Technology Enhanced Situated Learning and Virtual Skills Rehearsal in Workforce Development Keith Quinn, Stephen Farrier a...
Introduction <ul><li>As part of a European funded project titled CREANOVA, The University of Edinburgh showcased the SSSCs...
<ul><li>The CREANOVA project was funded as a Transversal Research project by the European Union’s Lifelong Learning Progra...
CREANOVA Experiment: Scotland <ul><li>The Scottish CREANOVA experiment was based on learning solutions in the form of crea...
Context Technology Enhanced Situated Learning and Virtual Skills Rehearsal in Workforce Development <ul><li>Workforce in e...
Technology Enhanced Situated Learning and Virtual Skills Rehearsal in Workforce Development
Technology Enhanced Situated Learning and Virtual Skills Rehearsal in Workforce Development
Technology Enhanced Situated Learning and Virtual Skills Rehearsal in Workforce Development
Technology Enhanced Situated Learning and Virtual Skills Rehearsal in Workforce Development comparing  the effectiveness o...
Retention of Learning Technology Enhanced Situated Learning and Virtual Skills Rehearsal in Workforce Development
The Effect of Practice on Retention of Learning Technology Enhanced Situated Learning and Virtual Skills Rehearsal in Work...
The Project Conducting a demonstration project with employer to test the effectiveness of learning delivered on mobile dev...
What is “Second Sight”? <ul><li>Uses pre-defined icons to trigger audiovisual content </li></ul><ul><li>Enhancing printed ...
Technology Enhanced Situated Learning and Virtual Skills Rehearsal in Workforce Development The Glasgow City Pilot
Findings: Technology Enhanced Situated Learning and Virtual Skills Rehearsal in Workforce Development <ul><li>TEL approach...
Potential Applications… Technology Enhanced Situated Learning and Virtual Skills Rehearsal in Workforce Development
Potential Applications… Technology Enhanced Situated Learning and Virtual Skills Rehearsal in Workforce Development
Potential Applications… Technology Enhanced Situated Learning and Virtual Skills Rehearsal in Workforce Development
Next Steps: Educational gaming and professional learning Technology Enhanced Situated Learning and Virtual Skills Rehearsa...
<ul><li>The use of extended virtual learner communities enabled a reshaping of pedagogical values, ideology and patterns o...
<ul><li>Financial </li></ul><ul><li>  </li></ul><ul><li>Inertia/anxiety related to adopting new approaches </li></ul><ul><...
Contact Us ... <ul><li>Keith Quinn: Scottish  Social Services Council </li></ul><ul><li>(keith.quinn@sssc.uk.com) </li></u...
The Authors... <ul><li>Stephen Farrier: The University of Edinburgh </li></ul><ul><li>Keith Quinn: Scottish  Social Servic...
Acknowledgements: <ul><li>May we take this opportunity to thank those who were part of this experiment. Our grateful ackno...
Links: http://workforcesolutions.sssc.uk.com
Thank You
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Technology Enhanced Situated Learning and Virtual Skills Rehearsal in Workforce Development

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by Keith Quinn, Stephen Farrier and Dr Alan Bruce presented at the EDEN 2011 Annual Conference in Dublin

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  • This presentation relates the strategic approach of the Scottish Social Services Council (SSSC) to professional learning, undertaken as a case study experiment within the CREANOVA (LLLP/EACEA Transversal) Research project. It illustrates a range of initiatives that have enabled employers, learners and providers to develop innovative coherent approaches to professional learning and development. The Scottish Social Services Council is the regulatory body for social services in Scotland. Supporting a workforce of 198,000 social service personnel, SSSC has a broad remit, everything from care of older people to early development childcare. SSSC supports the delivery of consistently high quality training and education for high staff numbers, geographically dispersed throughout Scotland. SSSC has developed and is developing a range of technology enhanced learning solutions to address the challenges faced. SSSC have also identified the use of virtual world/game technologies as a potential way in which the particular challenges of practice assessment can at least be partially met. The aim of the Creanova experiment was to examine innovative ways of meeting the needs of professional learners across the care sector working with children and adults (mixed economy) in childhood practice and social work through a series of innovative transferable modalities that can be designed to meet different needs of different professional learners across the Scottish care sector. The reason being that the SSSC has embarked on a radical strategy to develop their professional (intellectual) resource, and are firmly committed to developing their staff working in diverse cultural areas and extended community practice fields.
