This lecture gives an overview of Augmented Reality and Wearable Technology and their use in workplace learning. It explains the basic concepts related the relevant pedagogies
(learning by doing, experiential learning, tacit and explicit knowledge) and some technological details (state of the art and devices).The lecture introduces experience capturing and experience reenactment both as a training approach and from the technical point of view. The lecture also contains a brief introduction of the WEKIT EU project.
Wearable Experience: New Educational Media for Knowledge Intensive TrainingMikhail Fominykh
This slides were presented at the invited speech at the World Conference on Educational Media and Technology (EdMedia) which was held in Vancouver, BC, Canada on June 28-30, 2016.
Abstract: Wearable computing and augmented reality are disruptive technologies. They fundamentally change the way we educate and train people to a master level of performance. With advanced sensors we can capture experience as it emerges. For example, a trainee can receive live guidance in the form of semi-transparent 3D hands that appear at the right place spatially and operated by a remote expert using sensor data. Captured guidance provides reference to scale, allowing repeated access to the information asynchronously at the right time and in the right place where it is most urgently needed. Expert guidance can be captured with wearable sensors and later re-enacted by trainees with augmented reality creating a believable illusion of a master-apprentice knowledge sharing. The captured experience therefore represents a new type of educational media that has properties of carrying both explicit and tacit knowledge. This new media helps to convert experience to knowledge and enable learning by bringing closer the theoretical knowledge and immediate experience, which are traditionally separated. Tailored content of captured experience can be presented with augmented reality using intuitive and immersive user interfaces. This can have a positive impact on mental processing and memorization, not only adding scaffolds for high performance, but also acting as a safety net preventing potential problems sensed in the environment. Learning how to master a complex task usually involves reflecting on your own performance, looking back at your behavior and comparing it to that of others. The goal of this new training methodology is to enable the full cycle of immersive experience observing an expert, training with and without guidance, and observing own performance.
Take a look at our banking team's transaction highlights of 2016 - proud to include the Insider East Midlands Dealmakers Awards ‘Deal of the Year’ where we acted for PCT Healthcare on its £80m acquisition of WR Evans’ Chemists.
Visit our website: https://www.brownejacobson.com/sectors-and-services/services/corporate-and-commercial/banking-and-finance
Wearable Experience: New Educational Media for Knowledge Intensive TrainingMikhail Fominykh
This slides were presented at the invited speech at the World Conference on Educational Media and Technology (EdMedia) which was held in Vancouver, BC, Canada on June 28-30, 2016.
Abstract: Wearable computing and augmented reality are disruptive technologies. They fundamentally change the way we educate and train people to a master level of performance. With advanced sensors we can capture experience as it emerges. For example, a trainee can receive live guidance in the form of semi-transparent 3D hands that appear at the right place spatially and operated by a remote expert using sensor data. Captured guidance provides reference to scale, allowing repeated access to the information asynchronously at the right time and in the right place where it is most urgently needed. Expert guidance can be captured with wearable sensors and later re-enacted by trainees with augmented reality creating a believable illusion of a master-apprentice knowledge sharing. The captured experience therefore represents a new type of educational media that has properties of carrying both explicit and tacit knowledge. This new media helps to convert experience to knowledge and enable learning by bringing closer the theoretical knowledge and immediate experience, which are traditionally separated. Tailored content of captured experience can be presented with augmented reality using intuitive and immersive user interfaces. This can have a positive impact on mental processing and memorization, not only adding scaffolds for high performance, but also acting as a safety net preventing potential problems sensed in the environment. Learning how to master a complex task usually involves reflecting on your own performance, looking back at your behavior and comparing it to that of others. The goal of this new training methodology is to enable the full cycle of immersive experience observing an expert, training with and without guidance, and observing own performance.
Take a look at our banking team's transaction highlights of 2016 - proud to include the Insider East Midlands Dealmakers Awards ‘Deal of the Year’ where we acted for PCT Healthcare on its £80m acquisition of WR Evans’ Chemists.
Visit our website: https://www.brownejacobson.com/sectors-and-services/services/corporate-and-commercial/banking-and-finance
Se inicia el desarme de las FARC-EP ahora que se desarme la sociedad Casa de la Mujer
Comunicado Casa de la Mujer
Marzo 2 de 2017
La Casa de la Mujer celebra el inicio de la entrega de armas
por parte de las FARC-EP. Pese a las numerosas dificultades
que se han presentado desde que comenzaron los diálogos
hace cinco años, la paz sigue avanzando y esto es para la
Casa un motivo de alegría y esperanza.
