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.
Learning spaces as accelerators of innovation ecosystem development 2013Kari Mikkelä
This article examines learning spaces as a broad concept, addressing them both as an abstraction and as venues and facilities supporting learning on individual, organisational and regional levels. Our two simultaneous perspectives are top-down (Europe 2020 strategy) and bottom-up (learning and innovativeness of individuals). As an abstract
concept, learning space refers especially to the mental dimension of the space emerging
when individual experts collaborate. It draws from the culture of modernising the Triple
Helix collaboration coloring the learning environment, and the quality of interaction between the classroom and industry agents, either hindering or supporting better synergy between research, education and innovation, as well as different initiatives focusing on creativity and entrepreneurial discovery.
Ilkka Kakko & Kari Mikkelä: ”Platform Thinking within the Third Generation Sc...Kari Mikkelä
ABSTRACT
This paper will describe shortly a new STP concept called 3GSP (Third Generation Science Park), which is gaining momentum in Finland. It explains the fundamental changes in the global innovation environment and explains why the platform thinking is becoming an essential element in ecosystem development. The theoretical background and classifications of platforms are described and the benefits from the STP perspective highlighted. The paper emphasizes especially the role of so called ‘competence platforms’ and explains the main characteristics of a fully working competence platform. The role of competence platforms in understanding serendipity and as a fundamental factor in the team building is highlighted.
The paper analyses from STP perspective several practical elements, where platform thinking supports the emergence of new innovation environments, including Urban Mill (Finland) and Meetberlage (Netherlands). The requirements for comprehensive competence platform services are presented and their potential to support community building and therefore ecosystem development is illustrated.
This analysis will give the STP practitioners new models of applying the quadruple helix-principles and help in the co-creation, open innovation and serendipity management practises. The case studies, which are presented in the paper, will help the STP management teams to evaluate the benefits of platform thinking in different contexts.
Authors:
Ilkka Kakko,
Founder and Partner,
Karostech Ltd, Finland
http://www.karostech.fi
http://www.respectserendipity.com
Kari Mikkelä
Executive Producer, Co-founder
Urban Mill Innovation Platform
http://www.urbanmill.org
DLC12 Transfer of Innovation: Collaborative Blended Learning model and WebQue...Maria Perifanou
Keynote presentation at the European Congress for Technology Enhanced Learning in Business: "Digital Learning Congress", Copernicus Center, Warsaw, Poland http://dlcongress.pl/
Learning spaces as accelerators of innovation ecosystem development 2013Kari Mikkelä
This article examines learning spaces as a broad concept, addressing them both as an abstraction and as venues and facilities supporting learning on individual, organisational and regional levels. Our two simultaneous perspectives are top-down (Europe 2020 strategy) and bottom-up (learning and innovativeness of individuals). As an abstract
concept, learning space refers especially to the mental dimension of the space emerging
when individual experts collaborate. It draws from the culture of modernising the Triple
Helix collaboration coloring the learning environment, and the quality of interaction between the classroom and industry agents, either hindering or supporting better synergy between research, education and innovation, as well as different initiatives focusing on creativity and entrepreneurial discovery.
Ilkka Kakko & Kari Mikkelä: ”Platform Thinking within the Third Generation Sc...Kari Mikkelä
ABSTRACT
This paper will describe shortly a new STP concept called 3GSP (Third Generation Science Park), which is gaining momentum in Finland. It explains the fundamental changes in the global innovation environment and explains why the platform thinking is becoming an essential element in ecosystem development. The theoretical background and classifications of platforms are described and the benefits from the STP perspective highlighted. The paper emphasizes especially the role of so called ‘competence platforms’ and explains the main characteristics of a fully working competence platform. The role of competence platforms in understanding serendipity and as a fundamental factor in the team building is highlighted.
The paper analyses from STP perspective several practical elements, where platform thinking supports the emergence of new innovation environments, including Urban Mill (Finland) and Meetberlage (Netherlands). The requirements for comprehensive competence platform services are presented and their potential to support community building and therefore ecosystem development is illustrated.
This analysis will give the STP practitioners new models of applying the quadruple helix-principles and help in the co-creation, open innovation and serendipity management practises. The case studies, which are presented in the paper, will help the STP management teams to evaluate the benefits of platform thinking in different contexts.
Authors:
Ilkka Kakko,
Founder and Partner,
Karostech Ltd, Finland
http://www.karostech.fi
http://www.respectserendipity.com
Kari Mikkelä
Executive Producer, Co-founder
Urban Mill Innovation Platform
http://www.urbanmill.org
DLC12 Transfer of Innovation: Collaborative Blended Learning model and WebQue...Maria Perifanou
Keynote presentation at the European Congress for Technology Enhanced Learning in Business: "Digital Learning Congress", Copernicus Center, Warsaw, Poland http://dlcongress.pl/
Virtual Portal for Impaired Groups Interaction - The ViPi KA3 LLL project (511792-LLP-1-2010-1-GR-KA3-KA3NW) has been partially funded under the Lifelong Learning program, subprogramme KA3 ICT.