  • This presentation relates the strategic approach of the Scottish Social Services Council (SSSC) to professional learning, undertaken as a case study experiment within the CREANOVA (LLLP/EACEA Transversal) Research project. It illustrates a range of initiatives that have enabled employers, learners and providers to develop innovative coherent approaches to professional learning and development. The Scottish Social Services Council is the regulatory body for social services in Scotland. Supporting a workforce of 198,000 social service personnel, SSSC has a broad remit, everything from care of older people to early development childcare. SSSC supports the delivery of consistently high quality training and education for high staff numbers, geographically dispersed throughout Scotland. SSSC has developed and is developing a range of technology enhanced learning solutions to address the challenges faced. SSSC have also identified the use of virtual world/game technologies as a potential way in which the particular challenges of practice assessment can at least be partially met. The aim of the Creanova experiment was to examine innovative ways of meeting the needs of professional learners across the care sector working with children and adults (mixed economy) in childhood practice and social work through a series of innovative transferable modalities that can be designed to meet different needs of different professional learners across the Scottish care sector. The reason being that the SSSC has embarked on a radical strategy to develop their professional (intellectual) resource, and are firmly committed to developing their staff working in diverse cultural areas and extended community practice fields.
  • This presentation relates the strategic approach of the Scottish Social Services Council (SSSC) to professional learning, undertaken as a case study experiment within the CREANOVA (LLLP/EACEA Transversal) Research project. It illustrates a range of initiatives that have enabled employers, learners and providers to develop innovative coherent approaches to professional learning and development. The Scottish Social Services Council is the regulatory body for social services in Scotland. Supporting a workforce of 198,000 social service personnel, SSSC has a broad remit, everything from care of older people to early development childcare. SSSC supports the delivery of consistently high quality training and education for high staff numbers, geographically dispersed throughout Scotland. SSSC has developed and is developing a range of technology enhanced learning solutions to address the challenges faced. SSSC have also identified the use of virtual world/game technologies as a potential way in which the particular challenges of practice assessment can at least be partially met. The aim of the Creanova experiment was to examine innovative ways of meeting the needs of professional learners across the care sector working with children and adults (mixed economy) in childhood practice and social work through a series of innovative transferable modalities that can be designed to meet different needs of different professional learners across the Scottish care sector. The reason being that the SSSC has embarked on a radical strategy to develop their professional (intellectual) resource, and are firmly committed to developing their staff working in diverse cultural areas and extended community practice fields.
  • Gaming architecture creates rich environments for tacit knowledge sharing and creation of new knowledge. It builds capacity for sustainability through continuing professional and technological development. More precisely, as technology rapidly improves the potential of the learning environment, it is challenging to keep up with advanced technologies that facilitate this. This raises issues of changing attitudes to innovative learning environments, creative staff development and engaged management support. Advanced technology constantly creates rich potential for new and better-informed learning environments (often not fully utilised). SSSC aims to enable full use of educational gaming potential to address challenges in practice assessment. This centres on attractive online three-dimensional, multi-channel multi-user platforms for continuing educational development of professionals, which are legitimate, fully personalized and offer a wide range of knowledge services which are flexible, highly interactive, and reliable.
  • This has been seen particularly in relation to employers’ abilities to reduce expenditure, improve providers’ abilities to reduce waste in relation learning materials and the learner’s ability to more clearly focus their effort. There are two themes resident within this professional as learner focused philosophy: learning to adapt, and learning to learn.