A short presentation on some of the key shifts we are experiencing over the past few years, their impact on how work, learn, collaborate and the future of work.
Wearable Experience for Knowledge Intensive Training: Learning Methodology and Technology Design
Mikhail Fominykh
Project Manager at Europlan UK ltd, United Kingdom
Associate Professor at Molde University College, Norway
Adjunct Professor at Volga State University of Technology, Russia
mihail.fominyh@gmail.com
Abstract: This session presents a learning methodology and a technology design that are being developed in the European research-and-innovation project Wearable Experience for Knowledge-Intensive Training (WEKIT). The project aims to improve industrial training with immersive experience by embedding captured expert guidance and technical documentation into the physical space around the learner.
In WEKIT, we use advanced sensors to capture experience as it emerges. Captured guidance provides reference to scale, allowing repeated access to the information asynchronously at the right time and in the right place. Expert guidance is captured with wearable sensors and later re-enacted by trainees with augmented reality creating a believable illusion of a master-apprentice knowledge sharing. The captured experience therefore represents a new type of educational media that has properties of carrying both explicit and tacit knowledge. This new media helps to convert experience to knowledge and enable learning by bringing closer the theoretical knowledge and immediate experience, which are traditionally separated.
Tailored content of captured experience can be presented with augmented reality using intuitive and immersive user interfaces. This can have a positive impact on mental processing and memorization, not only adding scaffolds for high performance, but also acting as a safety net preventing potential problems sensed in the environment. The learning activities in WEKIT are enhanced by the trainees reflecting on their own performance, looking back at their behavior and comparing it to that of others.
The goal of the WEKIT methodology is to enable the full cycle of immersive experience observing an expert, training with and without guidance, and observing own performance. The WEKIT technological software-and-hardware platform is a modular and distributed system for capturing and re-enacting experience.
Technology acceptance of augmented reality and wearable technologies ilrn 201...Mikhail Fominykh
"Technology Acceptance of Augmented Reality and Wearable Technologies" #TAM at #iLRN2017
by Fridolin Wild, Roland Klemke, Paul Lefrere, Mikhail Fominykh and Timo Kuula
Paper presented at the 3rd Immersive Learning Research Network Conference in Coimbra, Portugal on 28 June 2017
Publication: https://link.springer.com/chapter/10.1007/978-3-319-60633-0_11
Promotion of social inclusion and intercultural values through ECO decentrali...EADTU
Presentation by Angela Benavides Barahona (UNED) in the context of ECO webinars on Sustainable business models for MOOCs: the need for cross-institutional cooperation, 28 September 2016
Future Learning LandscapesTowards the Convergence of Pervasive and Contextual Computing, Global Social Media and Semantic Web in Technology Enhanced Learning
Seminario eMadrid sobre "Nuevas experiencias en laboratorios remotos". Experi...eMadrid network
Seminario eMadrid sobre "Nuevas experiencias en laboratorios remotos". Experimentación online y nuevas experiencias en laboratorios remotos. María Teresa Restivo, Universidad de Oporto. 26/02/2016.
Links-up is a two-year research project that is co-financed by the Lifelong Learning programme
of the European Commission. The project started in November 2009 and is carried out by an international project team. The overall aim of Links-up is to combine and enhance the know-how of existing projects in the field of inclusion with learning 2.0 in order to promote better future e-inclusion projects and policies...
CSCL Luento B: Esimerkkejä todellisesta elämästä ja laboratorion perukoiltaJari Laru
Diat esityksestä: "CSCL Luento B: Esimerkkejä todellisesta elämästä ja laboratorion perukoilta". Tämä esitys videoitiin 30.11.2011 Oulun yliopiston koulutus- ja tutkimuspalvelujen etäopetushankkeen oppimateriaaliksi.
Se inicia el desarme de las FARC-EP ahora que se desarme la sociedad Casa de la Mujer
Comunicado Casa de la Mujer
Marzo 2 de 2017
La Casa de la Mujer celebra el inicio de la entrega de armas
por parte de las FARC-EP. Pese a las numerosas dificultades
que se han presentado desde que comenzaron los diálogos
hace cinco años, la paz sigue avanzando y esto es para la
Casa un motivo de alegría y esperanza.