COMIT / Fiatech Conference 2014, The Crystal, London
Efficiency Through Digital Projects
Flipping the Workforce are you ready – this session will present on what the industry is doing to prepare for the next generation of construction professionals
V Jornadas eMadrid sobre “Educación Digital”. Edmundo Tovar, Universidad Poli...eMadrid network
V Jornadas eMadrid sobre “Educación Digital”. Edmundo Tovar, Universidad Politécnica de Madrid: Entrepreneurship training as a practice based on OERs. 2015-06-30
Creating A Cloud Computing in Education Strategy for EuropeKarl Donert
A presentation at third School on the Cloud summit conference, held in Brussels on 18 November 2016, examining some of the outcomes and challenges associated with the use of Cloud Computing in education, derived from project activities and meetings of experts.
The presentation concludes with the Brussels School on the Cloud Declaration, with recommendations for senior European policy makers, calling on them to prioritise Cloud Computing in Education and Education for Cloud Computing.
The Smart Kalasatama Programme for Agile Piloting accelerates Smart City innovation by procuring prototypes to real city environments to be co-created with citizens.
http://fiksukalasatama.fi/en/agile-piloting
Memlinq is building a Collective Memory Network - an online platform that functions as a social medium and allows any user to participate and collaborate. The platform offers access to open data around the world and lets users establish connections between people and 'things' - including themselves. Users can be citizens, professionals, and organisations.
This base presentation briefly explains Memlinq and the opportunity it represents to investors. It is part of an information round in preparation of Memlinq's first equity crowdfunding round. Memlinq will incorporate as a BV in Amsterdam.
Milvia Rastrelli: "European Vocational Education & Training for eInclusion Fa...TELECENTRE EUROPE
Telecentre-Europe Summit 2011: Parallel session "Joining forces at the European level - Telecentre content creation"
Are telecentres innovative enough to create their own content (produce digital media content, curriculums, guides, researches)?
Should we look more into developing our own content that can transform in revenue source for sustainability?
4 concrete ideas to enhance Vocational Education and Training using
- Blended Learning,
- Open Education
- Social Virtual Immersive Environments &
- Augmented Reality Applications.
Presentation at CEDEFOP Expert Seminar (December 10-11, 2015)
Virtual Portal for Impaired Groups Interaction - The ViPi KA3 LLL project (511792-LLP-1-2010-1-GR-KA3-KA3NW) has been partially funded under the Lifelong Learning program, subprogramme KA3 ICT.
COMIT / Fiatech Conference 2014, The Crystal, London
Efficiency Through Digital Projects
Flipping the Workforce are you ready – this session will present on what the industry is doing to prepare for the next generation of construction professionals
V Jornadas eMadrid sobre “Educación Digital”. Edmundo Tovar, Universidad Poli...eMadrid network
V Jornadas eMadrid sobre “Educación Digital”. Edmundo Tovar, Universidad Politécnica de Madrid: Entrepreneurship training as a practice based on OERs. 2015-06-30
Creating A Cloud Computing in Education Strategy for EuropeKarl Donert
A presentation at third School on the Cloud summit conference, held in Brussels on 18 November 2016, examining some of the outcomes and challenges associated with the use of Cloud Computing in education, derived from project activities and meetings of experts.
The presentation concludes with the Brussels School on the Cloud Declaration, with recommendations for senior European policy makers, calling on them to prioritise Cloud Computing in Education and Education for Cloud Computing.
The Smart Kalasatama Programme for Agile Piloting accelerates Smart City innovation by procuring prototypes to real city environments to be co-created with citizens.
http://fiksukalasatama.fi/en/agile-piloting
Memlinq is building a Collective Memory Network - an online platform that functions as a social medium and allows any user to participate and collaborate. The platform offers access to open data around the world and lets users establish connections between people and 'things' - including themselves. Users can be citizens, professionals, and organisations.
This base presentation briefly explains Memlinq and the opportunity it represents to investors. It is part of an information round in preparation of Memlinq's first equity crowdfunding round. Memlinq will incorporate as a BV in Amsterdam.
Milvia Rastrelli: "European Vocational Education & Training for eInclusion Fa...TELECENTRE EUROPE
Telecentre-Europe Summit 2011: Parallel session "Joining forces at the European level - Telecentre content creation"
Are telecentres innovative enough to create their own content (produce digital media content, curriculums, guides, researches)?
Should we look more into developing our own content that can transform in revenue source for sustainability?
