Bouzeghoub garlatti mlearn2010

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Bouzeghoub garlatti mlearn2010

  1. 1. A Mixed Learning Strategy for Pervasive Learning Systems at Workplace A. Bouzeghoub, S. Garlatti, K. Ngoc Do, C. Pham Nguyen
  2. 2. Outline • Introduction Pervasive Learning Network Project • Learning at Workplace • Situation-based Learning Strategy • Activity-based Learning Strategy • A Mixed Strategy • Conclusion / Perspectives 20-22/10/2010 In Proceedings of mLearn2010 2
  3. 3. Introduction page 3In Proceedings of mLearn201020-22/10/2010
  4. 4. Pervasive Learning Network Project 20-22/10/2010 In Proceedings of mLearn2010 4 Postal Services Company E-retail group National Research Agency
  5. 5. 20-22/10/2010 In Proceedings of mLearn2010 5 -Deliver mail - Answer to a customer - Etc. Working Activities - Continue to revise knowledge, products, procedures, - Reflect on past problems - Etc. Learning Activities Postman’s Round With a customer Deal with problems Postman at Office « just-in-time » « just-in-case » P-Learnet Project - Information retrieval on a customer or an address - Seeking help / advice from colleagues - Search for problems and their solutions - etc. Learning Activities
  6. 6. 20-22/10/2010 In Proceedings of mLearn2010 John in shop Products 1) John with a customer - Answer to a customer - Doing a demo - Presenting products in a tabular form for a comparison - Etc. Working activities - Continue to revise knowledge, products, procedures, - Reflect on past problems - Explore knowledge on a new product - Etc. Learning activities 2) John, alone « just-in-time » « just-in-case » P-Learnet Project - Information retrieval on a product - Seeking help or advice from colleagues - Search for problems and their solutions - Etc. Learning activities
  7. 7. Learning at Workplace page 7In Proceedings of mLearn201020-22/10/2010
  8. 8. Learning at Workplace • Features – Enhance business performance and quality • Focused on working activities: situated Learning – Acquire new knowledge, meta-knowledge and skills – Reflect on business processes 20-22/10/2010 In Proceedings of mLearn2010 8
  9. 9. Proposal • A Mixed Learning Strategy based on – A Situation-based Learning Strategy – An Activity-based Learning Strategy • To ensure learning in context, across contexts and seamless learning 20-22/10/2010 In Proceedings of mLearn2010 9
  10. 10. Situation-Based Strategy page 10In Proceedings of mLearn201020-22/10/2010
  11. 11. Th 20-22/10/2010 In Proceedings of mLearn2010 11 The Process
  12. 12. Seamless Learning at Two Levels • At learning object level – New situation : the system enables an employee to continue his/her activity with the same entity or an equivalent one. • At domain concept level – New situation : an employee may go on to acquire the same knowledge and / or concepts. 20-22/10/2010 In Proceedings of mLearn2010 12
  13. 13. Advantages/Drawbacks • Advantages – Push and pull modes • Employee oriented and system oriented learning according to the current situation – Recommendations • Drawbacks – Do not guarantee learning consistency – Unknown employee intention 20-22/10/2010 In Proceedings of mLearn2010 13
  14. 14. Activity-Based Strategy page 1420-22/10/2010 In Proceedings of mLearn2010
  15. 15. The Process 20-22/10/2010 In Proceedings of mLearn2010 15
  16. 16. Activity / Tasks 20-22/10/2010 In Proceedings of mLearn2010 16 Abstract Tasks Atomic tasks Atomic tasks Atomic tasks Abstract Tasks Structured Activities Non Structured Activities Semi-Structured Activities
  17. 17. Seamless Learning • A structured activity organises and coordinates a set of sub activities – Meaning, consistency, etc. • From situation history, the states of pairs (Task, Method) (which have been interrupted) are used to provide the relevant ones • For structured activities, a competence model is used to provide the next relevant way to achieve a task 20-22/10/2010 In Proceedings of mLearn2010 17
  18. 18. Advantages / Drawbacks  Advantages  Employee intention is well known  Precise situations  Global consistency of activities and sub-activities  Drawbacks  All activities cannot be structured  All activities cannot be pre-defined  As a pre-defined activity is well known selection criteria are more constrained  Sometimes, no activity at all is proposed 20-22/10/2010 In Proceedings of mLearn2010 18
  19. 19. Mixed Strategy page 19In Proceedings of mLearn201020-22/10/2010
  20. 20. A Mixed Strategy • Situation-based and Activity-based Strategies are interweaved – To « suppress » some drawbacks – To deal with more situations and activities • Pre-defined or not – To enhance seamless learning and working 20-22/10/2010 In Proceedings of mLearn2010 20
  21. 21. 20-22/10/2010 In Proceedings of mLearn2010 21
  22. 22. Situation-based vs Activity-based • Activity-based  Situation-based – No activity proposed, too many constraints – Recommendation of entities (automatically) • Situation-based is less constrained • Situation-based  Activity-based – Manually in push and pull mode 20-22/10/2010 In Proceedings of mLearn2010 22
  23. 23. Conclusion Perspectives page 23In Proceedings of mLearn201020-22/10/2010
  24. 24. Conclusion  Advantages  Push and pull modes  Employee oriented and system oriented learning according the current situation  Recommendations  Employee intention, well known  Precise situations  Global consistency of activities and sub-activities  Management of competences  Learning and working consistency 20-22/10/2010 In Proceedings of mLearn2010 24
  25. 25. Perspectives  Seamless Learning  Enhance the proposed strategies  Design a prototype supporting the mixed strategy  System Evaluation based on  Performance and quality  Collaborative learning 20-22/10/2010 In Proceedings of mLearn2010 25

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