A short presentation on some of the key shifts we are experiencing over the past few years, their impact on how work, learn, collaborate and the future of work.
Wearable Experience for Knowledge Intensive Training: Learning Methodology and Technology Design
Mikhail Fominykh
Project Manager at Europlan UK ltd, United Kingdom
Associate Professor at Molde University College, Norway
Adjunct Professor at Volga State University of Technology, Russia
mihail.fominyh@gmail.com
Abstract: This session presents a learning methodology and a technology design that are being developed in the European research-and-innovation project Wearable Experience for Knowledge-Intensive Training (WEKIT). The project aims to improve industrial training with immersive experience by embedding captured expert guidance and technical documentation into the physical space around the learner.
In WEKIT, we use advanced sensors to capture experience as it emerges. Captured guidance provides reference to scale, allowing repeated access to the information asynchronously at the right time and in the right place. Expert guidance is captured with wearable sensors and later re-enacted by trainees with augmented reality creating a believable illusion of a master-apprentice knowledge sharing. The captured experience therefore represents a new type of educational media that has properties of carrying both explicit and tacit knowledge. This new media helps to convert experience to knowledge and enable learning by bringing closer the theoretical knowledge and immediate experience, which are traditionally separated.
Tailored content of captured experience can be presented with augmented reality using intuitive and immersive user interfaces. This can have a positive impact on mental processing and memorization, not only adding scaffolds for high performance, but also acting as a safety net preventing potential problems sensed in the environment. The learning activities in WEKIT are enhanced by the trainees reflecting on their own performance, looking back at their behavior and comparing it to that of others.
The goal of the WEKIT methodology is to enable the full cycle of immersive experience observing an expert, training with and without guidance, and observing own performance. The WEKIT technological software-and-hardware platform is a modular and distributed system for capturing and re-enacting experience.
Technology acceptance of augmented reality and wearable technologies ilrn 201...Mikhail Fominykh
"Technology Acceptance of Augmented Reality and Wearable Technologies" #TAM at #iLRN2017
by Fridolin Wild, Roland Klemke, Paul Lefrere, Mikhail Fominykh and Timo Kuula
Paper presented at the 3rd Immersive Learning Research Network Conference in Coimbra, Portugal on 28 June 2017
Publication: https://link.springer.com/chapter/10.1007/978-3-319-60633-0_11
Promotion of social inclusion and intercultural values through ECO decentrali...EADTU
Presentation by Angela Benavides Barahona (UNED) in the context of ECO webinars on Sustainable business models for MOOCs: the need for cross-institutional cooperation, 28 September 2016
Future Learning LandscapesTowards the Convergence of Pervasive and Contextual Computing, Global Social Media and Semantic Web in Technology Enhanced Learning
Seminario eMadrid sobre "Nuevas experiencias en laboratorios remotos". Experi...eMadrid network
Seminario eMadrid sobre "Nuevas experiencias en laboratorios remotos". Experimentación online y nuevas experiencias en laboratorios remotos. María Teresa Restivo, Universidad de Oporto. 26/02/2016.
Links-up is a two-year research project that is co-financed by the Lifelong Learning programme
of the European Commission. The project started in November 2009 and is carried out by an international project team. The overall aim of Links-up is to combine and enhance the know-how of existing projects in the field of inclusion with learning 2.0 in order to promote better future e-inclusion projects and policies...
CSCL Luento B: Esimerkkejä todellisesta elämästä ja laboratorion perukoiltaJari Laru
Diat esityksestä: "CSCL Luento B: Esimerkkejä todellisesta elämästä ja laboratorion perukoilta". Tämä esitys videoitiin 30.11.2011 Oulun yliopiston koulutus- ja tutkimuspalvelujen etäopetushankkeen oppimateriaaliksi.
