Technology Enhanced Situated Learning and Virtual Skills Rehearsal in Workforce Development

Technology Enhanced Situated Technology Enhanced Situated Learning and Virtual Skills Rehearsal Learning and Virtual Skills Rehearsal in Workforce Developmentin Workforce Development

Keith Quinn, Stephen Farrier and Dr Alan BruceKeith Quinn, Stephen Farrier and Dr Alan Bruce

Technology Enhanced Situated Learning and Virtual Skills Rehearsal in Workforce DevelopmentTechnology Enhanced Situated Learning and Virtual Skills Rehearsal in Workforce Development

IntroductionIntroduction

As part of a European funded project titled CREANOVA, The University of Edinburgh showcased the SSSCs advanced learning solutions as part of the project’s experimental phase.

These creative learning solutions incorporated and integrated social policy plus bridging the digital divide and work force planning.

The experiment was set within both geographical and demographic contexts of Scotland.

CREANOVA Experiment: ScotlandCREANOVA Experiment: Scotland

The Scottish CREANOVA experiment was based on learning solutions in the form of creative modalities and innovative learning design.

The investigation was based in the workplace of social service employers in both Glasgow and Perth.

The experiment involved transferable and adaptable creative learning modalities (solutions) that could cross professional and vocational/academic boundaries while addressing professional divisions related to childhood, community, family and older people.



ContextContext

Workforce in excess of 198,000

Majority of employers small – medium sized

Qualifications based workforce registration

Decreasing available financial resources

Dwindling pool of “relief” staff

Increasing difficulties in releasing staff for learning

Solutions …





comparing the effectiveness of comparing the effectiveness of technology enhanced situated learning technology enhanced situated learning with traditional, classroom approaches to with traditional, classroom approaches to workforce developmentworkforce development

Using Mobile Devices to Support Using Mobile Devices to Support Workplace Learning: Workplace Learning:

Retention of LearningRetention of Learning


The Effect of Practice on Retention of LearningThe Effect of Practice on Retention of Learning


Source: the University of Waterloo, Ontario, Canada

Conducting a demonstration project with employer to test the effectiveness of learning delivered on mobile devices, in the workplace.

The ProjectThe Project

Research Questions

How do learners perceive the effectiveness of the learning activity, in each group?

Is there a perceived improvement in application of learning to practice where it has been delivered in the workplace?

Does the technology used facilitate or obstruct learning?

Do learners retain more of their learning using the TEL situated approach as opposed to the classroom – based approach?

Do the use of elearning and a mobile delivery platform ameliorate the logistical difficulties of engaging employees in learning and development?


Uses pre-defined icons to trigger audiovisual content

Enhancing printed materials: adding rich content to provide complementary learning material

Augmented Reality: displaying learning materials overlaid on the learners environment.

What is “Second Sight”?What is “Second Sight”?



The Glasgow City PilotThe Glasgow City Pilot


Findings:Findings:

TEL approach at least as effective as training centre approach

Learners (and their managers) reported increased ease of application of learning to practice

Technology reported as beneficial/ supportive of learning: users very positive about their control of the pace of learning

TEL approach marginally better in retention measure

Use of mobile technology seen as having very positive impact on logistics of training


Potential Applications…Potential Applications…





Next Steps: Educational gaming and professional learningNext Steps: Educational gaming and professional learning


The use of extended virtual learner communities enabled a reshaping of pedagogical values, ideology and patterns of professional learning.

Blending hybrid approaches to learning that increase access and flexibility control for learners and raises the potential for a richer, higher value role for educators and learning facilitators.

Focused more clearly on the distance the learner has travelled.


Benefits:Benefits:

Financial

Inertia/anxiety related to adopting new approaches

Access to technologies

The use of learning technologies could be used as a rationale to reduce staff complements in training departments.

Lack of familiarity with the technologies

Can be perceived by management as a cost cutting measure

Socio-economic myths and realities


Challenges:Challenges:

Contact Us ...Contact Us ...

Keith Quinn: Scottish Social Services Council([email protected])

Stephen Farrier: The University of Edinburgh([email protected])

Dr Alan Bruce: Universal Learning Systems([email protected])

The Authors...The Authors...

Stephen Farrier: The University of Edinburgh

Keith Quinn: Scottish Social Services Council

Dr Alan Bruce: Universal Learning Systems

Dr John Davis : The University of Edinburgh

Nikolas Bizas : The University of Edinburgh

Acknowledgements:Acknowledgements:

May we take this opportunity to thank those who were part of this experiment. Our grateful acknowledgement of the work undertaken by those parts of the Scottish Services Council , Glasgow City Council, Perth and Kinross Council and MHSE University of Edinburgh

Links:Links:

http://workforcesolutions.sssc.uk.com

Thank YouThank You

Technology Enhanced Situated Learning and Virtual Skills Rehearsal in Workforce Development

Education

situated learning

effectiveness of learning

learning materials

application of learning

supportworkplace learning

learning activity

workbased learning

virtual skills rehearsal