4 concrete ideas to enhance Vocational Education and Training using
- Blended Learning,
- Open Education
- Social Virtual Immersive Environments &
- Augmented Reality Applications.
Presentation at CEDEFOP Expert Seminar (December 10-11, 2015)
Ενδοσχολική Επιμόρφωση: Η Ιστοριογραμμή του Ταξιδιού του Ήρωα στη Δημιουργική...Niki Lambropoulos PhD
Ενδοσχολική Επιμόρφωση: Η Ιστοριογραμμή του Ταξιδιού του Ήρωα στη Δημιουργική Αφήγηση
Ο πρωταρχικός σκοπός του ευρωπαϊκού προγράμματος ΚΑ2 RomaMultiLangPrimE ήταν η ανάπτυξη των 4Cs (creativity, communication, critical thinking and collaboration), η δημιουργικότητα, επικοινωνία, συνεργατικότητα και η κριτική σκέψη. Σήμερα, μετά το πέρας του προγράμματος, προστίθεται κι ένας 5ος παράγοντας, η εμπιστοσύνη (confidence). Ενώ στα πλαίσια του προγράμματος οι δεξιότητες και ικανότητες αυτές αναπτύχθηκαν μέσω των Πολυγραμματισμών και της Πολυτροπικότητας, προτείνεται ένα νέο πλαίσιο εφαρμογής τους, η Δημιουργική Αφήγηση και πιο συγκεκριμένα η τεχνική της Ιστοριογραμμής υποστηρίζοντας τους/τις μαθητές/τριες στην εξωτερίκευση και επικοινωνία των σκέψεων, συναισθημάτων και εμπειριών μέσω της δικής τους ιστορίας συμμετέχοντας ενεργά σε ένα μη πραγματικό, μη αγχογόνο περιβάλλον δράσης. Επειδή η αφήγηση των ιστοριών ως εκπαιδευτικό εργαλείο μπορεί να υποστηρίξει τη μάθηση ως γνωστικό κατασκεύασμα συμβάλλει στην απόκτηση του εκάστοτε γνωστικού υπόβαθρου των μαθητών/τριών, ως άτομα ή ως µέλη κοινωνικών ομάδων. Η Δημιουργική Αφήγηση γίνεται ένα εργαλείο για την διδασκαλία όπου ο/η μαθητής/τρια δημιουργεί έντονη συναισθηματική εικόνα της εμπειρίας ή και ανάμνησης ως πράξη επικοινωνίας όπου παρουσιάζεται προφορικά, ή γραπτά μια σειρά πραγματικών ή πλασματικών και επινοημένων γεγονότων με τη συμμετοχή τουλάχιστον δύο ατόμων, του πομπού (του αφηγητή) και κάποιου στον οποίο απευθύνεται ο αφηγητής (του αποδέκτη της αφήγησης). Ο αφηγητής φροντίζει να δώσει στον αποδέκτη τις απαραίτητες πληροφορίες για τον τόπο, το χρόνο, τα πρόσωπα και τα πιθανά αίτια ενός συμβάντος με μια ορισμένη σειρά. Οι αφηγήσεις, παρά την επιφανειακή τους μεταβλητότητα, παρουσιάζουν κοινή δομή, την Ιστοριογραμμή. Η Ιστοριογραμμή του Ταξιδιού του Ήρωα μέσα από τα σχέδια εργασίας και τη δημιουργική διαδικασία μπορεί να συμβάλλει στην παιδαγωγική αξιοποίηση της δημιουργικής αφήγησης για την ανάπτυξη των 5Cs.
Supporting Refugees Life Narratives via a Multiliteracy Education Competences...Niki Lambropoulos PhD
Conference paper presentation at the
19th International Conference on Diversity in Organizations, Communities & Nations
https://ondiversity.com/2019-conference
Η Συν-Δημιουργικότητα στην Εκπαιδευτική Πράξη - Επιμόρφωση ΠΕ06Niki Lambropoulos PhD
Eξ’ Αποστάσεως Επιμόρφωση Εκπαιδευτικών με Νέες Τεχνολογίες: Η Συν-Δημιουργικότητα στην Εκπαιδευτική Πράξη
Η ΕΚΠΑΙΔΕΥΣΗ ΣΤΗΝ ΕΠΟΧΗ ΤΩΝ ΤΠΕ ΚΑΙ ΤΗΣ KΑΙΝΟΤΟΜΙΑΣ
Evgenideio Foundation, Athens, 5-6 November 2016
http://synedrio.edu.gr/
Chrono-Spatial Intelligence in Global Systems Science HCII 2016Niki Lambropoulos PhD
Chrono-Spatial Intelligence in Global Systems Science and Social Media: Predictions for Proactive Political Decision Making
Niki Lambropoulos, London South Bank University, UK
Habib Fardoun, King Abdulaziz University of Saudi Arabia
Daniyal M. Alghazzawi, King Abdulaziz University of Saudi Arabia
http://2016.hci.international/
Friday, 22 July 2016
08:00 – 10:00
S159: Serendipity Engineering via Creative Context-Aware Learning in Social Media
Room: Pier 7
http://2016.hci.international/index.php?module=pagesmith&id=163#2
Συνεργατική Μάθηση σε Μικρές Ομάδες με Θεματικό Άξονα: Μικροί Προγραμματιστές...Niki Lambropoulos PhD
Συνεργατική Μάθηση σε Μικρές Ομάδες με Θεματικό Άξονα: Μικροί Προγραμματιστές σε στο 6ο Δημοτικό Σχολείο Πάτρας - Teaching by Generative Topic in Small Groups Computer Supported Collaborative Learning (CSCL)
How to Make a Field invisible in Odoo 17Celine George
It is possible to hide or invisible some fields in odoo. Commonly using “invisible” attribute in the field definition to invisible the fields. This slide will show how to make a field invisible in odoo 17.
