The document summarizes the evolution of work-based learning from traditional classroom-based approaches to increasingly virtual and adaptive models, as driven by new technologies. It outlines the Centre for Education and Work's journey from paper-based resources and classroom delivery to developing digital and mobile resources, virtual reality simulations, and keeping pace with emerging technologies. This transition required new research, development, and project management methods while ensuring learners' needs remain the priority.

1. Centre for Education and Work

2. www.cewca.org
Cyber Summit 2015
Presentation by Suzanne Winterflood, Executive Director
FROM THE TRADITIONAL TO THE VIRTUAL
THE JOURNEY OF WORK-BASED LEARNING

3. www.cewca.org
AGENDA
• Traditional Approaches
• Breaking New Ground
3. Summary
• Adaptive and Mobile Learning
• Virtual Reality and Beyond
1. About Us
2. The CEW journey of design and delivery
4. Contact Us

4. www.cewca.org
• CEW – not for profit organization 15 year
ABOUT US:
• Core business – training and development utilizing interactive
technology and digital resources
• Clients include Federal and Provincial Govt., public sector, crown
corporations and private sector
• Blending adult learning, multi-media, and project management
• Innovative, Responsive and Unique

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TRADITIONAL APPROACH:
• Research - to support resource development
• Development – Adult educators focus on Learning Outcomes and
design curriculum and content
• Resources - Paper-based; training manuals; facilitators guides etc.
• Delivery – Classroom based; OHPs; written exercises; role play etc.
• Evaluation – tests; exams; learner feedback

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BREAKING NEW GROUND:
The need to adapt to new ways of design and delivery due to evolution of new
and emerging technologies:
• Research – internet gave greater access to global research
• Development – a blend of adult educators; graphic designers;
software technology experts
• Resources – No longer teacher/facilitator dependent; Introduction of DVDs; Video;
Websites – increased access to information via the internet
• Delivery - Early approaches to blended delivery
• Evaluation – consideration needed for using different analytics

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www.learntheworkplace.ca
Digital resources to help immigrants adapt and learn
about Canadian workplace culture.
Activities included:
• Focus groups
• Development of work-based scenarios
• Development of website with learning modules
• Pilot tools and materials
• Develop and pilot online mentoring

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• Animation;
• Simple games;
• Branching scenarios;
• Decision Making

9. www.cewca.org
Learn the Workplace

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CHALLENGES:
The CEW:
• Introduction to new design methodologies and
development tools
• Understanding of how to adapt learning outcomes
into digital world
• Understanding UX and HI
• Under-estimated required development time
• Adaptation of project management practice for
technology projects
The Learner:
• Limited access to technology
• Limited experience of learning using new media
and emerging technologies
• Limited experience of facilitators/educators of
using online learning resources

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ADAPTIVE & MOBILE LEARNING:
Need to ensure our learning resources capable of being delivered in new and
innovative ways to ensure continued quality learning resources:
• Research – greater ability to access global best practice
• Development – Advanced team skills; collaborative approaches to produce
content; blend of learning theory and new media design
• Resources – interactive e-tivities; video; 2D scenarios; drag & drop quizzes ..
• Delivery - Responsive website; IOS and Android Apps; interactive e-books
• Evaluation – new ways of gathering data; Google analytics; online feedback

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SAFETY AND HEALTH INTERACTIVE E-BOOKS:
EDITION 1:
EDITION 2:

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Health and Safety eBooks

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CHALLENGES:
The CEW:
• Very different ways of approaching curriculum
• Unique collaborative team approach
• Managing expectations of stakeholders
• Employer engagement
• Efficacy of tactile learning
The Learner:
• Different ways of learning
• Accessibility
• Challenges of self-guided learning
• Familiarity with using tablets

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VIRTUAL REALITY AND BEYOND:
Multi-media technologies have advanced exponentially:
• Gamification
• Simulations
• 3D Virtual Reality
• 3D Video
• Wearable technology

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3D FULLY IMMERSIVE VIRTUAL REALITY
• 5 year project funded by WED
• Industry demands for advanced skills
• Post Secondary require
affordable technology
• Virtual Reality revolutionizing learning

17. www.cewca.org
manouVR

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3D Virtual Reality:
Changes the way you approach delivering learning. 3D Virtual Reality enables safe environments to
learn hands on skills.
• Research – implemented different methodologies; partnered with trades schools,
apprenticeship, CWB
• Development – initially R&D project with a commercialization outcome. New project management
skills required. Need for other skills including graphic designers; unity developers; gaming expertise;
hardware engineers; software engineers
• Resources – 3D virtual reality learning is the resource! Skills learning and rehearsal of learning
contained inside the VR. Instructors require supporting training resources to assist them to know
how to adapt their traditional curriculum to incorporate 3D VR and other technology tools
• Delivery – consumables including 3D headsets; computers; handtools; interactive software program
• Evaluation - continuous evaluation via haptic feedback; Google analytics etc.

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CHALLENGES:
The CEW:
• One of first NFPO’s ever awarded this type of contract
• Availability of consumable products;
• Steep learning curve to ‘keep ahead of the game’
• Understanding how to adapt and incorporate pre-developed curriculum into a visual and interactive
learning environment
• Post Secondary instructors lack of understanding of how to incorporate VR into learning model
• Keeping project current of new technology Leap motion sensors; 3D video; blue tooth technology;
google cardboard; Samsung headsets etc)
• Managing funder expectations
• Funders want it NOW! Educators want it NOW! Industry want it NOW!

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CHALLENGES:
Using innovative ways of teaching is the challenge of keeping them engaged in theoretical topics.
Virtual worlds for education brings with it the need to understand the relationship between the use
of virtual environments and the educational context.
• Orientation and navigation for new users
• Teaching activities – what is reasonable
• Accessibility – the more immersive it becomes the more complex it becomes
• Active participation of students
• Dynamic teaching and learning
• Content dynamic perspective – moving content from static to dynamic changes the relationship of
the instructor and student
• Virtual Simulation – finding the balance

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SUMMARY:
• Major shift from delivering traditional learning
• Learners expectations for dynamic but supported e-learning
• Impact of cloud-based technology
• Increased access to information via internet
• Introduction of new project management approaches
• Keeping current of new technologies
• Keep the learner and learning outcomes at the heart

22. www.cewca.org
CONTACT US:
Suzanne Winterflood
Executive Director
Centre for Education and Work
e. swinterflood@cewca.org
p. 204 989 7143
c. 204 771 0263