Dr Niki Lambropoulos - Vocational Dreams to Career Reality: Technology Enhanced Learning for Everyday Connectivity and Practice | VocTEL 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

17-18/06/2015 Crowne Plaza Athens

VocTEL & HCI

Vocational Technology Enhanced Learning

Human Computer Interaction for LearningTranslating Theories into Tools

Creativity Fun

http://voctelconference.eu/


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



Dreams 2 Reality (D2R)

• Dream Vision Statement• D2R Management – Knowledge, Skills,

Competencies (EQF)– Artefacts– Community / Network– Reality Check – Time Management



Real Market Demands

Time is theRealityMechanism



>> Pervasive Computing

Every Day Connectedness & Practice



Knowledge, Skills & Competencies

Skills

Competencies



Current Reality: Adults’ Book

with Dr. Margarida RomeroUniversité Laval, Québec , CA


http://www.amazon.com/21st-Century-Lifelong-Creative-Learning/dp/1634830954


Pedagogical Research Evolution

IndividualDyads & TriadsGroups of 4-5 students CommunitiesSocial Networks Professional Networks<Other/>


http://www.amazon.com/21st-Century-Lifelong-Creative-Learning/dp/1634830954


21st Century Generic Roadmap

Diverse Contexts of Use with Dr. Margarida Romero & Dr. Vaibhav Birwatkar

Université Laval, Québec , CA & UPS University, Moldova



CR: Current Reality

@gretchenandrew



FR: Future Reality


http://cdn.futuretechnology500.com/wp-content/uploads/2011/07/virtual-reality-science.jpg


Can you tell which is which,

CR vs FR

and where?


http://cdn.futuretechnology500.com/wp-content/uploads/2011/07/virtual-reality-science.jpg


Competencies World Map

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THE PRESENT FUTURE


VocTEL Bridges Gaps

• Diverse Contexts• Diverse Locations• Knowledge & Skills• Competencies in Practice• Community Artefactsvia• Inter-Connectedness &• Pervasive Computingin Everyday Lifelong Learning Practice



Communities

COLLABORATION



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.



Social Networks

http://tjcnyc.files.wordpress.com/2008/08/social_mess_big.jpg



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.


17-18/06/2015 Crowne Plaza Athens JOINT DEVELOPMENT


17-18/06/2015 Crowne Plaza Athens EXCHANGE BEST PRACTICES



Global Communities & Networks



Global Evolution

Community & Network MembersParticipation Eyeball

Artefacts

© Lambropoulos 2008



Community Artefact

is something made or given shape by man/men



Global Community Artefacts

ARTIST: a global approach to cloudify applications


http://www.artist-project.eu/


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




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




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)




Solid Pedagogical Approaches

Pedagogical Research EvolutionIndividualDyads & TriadsGroups of 4-5 students CommunitiesSocial Networks Professional NetworksCommunities<Other/>




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/>




Examples & Case Studies



Diverse Contexts



Corporate VocTEL


http://www.kek-elta.gr/


Hellenic Post



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.



Hellenic Post eLearning


http://elearning.kek-elta.com/


Toolboxes



DUAL-T * EPFL.CH



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



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.

http://people.epfl.ch/pierre.dillenbourg

http://people.epfl.ch/pierre.dillenbourg

http://people.epfl.ch/beat.schwendimann

http://people.epfl.ch/beat.schwendimann



My Hands or my Mouse

http://dualt.epfl.ch/page-115262-en.html

@CSCL 2009





REALTO



REALTO



REALTO app



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

http://www.realto.ch/

http://www.realto.ch/

https://play.google.com/store/apps/details?id=ch.realto.mobile

https://itunes.apple.com/us/app/realto.ch/id987451389?mt=8&at=&ct=&ign-mpt=uo%3D6



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)



3D Geometry for Carpenters

Augmented Descriptive Geometry



Make it in Germany!


http://www.make-it-in-germany.com/en/for-qualified-professionals/training-learning


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.



Old Educational System

Sir Ken Robinson


Today: Over stimulation

Sir Ken Robinson



Inter-Connectedness

We Co-Construct Our Internal & External Biotope


YOU ARE HERE

Expansion, Paige Bradley, Zurich, CH


Pervasive Computing & HCI Learning

"We shape our buildings; thereafter they shape us." - Winston Churchill


"We shape our artefacts; thereafter they shape us."


Ontological Design



Reciprocal Determinism

Bandura, Albert. (Born 1925-) In Pastorino & Doyle-Portillo, What Is Psychology?: Essentials, 2013




Causality: a series of consequences impact our environment




Environment influence and condition our behaviour




Behaviour impacts our personalities




via internal / external stimuli & conflicts



Creativity: Capitalising Complexity


http://www-01.ibm.com/common/ssi/cgi-bin/ssialias?subtype=XB&infotype=PM&appname=GBSE_GB_TI_USEN&htmlfid=GBE03418USEN&attachment=GBE03418USEN.PDF


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)




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





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.



Problem Solving Idea GenerationGestalts


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



Order Out of Chaos with Technology

Flexible Learning

Cognitive Plasticity

Immersive Thinking & Experience


Mixed Reality Education

Great Promise in VocTEL




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)



https://learningsnippets.files.wordpress.com/2013/10/clt.jpg


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




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




My Hands and My Gadgets



Dreams 2 Career Reality







Training Tourism




EU Vocational Policy


http://ec.europa.eu/education/policy/vocational-policy/index_en.htm


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




• 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




KEEPCONNECTING

Thank you!

Dr Niki LambropoulosHCI Immersive Experience Senior Researcher

Dept. of InformaticsLondon South Bank University