  • Financial : All resources produced to date were produced on small budgets. SSSC has been fortunate to be able to access modest amounts of money through the Sector Skills Councils to promote a sector learning strategy. It has worked hard to get the best return on this investment. However, these sources of funding are drying up as public sector funding is constrained. Therefore, it is unlikely to be able to maintain the current rate of development unless alternative funding streams are identified. Inertia/anxiety related to adopting new approaches : For many learners, “learning technology” equals “computers”. Given the dominant demographic of the SSSC workforce, this can be assumed to be a barrier to uptake. However, the 2006 SCIE report has gone some way to dispelling that myth. However, the vast majority of the target learning audience spends the majority of its time in the community in direct contact with service users, not at a desk working with a computer. This issue encouraged SSSC to develop approaches not reliant on the PC as a delivery platform, but using handheld mobile devices as an alternative (as is the case with the PSP/Second Sight pilot project). These devices were both portable and cost-effective. It is hoped to develop more of these resources for mobile deployment. With regard to learning and development personnel working in the sector, there are the additional fears that the use of learning technologies could be used as a rationale to reduce staff complements in training departments Lack of familiarity with the technologies is a question and there is recognition of perceived and actual skills gaps for staff working with learning technologies Can be perceived by management as a cost cutting measure in a difficult socio economic and politicised climate rather than encouraging learning efficacy and capacity building
  • Technology Enhanced Situated Learning and Virtual Skills Rehearsal in Workforce Development

    1. 1. Technology Enhanced Situated Learning and Virtual Skills Rehearsal in Workforce Development Keith Quinn, Stephen Farrier and Dr Alan Bruce
    2. 2. Introduction <ul><li>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. </li></ul><ul><li>These creative learning solutions incorporated and integrated social policy plus bridging the digital divide and work force planning. </li></ul><ul><li>The experiment was set within both geographical and demographic contexts of Scotland. </li></ul>Technology Enhanced Situated Learning and Virtual Skills Rehearsal in Workforce Development
    3. 3. <ul><li>The CREANOVA project was funded as a Transversal Research project by the European Union’s Lifelong Learning Programme in 2008. </li></ul><ul><li>It aims to identify key elements and characteristics of innovation and creativity in learning, with particular reference to work-based learning, advanced technologies and creative media sectors. </li></ul><ul><li>The project has developed general theoretical research ( Discovering Vision , 2010) supplemented by dedicated experiments in four partner countries to test out the thesis concerning innovative approaches to learning. </li></ul><ul><li>Above all, the CREANOVA project seeks to identify the tools, methods and implications of innovation in meeting the challenges of sustainable and inclusive development. </li></ul><ul><li>The project has developed over a time of significant socio-economic and political crisis in the European Union that has resulted in a new focus on the urgent need for workforce planning and development. </li></ul>The Creanova Project Technology Enhanced Situated Learning and Virtual Skills Rehearsal in Workforce Development
    4. 4. CREANOVA Experiment: Scotland <ul><li>The Scottish CREANOVA experiment was based on learning solutions in the form of creative modalities and innovative learning design. </li></ul><ul><li>The investigation was based in the workplace of social service employers in both Glasgow and Perth. </li></ul><ul><li>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. </li></ul>Technology Enhanced Situated Learning and Virtual Skills Rehearsal in Workforce Development
    5. 5. Context Technology Enhanced Situated Learning and Virtual Skills Rehearsal in Workforce Development <ul><li>Workforce in excess of 198,000 </li></ul><ul><li>Majority of employers small – medium sized </li></ul><ul><li>Qualifications based workforce registration </li></ul><ul><li>Decreasing available financial resources </li></ul><ul><li>Dwindling pool of “relief” staff </li></ul><ul><li>Increasing difficulties in releasing staff for learning </li></ul><ul><li>Solutions … </li></ul>
    6. 6. Technology Enhanced Situated Learning and Virtual Skills Rehearsal in Workforce Development
    7. 7. Technology Enhanced Situated Learning and Virtual Skills Rehearsal in Workforce Development
    8. 8. Technology Enhanced Situated Learning and Virtual Skills Rehearsal in Workforce Development