Model Attribute Check Company Auto PropertyCeline George
In Odoo, the multi-company feature allows you to manage multiple companies within a single Odoo database instance. Each company can have its own configurations while still sharing common resources such as products, customers, and suppliers.
How to Split Bills in the Odoo 17 POS ModuleCeline George
Bills have a main role in point of sale procedure. It will help to track sales, handling payments and giving receipts to customers. Bill splitting also has an important role in POS. For example, If some friends come together for dinner and if they want to divide the bill then it is possible by POS bill splitting. This slide will show how to split bills in odoo 17 POS.
Instructions for Submissions thorugh G- Classroom.pptxJheel Barad
This presentation provides a briefing on how to upload submissions and documents in Google Classroom. It was prepared as part of an orientation for new Sainik School in-service teacher trainees. As a training officer, my goal is to ensure that you are comfortable and proficient with this essential tool for managing assignments and fostering student engagement.
How to Create Map Views in the Odoo 17 ERPCeline George
The map views are useful for providing a geographical representation of data. They allow users to visualize and analyze the data in a more intuitive manner.
Synthetic Fiber Construction in lab .pptxPavel ( NSTU)
Synthetic fiber production is a fascinating and complex field that blends chemistry, engineering, and environmental science. By understanding these aspects, students can gain a comprehensive view of synthetic fiber production, its impact on society and the environment, and the potential for future innovations. Synthetic fibers play a crucial role in modern society, impacting various aspects of daily life, industry, and the environment. ynthetic fibers are integral to modern life, offering a range of benefits from cost-effectiveness and versatility to innovative applications and performance characteristics. While they pose environmental challenges, ongoing research and development aim to create more sustainable and eco-friendly alternatives. Understanding the importance of synthetic fibers helps in appreciating their role in the economy, industry, and daily life, while also emphasizing the need for sustainable practices and innovation.
Unit 8 - Information and Communication Technology (Paper I).pdfThiyagu K
This slides describes the basic concepts of ICT, basics of Email, Emerging Technology and Digital Initiatives in Education. This presentations aligns with the UGC Paper I syllabus.
Operation “Blue Star” is the only event in the history of Independent India where the state went into war with its own people. Even after about 40 years it is not clear if it was culmination of states anger over people of the region, a political game of power or start of dictatorial chapter in the democratic setup.
The people of Punjab felt alienated from main stream due to denial of their just demands during a long democratic struggle since independence. As it happen all over the word, it led to militant struggle with great loss of lives of military, police and civilian personnel. Killing of Indira Gandhi and massacre of innocent Sikhs in Delhi and other India cities was also associated with this movement.
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.
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Social Networks
http://tjcnyc.files.wordpress.com/2008/08/social_mess_big.jpg
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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.
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Global Community Artefacts
ARTIST: a global approach to cloudify applications
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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)
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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
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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)
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Solid Pedagogical Approaches
Pedagogical Research Evolution
Individual
Dyads & Triads
Groups of 4-5 students
Communities
Social Networks
Professional Networks
Communities
<Other/>
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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/>
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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.
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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
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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.
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My Hands or my Mouse
http://dualt.epfl.ch/page-115262-en.html
@CSCL 2009
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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
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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)
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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.
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Reciprocal Determinism
Bandura, Albert. (Born 1925-) In Pastorino & Doyle-Portillo, What Is Psychology?: Essentials, 2013
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Reciprocal Determinism
Causality: a series of consequences impact our environment
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Reciprocal Determinism
Environment influence and condition our behaviour
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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)
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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.
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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.
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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
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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)
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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
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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
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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
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• 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
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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.