Industrial Training and Workplace Experience with Augmented and Virtual RealityMikhail Fominykh
Slides form the keynote at the Simposio Internacional de Informática Educativa (SIIE 2018)
http://siie2018.uca.es/index.php/en/keynotes-en/
Abstract: In the context of the 4th industrial revolution and a globalized world, there is a pressing need for continuous acquisition and update of skills to maintain efficiency and to ensure inclusion and participation of all citizens in the globalized workplace. At the highly automated and rapidly updated workplaces, the need for expertise and effective training is growing. In the EU-funded research-and-innovation project WEKIT, we address these challenges by developing a new approach to industrial training. This approach is based on the idea of using wearable sensors to capture expert performance and then making it available for trainees using Augmented Reality. The WEKIT training methodology and the technological platform allow creating effective educational experience efficiently using the time of the expert involved in content creation. The idea of capturing workplace experience finds another application area in the research project Virtual Internship, funded by the Norwegian welfare authority. In this project, we use augmented and virtual reality to increase awareness of schoolchildren about various professions and improve motivation of young unemployed to search for a new job. We aim to find out if immersive and interactive experiences of exploring workplaces and trying typical tasks can help in mitigating the youth unemployment.
The presentation will be structured as follow. The talk will first provide an introduction to the theory behind the Socio-Cultural Ecology (Pachler, Bachmair and Cook, 2010) and the notion of User-generated contexts (Cook, Pachler and Bachmair, accepted), which Cook (2009) has refined into an analytical tool called a ‘typology-grid’ (see below). The talk will then demonstrate how the typology-grid has been successfully been used to analyse and learn from the ALPS and conclude by inviting a critique of the typology-grid.
Promotion of industry academia collaborationCarlos Fosca
Posibilidades de colaboración entre la Industria y el mundo académico en los ámbitos de la educación, la resposanbilidad social y la I+D+i
Presentación realizada en The 12th APEC Future Education Forum, el 03 de octubre del 2016 en LIma, Perú.
Ticet 2012 conference: elearning Virtual Centres Miguel Gea
The role of an e-leaning Centre in Higher Education Institutions
1st International Conference on Information and Communication Technologies for Education & Training, Hammamet (Tunis) 2012
http://www.ticet.org/
Teaching Augmented Reality to Computer Science students under lockdownMikhail Fominykh
The slides were used in a presentation at a webinar "How can digital tools and new teaching methods improve students learning?" http://epic.agu.edu.tr/events/webinar-how-can-digital-tools-and-new-teaching-methods-improve-students-learning/
The webinar was held on 25 June 2020
Empowering Young Job Seekers with Virtual RealityMikhail Fominykh
"Empowering Young Job Seekers with Virtual Reality" has been presented at IEEE VR 2019, the 26th IEEE Conference on Virtual Reality and 3D User Interfaces will be held from March 23rd through March 27th, 2019 at the Osaka International Convention Center in Osaka, Japan. http://www.ieeevr.org/2019/
Abstract: This paper presents the results of the Virtual Internship project that aims to help young job seekers get insights of different workplaces via immersive and interactive experiences. We designed a concept of ‘Immersive Job Taste’ that provides a rich presentation of occupations with elements of workplace training, targeting a specific group of young job seekers, including high-school students and unemployed. We developed several scenarios and applied different virtual and augmented reality concepts to build prototypes for different types of devices. The intermediary and the final versions of the prototypes were evaluated by several groups of primary users and experts, including over 70 young job seekers and high school students and over 45 various professionals and experts. The data were collected using questionnaires and interviews. The results indicate a generally very positive attitude towards the concept of immersive job taste, although with significant differences between job seekers and experts. The prototype developed for room-scale virtual reality with controllers was generally evaluated better than those including cardboard with 360 videos or with animated 3D graphics and augmented reality glasses. In the paper, we discuss several aspects, such as the potential of immersive technologies for career guidance, fighting youth unemployment by better informing the young job seekers, and various practical and technology considerations.
Immersive Job Taste: a Concept of Demonstrating Workplaces with Virtual RealityMikhail Fominykh
"Immersive Job Taste: a Concept of Demonstrating Workplaces with Virtual Reality" has been presented at 2019 IEEE VR Fourth Workshop on K-12+ Embodied Learning through Virtual & Augmented Reality (KELVAR) on March 23, 2019.
https://sites.google.com/site/vrkelvar/
ABSTRACT
This paper presents a new concept of ‘Immersive Job Taste’ – interactive virtual reality demonstration of a workplace that aims to give a feeling of going through an average workday of a professional with elements of basic training. The main target audiences of Job Taste simulations are young job seekers who can be aided in selecting a career path at school or a welfare center, choosing the first or a new occupation, often after a period of being unemployed. The design methodology behind the Immersive Job Taste concept includes presentation of a workplace, typical tasks, feedback on performance, and advice on applying for jobs in the specific industry. We developed several scenarios and applied different virtual and augmented reality concepts to build prototypes for different types of devices. The prototypes were evaluated by several groups of primary users and experts. The results indicate a generally very positive attitude towards the concept. In this paper, we discuss the potential impact of applying the concept and directions for future work.