    9. 9. Technology Enhanced Situated Learning and Virtual Skills Rehearsal in Workforce Development comparing the effectiveness of technology enhanced situated learning with traditional, classroom approaches to workforce development Using Mobile Devices to Support Workplace Learning:
    10. 10. Retention of Learning Technology Enhanced Situated Learning and Virtual Skills Rehearsal in Workforce Development
    11. 11. The Effect of Practice on Retention of Learning Technology Enhanced Situated Learning and Virtual Skills Rehearsal in Workforce Development Source: the University of Waterloo, Ontario, Canada
    12. 12. The Project Conducting a demonstration project with employer to test the effectiveness of learning delivered on mobile devices, in the workplace. <ul><li>Research Questions </li></ul><ul><li>How do learners perceive the effectiveness of the learning activity, in each group? </li></ul><ul><li>Is there a perceived improvement in application of learning to practice where it has been delivered in the workplace? </li></ul><ul><li>Does the technology used facilitate or obstruct learning? </li></ul><ul><li>Do learners retain more of their learning using the TEL situated approach as opposed to the classroom – based approach? </li></ul><ul><li>Do the use of elearning and a mobile delivery platform ameliorate the logistical difficulties of engaging employees in learning and development? </li></ul>Technology Enhanced Situated Learning and Virtual Skills Rehearsal in Workforce Development
    13. 13. What is “Second Sight”? <ul><li>Uses pre-defined icons to trigger audiovisual content </li></ul><ul><li>Enhancing printed materials: adding rich content to provide complementary learning material </li></ul><ul><li>Augmented Reality: displaying learning materials overlaid on the learners environment. </li></ul>Technology Enhanced Situated Learning and Virtual Skills Rehearsal in Workforce Development
    14. 14. Technology Enhanced Situated Learning and Virtual Skills Rehearsal in Workforce Development The Glasgow City Pilot
    15. 15. Findings: Technology Enhanced Situated Learning and Virtual Skills Rehearsal in Workforce Development <ul><li>TEL approach at least as effective as training centre approach </li></ul><ul><li>Learners (and their managers) reported increased ease of application of learning to practice </li></ul><ul><li>Technology reported as beneficial/ supportive of learning: users very positive about their control of the pace of learning </li></ul><ul><li>TEL approach marginally better in retention measure </li></ul><ul><li>Use of mobile technology seen as having very positive impact on logistics of training </li></ul>
    16. 16. Potential Applications… Technology Enhanced Situated Learning and Virtual Skills Rehearsal in Workforce Development
    17. 17. Potential Applications… Technology Enhanced Situated Learning and Virtual Skills Rehearsal in Workforce Development
    18. 18. Potential Applications… Technology Enhanced Situated Learning and Virtual Skills Rehearsal in Workforce Development
    19. 19. Next Steps: Educational gaming and professional learning Technology Enhanced Situated Learning and Virtual Skills Rehearsal in Workforce Development
    20. 20. <ul><li>The use of extended virtual learner communities enabled a reshaping of pedagogical values, ideology and patterns of professional learning. </li></ul><ul><li>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. </li></ul><ul><li>Focused more clearly on the distance the learner has travelled. </li></ul>Benefits: Technology Enhanced Situated Learning and Virtual Skills Rehearsal in Workforce Development
    21. 21. <ul><li>Financial </li></ul><ul><li>  </li></ul><ul><li>Inertia/anxiety related to adopting new approaches </li></ul><ul><li>Access to technologies </li></ul><ul><li>The use of learning technologies could be used as a rationale to reduce staff complements in training departments. </li></ul><ul><li>Lack of familiarity with the technologies </li></ul><ul><li>Can be perceived by management as a cost cutting measure </li></ul><ul><li>Socio-economic myths and realities </li></ul>Challenges: Technology Enhanced Situated Learning and Virtual Skills Rehearsal in Workforce Development
    22. 22. Contact Us ... <ul><li>Keith Quinn: Scottish Social Services Council </li></ul><ul><li>(keith.quinn@sssc.uk.com) </li></ul><ul><li>Stephen Farrier: The University of Edinburgh </li></ul><ul><li>(stefarrier@gmail.com) </li></ul><ul><li>Dr Alan Bruce: Universal Learning Systems </li></ul><ul><li>(abruce@ulsystems.com) </li></ul>
    23. 23. The Authors... <ul><li>Stephen Farrier: The University of Edinburgh </li></ul><ul><li>Keith Quinn: Scottish Social Services Council </li></ul><ul><li>Dr Alan Bruce: Universal Learning Systems </li></ul><ul><li>Dr John Davis : The University of Edinburgh </li></ul><ul><li>Nikolas Bizas : The University of Edinburgh </li></ul>
    24. 24. Acknowledgements: <ul><li>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 </li></ul>
    25. 25. Links: http://workforcesolutions.sssc.uk.com
    26. 26. Thank You

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