This document discusses pervasive learning at the workplace using a mixed strategy of situation-based and activity-based learning. It proposes combining the two strategies to overcome some of their individual drawbacks and better handle a variety of situations and activities. The key aspects of the mixed strategy are: 1) Situation-based and activity-based learning strategies are interwoven, with the system able to switch between the two approaches depending on the context. 2) This allows taking advantage of the strengths of both, like linking activities to social contexts, recommendations, clear employee intentions, while compensating for their individual weaknesses. 3) The process involves detecting the current situation or activity, then providing relevant learning resources through either a

1. Pervasive Learning at Workplace based on a mixed Strategy, Situation-based and Activity-basedSerge GarlattiAmel Bouzeghoub

2. OutlinePLearNet ProjectIntroductionMobile & Pervasive LearningLearning atWorkplaceTwo Learning StrategiesSituation-based LearningActivity-based LearningA Mixed StrategyConclusionpage 1

3. page 2P-LearNet ProjectPervasive Learning NetworkNational Research AgencyE-retail groupPostal Services CompagnyAIDA SeminarPage 2

4. page 3P-LearNet ProjectIssuesIntegrate context-aware corporate learning and working activities Learning at workplace whatever the place, the time, the organisational and technological contexts of the individual or collective learning and working processesSolving the particular working tasks is prior Learning is just a meansAIDA Seminarpage 3

5. page 4P-LearNet ProjectIssuesQuality and efficiency of information and services to increase market shareSeamless learning and workingacross different contexts AIDA Seminarpage 4

6. page 5Pervasive LearningContext“Contextas a construct that is continually created by the interaction of learners, teachers, physical settings, and social environments” (M. Sharples)“Learning not only occurs in the context, it also creates context through continual interaction” (N. Balacheff)Unpredictable Context features are not always availableContext changes are not predictableAIDA Seminarpage 5

7. page 6Learning at WorkplaceFeaturesEnhance business performance and qualityFocused on working activitiesAcquire new knowledge, meta-knowledge and skills,Reflect on business processesLinking of working activities and social contextsIntegrate knowledge, working and learning spacesSituated Learning: just-in-case, just-in-timeAIDA Seminarpage 6

8. page 7Learning at WorplaceFeatures Learning at Workplace  Pervasive LearningLearning activities at workplace : situated, in context, across contextsThe context  relevant entities (contents, web services, collaborators, activities, etc.)AIDA Seminarpage 7

9. page 8Two Learning StrategiesSituation-based Learning Employee oriented Learning: PullSystem oriented Learning: PushProvides recommendations on the flyPassive / Proactive Adaptation Activity-based Learning“Guided” LearningHierarchical Task Model, Task / Method paradigmAdaptation by reflexivity and by contractAIDA Seminar

10. Situation-based Learningpage 9AIDA Seminar

11. Situation-based LearningScenario LaPostepage 10

12. Situation-based Learningpage 11TravailDistribuer le courrier

13. Répondre à une demande du client

14. etc.Apprentissage Recherche d’information sur un client ou une adresse

15. Demander des aides aux collègues disponibles lorsqu’il rencontre un problème difficile

16. Consulter des problèmes et solutions

17. etc.« just-in-time »Face à un problèmeFace à un clientApprentissage Continuer de réviser des connaissances des produits, procédures, services de l’entreprise qu’il n’a pas encore fini

18. Réfléchir sur des problèmes rencontrés

19. etc.« just-in-case »En tournéeAu bureau

20. PrinciplesThe employee situation is the main focus for learningTo detect the learning needs of employees by analyzing the current situation To represent situated knowledge at workplace and to react to situation changes of employeesProvide recommendations on the fly to employees according to the current situationPropose relevant entities: information, services, collaborators, equipements, etc. Push or Pullpage 12

21. Situation definition A situation is a temporal state in the contextExternal and semantical interpretation of low level context to acquire high level specifications of human being behaviors and system servicesSituations provide meaning in applications and are more stable and easy to define and to maintain than low level contextual datapage 13

22. The processpage 14

23. page 15Context Metadata Relevant contentWeighted contentInput content:FilteringKnowledgePreferencesEvaluationUser QueriesCurrent situationPassive AdaptationBy using a threshold to manage unpredictablecontextPassive AdaptationResource Retrieval and AdaptationPull ModeDeliveryAIDA SeminarPage 15

24. page 16Proactive AdaptationProvides the relevant resources according to current situationPush ModeProactive AdaptationContext MetadataPassive AdaptationsituationshistoryPrototypical situationsWeightedRelevantcontentMatchedcontentsituationsResourcesEvents:Matching Searching Resource DeliveryEvaluationFiltering, , Current situationCurrent situationECA / Situational rulesPedagogical rulesAIDA SeminarPage 16

25. Seamless Learning at two levelsAt learning object level (learning ressources, services, etc.)After a break of the current situation due to an event, the system enables an employee to continue his/her activity in the new situation with the same entity or an equivalent one.At domain concept levelTo insure learning continuity, an employee may go on with the acquisition of knowledge and / or concepts. page 17

26. Advantages/DrawbacksAdvantagesPush and pull modesEmployee oriented and system oriented learning according to the current situationRecommendationsLinking of « activities » and social contextsDrawbackDo not guarantee learning consistencyUnknown employee intentionpage 18AIDA Seminar

27. Activity Oriented Strategypage 19AIDA Seminar

28. page 20Three pre-defined activity typesStructured ActivitiesWell-known and « procedural » activities, composed of sub-activitiesNon Structured ActivitiesActivities not composed of sub-activities and/or not « known »Semi-Structured ActivitiesStructured Activities +Non Structured ActivitiesAIDA Seminarpage 20

29. Travail Répondre à une demande du client

30. Faire une démo

31. Faire un tableau comparatif des produits en fonction d’un besoin du client

32. etc.produitsApprentissage Recherche d’information sur un produit

33. Demander des aides aux collègues disponibles lorsqu’il rencontre un problème difficile

34. Consulter des problèmes et solutions

35. etc.« just-in-time »1) Jean avec un clientApprentissage Continuer de réviser des connaissances des produits, procédures, services de l’entreprise qu’il n’a pas encore fini

36. Réfléchir sur des problèmes rencontrés

37. Explorer les connaissances d’un nouveau produit

38. etc.« just-in-case »2) Jean tout seulpLearNet ExampleJean dans un magasinAIDA Seminarpage 21page 21