Vocational Dreams to Career Reality: Technology Enhanced Learning for Everyday Connectivity and Practice
Dr. Niki Lambropoulos
Keynote @17/06/2015
http://voctelconference.eu/
London South Bank University & Global Operations Division, London, UK
A great number of jobs are becoming obsolete these days; our era is shifting from the Industrial to the Information, Collaboration and Creativity one. Knowledge, skills, competencies and associated tools within Communities of Practice (CoPs) are constantly altering. In the rise of such new world, new dreams and visions are needed to be manifested creating new CoPs and careers that sometimes can be entirely unpredictable. This rapid information expansion, worldwide collaboration and promptly emerging new technologies, are raising demands in the everyday working ecosystems. Consequently, they impact and alter the Vocational Education and Training (VET) pedagogical approaches and learning possibilities. Based upon the inevitable uncertainty, best practices are presented that have been intelligently employed for vocational technology enhanced learning within in situ connected working environments. Furthermore, new methods, tools and techniques are proposed to embrace and enhance collaborative creativity implemented in diverse and intersected informal and formal learning and working locations. Such frameworks and easy-to-use tools have the potential to adjust and bridge previous knowledge and experiences with the new working demands. In this way, knowledge, skills and competencies can be transformed and transmitted within unified learning and working ecosystems for everyday ubiquitous connectivity and practice.
Keynote @VocTEL: Vocational Dreams to Career Reality: Technology Enhanced Learning for Everyday Connectivity and Practice
1. Vocational Dreams to Career Reality:
Technology Enhanced Learning for Everyday
Connectivity and Practice
Dr Niki Lambropoulos
HCI Immersive Experience Senior Researcher
Dept. of Informatics
London South Bank University
London, UK
17-18 June 2015, Crowne Plaza Athens
Keynote Day 1
2. 17-18/06/2015 Crowne Plaza Athens
VocTEL & HCI
Vocational Technology Enhanced Learning
Human Computer Interaction for Learning
Translating Theories into Tools
Creativity
Fun
3. 17-18/06/2015 Crowne Plaza Athens
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
8. 17-18/06/2015 Crowne Plaza Athens
Current Reality: Adults’ Book
with Dr. Margarida Romero
Université Laval, Québec , CA
9. 17-18/06/2015 Crowne Plaza Athens
Pedagogical Research Evolution
Individual
Dyads & Triads
Groups of 4-5 students
Communities
Social Networks
Professional Networks
<Other/>
10. 17-18/06/2015 Crowne Plaza Athens
21st Century Generic Roadmap
Diverse Contexts of Use
with Dr. Margarida Romero & Dr. Vaibhav Birwatkar
Université Laval, Québec , CA & UPS University, Moldova
16. 17-18/06/2015 Crowne Plaza Athens
VocTEL Bridges Gaps
• Diverse Contexts
• Diverse Locations
• Knowledge & Skills
• Competencies in Practice
• Community Artefacts
via
• Inter-Connectedness &
• Pervasive Computing
in Everyday Lifelong Learning Practice
18. 17-18/06/2015 Crowne Plaza Athens
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.
19. 17-18/06/2015 Crowne Plaza Athens
Social Networks
http://tjcnyc.files.wordpress.com/2008/08/social_mess_big.jpg
20. 17-18/06/2015 Crowne Plaza Athens
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.
26. 17-18/06/2015 Crowne Plaza Athens
Global Community Artefacts
ARTIST: a global approach to cloudify applications
27. 17-18/06/2015 Crowne Plaza Athens
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)
28. 17-18/06/2015 Crowne Plaza Athens
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
29. 17-18/06/2015 Crowne Plaza Athens
VocTEL DUAL Ecosystems
Training & Evaluation Methodologies e.g.
1. Dual diverse contexts
2. Talent performance support
3. Competence-based VET
4. Micro Skilling vs Macro Learning
5. Personalised, time- based, 360 degrees
evaluation and responsive support
6. Content/resource curation @ the workspace
7. Openness (policies, standards, systems)
30. 17-18/06/2015 Crowne Plaza Athens
Solid Pedagogical Approaches
Pedagogical Research Evolution
Individual
Dyads & Triads
Groups of 4-5 students
Communities
Social Networks
Professional Networks
Communities
<Other/>
31. 17-18/06/2015 Crowne Plaza Athens
VocTEL DUAL Ecosystems
Enabling Infrastructures for Training & Evaluation Methodologies e.g.
