience to classroom
reflective activities. – Support activities that target key cognitive skills (self-regulation, reflection and
abstraction) without disconnecting these skills from the professional context.• Erfahrraum Model (German words "experience" and "space")
– Augment co-present educational interactions– Enable teachers to conduct rich learning activities– Create a shared space to facilitate learning through reflection on experiences
made in different contexts
DUAL-T is a Leading House of the Swiss Federal Office for Professional Education and Technology. The Leading House is chaired by Prof. Pierre Dillenbourg and coordinated by Dr. Beat Schwendimann.
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My Hands or my Mouse
http://dualt.epfl.ch/page-115262-en.html
@CSCL 2009
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REALTO
• AIM: bridge different VET contexts for integrated knowledge adapted to specific needs of different professions / user groups
• DESIGN: Iterative co-design process with professional associations, teachers, supervisors, learners, and researchers [ desktop version]
• LEARN: Erfahrraum pedagogical model describes the processes for a shared digital space that bridges the diverse physical contexts
• MOVE: Mobile applications capture learning experiences through photos, videos, audio, and texts in the workplace [Android or iOS].
• SHARE: Selected experiences can be shared with peers, teachers, and supervisors
• PROTECT: entries can be kept public or private
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REALTO
• Entries in a chronological timeline• Each entry is enhanced with a title, description, tags, and comments. Photos can be
annotated to highlight important features• Time for reflection is often limited in the workplace. Learners quickly capture
experiences and use them for later reflection activities• Formal learning journal entries. Learning journal entries can be shared with
supervisors who evaluate and validate the documents• Bridge the gap between school and workplace learning contexts
– From the school to workplace: understand theory and relate it to specific examples of workplace experiences.
– From the workplace to school: • Experiences made in the workplace can be used for reflective activities to build connections to knowledge
learned in school. • Teachers can assign activities, e.g. collect photos in the workplace about a certain topic to be discussed
later in school. • Learner generated entries are used as practical examples to illustrate abstract concepts.
Schwendimann, B. A., Cattaneo, A. A. P., Dehler Zuffrey, J., Gurtner, J. -L., Bétrancourt, M., & Dillenbourg, P. (2015). The 'Erfahrraum': A pedagogical model for designing educational technologies in dual vocational systems. Journal of Vocational Education and Training (JVET)
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3D Geometry for Carpenters
Augmented Descriptive Geometry
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Make it in Germany!
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DUAL VET in Germany
How does it work?• DUAL Vocational Training System• Stages of DUAL Vocational Training • Vocational Training & Pay• School-based Vocational Training• Combined Vocational Degrees– Combined vocational diploma and university degree
courses.
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Today: Over stimulation
Sir Ken Robinson
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Inter-Connectedness
We Co-Construct Our Internal & External Biotope
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Pervasive Computing & HCI Learning
"We shape our buildings; thereafter they shape us." - Winston Churchill
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Reciprocal Determinism
Bandura, Albert. (Born 1925-) In Pastorino & Doyle-Portillo, What Is Psychology?: Essentials, 2013
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Reciprocal Determinism
Causality: a series of consequences impact our environment
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Reciprocal Determinism
Environment influence and condition our behaviour
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Reciprocal Determinism
Behaviour impacts our personalities
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Reciprocal Determinism
via internal / external stimuli & conflicts
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Creativity: Capitalising Complexity
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Economy: Capitalising Complexity
• 1,500+ CEOs worldwide • Main Result– Creativity is the single most important leadership
competency to deal with the increasing world complexity
• Ontological Design (OD)– Cognitive Plasticity (CP)
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Ontological Design
• Cognitive Plasticity– Learning to Learn – Flexible
Learning–Creativity
• Creativity Competencies on-the-spot can deal with – increased complexity – Rapid changes for information,
knowledge, signification/meaning, skills & competencies
with Dr. Habib FardounKing Abdulaziz University
Saudi Arabia
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Brain/Cognitive Plasticity
• Brain/Cognitive Plasticity is the ability to learn and improve cognitive skills, like learning to solve problems or when we remember any detail or event.
• Plasticity is the ability of the brain to remodel the connections between neurons. It is on the basis of the processes of memory and learning, but sometimes intervenes to offset the effects of brain injuries establishing new networks.
• These local changes in brain structure depend on the environment and allow the brain to adapt.
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Need for New Competencies
• Our classical perception may be just an approximation of the actual realty out there
• Left hemisphere: objective, analytical, logical or classical• Right hemisphere: informational, holistic, continuous, patterns,
gestalts, subjective or quantum mechanical • World: left brain functionalities which makes our abilities and
competencies inadequate for the new century• Move from: individual self-perception to a more unified
perception of our world• Both parts of our brains can function as a unity much faster
providing more accurately perception of reality• Re-Consider the whole educational and corporate system as
they function at the moment
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Mixed Reality Education
Great Promise in VocTEL
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Immersion vs Cognitive Load
Cognitive Load: the total amount of mental effort being used in the working memory
• Content complexity, attention for the task, learner control• Memory resources needed by task design (Low, Jin, & Sweller,
2009)
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DUAL VocTEL Mixed Reality
• Productive, Pleasurable, Attractive, Exciting & Interactive– Engagement, Motivation, Stimulation
• Unique discovery paths in computer-generated 3D W/L ecosystems
• Simplicity, accuracy and ease of providing education • Efficiency by
– right time and right place – rich content with computer-generated 3D imagery– students take control of their own learning – providing opportunities for diverse & authentic training
• Coherence principle for focused material & tasks• Real-time, effective & efficient support
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Some Ideas for DUAL VocTEL MR
• 3D Scanning & 3D Printing • Interactive Print: blending of print and
augmented reality• Focused tasks within Immersive
Worlds– User engagement without cognitive load
• DUAL Ecosystems to Share & Reflect
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Training Tourism
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EU Vocational Policy
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Leadership for VocTEL
• Insecurity about the economy – Even for next day or week
• Education does not ensures a job anymore– Old & Industrialised
• Ensure cultural identity & globalisation• Reform Education– Complexity & Pervasive Computing
Change Educational Paradigms
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• 21st Century Skills & Competencies – Transformed & transmitted though contexts and systems
• Unified & Responsive DUAL Ecosystems – Anticipate customers’ / learners’ concerns– Reflective DUAL activities in Lifelong W/L
• DUAL VocTEL Mixed Reality Education – 21st Century Skills & Competencies – Flexible Learning in DUAL contexts– Everyday Connectivity & Practice via Artefacts/Computing– Accelerated DUAL-Training by decreased DUAL-Time
• Policies/Strategies – Appropriate Leadership
21st Century DUAL VocTEL
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KEEPCONNECTING
Thank you!
Dr Niki LambropoulosHCI Immersive Experience Senior Researcher
Dept. of InformaticsLondon South Bank University