1. Collaborative Platforms for Open Work/Learning Flow Competencies
2. Integrate a number of technologies in an open / standard
architectural framework
3. Scalability
4. Gamification (e.g. Project ARTIST for app cloudification)
5. ePortfolios for smart archiving
6. Blogs, Micro-blogging, Blog archives
7. Serious Games for emulating workflows
8. Digital Repositories, OER (Open Standards Architecture), MOOCs
9. Mobile devices (smart devices, GUI)
10. <Other/>
36. 17-18/06/2015 Crowne Plaza Athens
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.
40. 17-18/06/2015 Crowne Plaza Athens
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
41. 17-18/06/2015 Crowne Plaza Athens
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.
42. 17-18/06/2015 Crowne Plaza Athens
My Hands or my Mouse
http://dualt.epfl.ch/page-115262-en.html
@CSCL 2009
46. 17-18/06/2015 Crowne Plaza Athens
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
47. 17-18/06/2015 Crowne Plaza Athens
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)
50. 17-18/06/2015 Crowne Plaza Athens
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.
60. 17-18/06/2015 Crowne Plaza Athens
Reciprocal Determinism
Bandura, Albert. (Born 1925-) In Pastorino & Doyle-Portillo, What Is Psychology?: Essentials, 2013
61. 17-18/06/2015 Crowne Plaza Athens
Reciprocal Determinism
Causality: a series of consequences impact our environment
62. 17-18/06/2015 Crowne Plaza Athens
Reciprocal Determinism
Environment influence and condition our behaviour
67. 17-18/06/2015 Crowne Plaza Athens
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)
68. 17-18/06/2015 Crowne Plaza Athens
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 Fardoun
King Abdulaziz University
Saudi Arabia
69.
70. 17-18/06/2015 Crowne Plaza Athens
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.
72. 17-18/06/2015 Crowne Plaza Athens
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
76. 17-18/06/2015 Crowne Plaza Athens
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)
77. 17-18/06/2015 Crowne Plaza Athens
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
78. 17-18/06/2015 Crowne Plaza Athens
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
86. 17-18/06/2015 Crowne Plaza Athens
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
87. 17-18/06/2015 Crowne Plaza Athens
• 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
88. 17-18/06/2015 Crowne Plaza Athens
Thank you!
Dr Niki Lambropoulos
HCI Immersive Experience Senior Researcher
Dept. of Informatics
London South Bank University
Observations
"Albert Bandura speculates that personality is the product of three interacting forces: environment, behavior, and thoughts. Bandura called the constant interaction among these three factors reciprocal determinism. We choose to place ourselves in certain environments, and these environments then influence our behavior and the way we think. However, the way we think - our attributions, goals, values, and perceptions - may guide which environments we choose to be in as well as the behavior we exhibit. Our behavior, in turn, may change the environment as well as the way we think. All three variables influence each other in a reciprocal manner."(Pastorino & Doyle-Portillo, What Is Psychology?: Essentials, 2013)
"Reciprocal determinism suggests that individuals function as a result of a dynamic and reciprocal interaction among their behavior, environment, and personal characteristics. Personal characteristics include one's thoughts, emotions, expectations, beliefs, goals, and so forth. Behavior is conceptualized as a person's skills and actions. Lastly, environment is considered to be a person's social and physical surroundings. All three systems interact with each other; therefore, a change in one will influence the others as well. Reciprocal determinism indicates that people do have a say in their future, because of reciprocal interactions."(Lee, Encyclopedia of School Psychology, 2005)
Examples of Reciprocal Determinism
Let's imagine that Anna is a shy student who usually keeps to herself (the personal/cognitive component). She enters a room on the first day of class to find that all of the other students are already present (the environment). In most cases, she would just quietly slip into a seat at the back of the class in order to avoid becoming the center of attention (the behavioral component). In this instance, another student at the front of the room boisterously greets Anna and invites her to sit down in an adjacent seat. In this instance, the environment has introduced a new reinforcing stimuli (the friendly student) that has led to a change in Anna's normal routine. As a result, her behavior has changed.