Workplace training 4.0 for Industry 4.0 Experience Capturing and Re-enactment...Mikhail Fominykh
Invited speech at IMTEL Innovation Day at the Norwegian University of Science and Technology on November 20, 2018.
The WEKIT training methodology and the technological platform allow creating educational experience efficiently using the time of the expert, aimed for the areas where expertise is rare and experts are scarce.
This approach is based on the idea of using wearable sensors to capture performance of an expert and then making it available for trainees using Augmented Reality.
Virtuelle arbeidsplasser – karriereveiledning i fremtidens NAV-kontor?Mikhail Fominykh
Slides til presentasjon på konferanse "Unge i arbeidslivet"
Tid: onsdag 24. og torsdag 25. oktober 2018
Sted: Scandic Holmenkollen Park, Oslo
Virtuelle arbeidsplasser – karriereveiledning i fremtidens NAV-kontor? Et utviklingsprosjekt med bruk av spillteknologi i et samarbeid med Norges teknisk-naturvitenskapelige universitet (NTNU), NAV Trøndelag og Brukerrådet for ungdom i Trøndelag (BRU).
Mikhail Fominykh, forsker, NTNU, Heidi Fossen, koordinator for forskning og utdanning, NAV Trøndelag og Hans Kristian Lilleberg brukerrepresentant ungdom, BRU
EATEL Summer School on Technology Enhanced learning Jtelss18Mikhail Fominykh
Opening and closing slides from the 14th EATEL Summer School on Technology Enhanced learning JTELSS18, held in Durres, Albania on May 14-18 2018.
http://ea-tel.eu/jtelss/jtelss2018/
Active learning modules for multi professional emergency management training ...Mikhail Fominykh
These are the slides of the paper by: Ekaterina Prasolova-Førland, Judith Molka-Danielsen, Mikhail Fominykh, and Katherine Lamb: "Active Learning Modules for Multi-Professional Emergency Management Training in Virtual Reality". The paper has been presented at the International Conference on Teaching, Assessment and Learning for Engineering (TALE), Tai Po, Honk Kong, December 12–14, 2017, IEEE.
http://tale-conference.org/tale2017/
Wekit - performance augmentation in industrial training - technology enhanced...Mikhail Fominykh
Invited speech at the Symposium on eInfrastructures and Discruptive Technologies in eAssessment at the Technology-Enhanced Assessment conference TEA 2017
Role playing and experiential learning in a professional counseling distance ...Mikhail Fominykh
Presentation given at the 29th EdMedia conference, Washington DC.
Abstract: In this paper, we explore role-playing and experiential learning approaches applied in an immersive virtual environment for a professional counseling distance course. Training professional counselors requires practice and therefore possesses a challenge for the distant education. Although both counseling professionals’ codes of ethics provide guidance for the ethical practice in difficult situations, the prevailing response among many of these professionals tends to be ambivalent. We explored conditions that influenced knowledge acquisition of graduate rehabilitation counseling students who role-played two challenging scenarios and then had a possibility to review the performance. The data were collected using questionnaires and interviews. The potential of the teaching method and the supporting technology are discussed. The findings indicate that role-playing and experiential learning are valued by the participants as a teaching method in a distance course.
Conceptual framework for therapeutic training Fominykh EdMedia 2017Mikhail Fominykh
Presentation given at the 29th EdMedia conference, Washington DC.
Abstract: This paper presents a concept for designing low-cost therapeutic training with biofeedback and virtual reality. We completed the first evaluation of a prototype - a mobile learning application for relaxation training, primarily for adolescents suffering from tension-type headaches. The system delivers visual experience on a head-mounted display. A wirelessly connected wristband is used to measure user’s pulse and adjust the training scenario based on the heart rate data. Repeating the exercise can make the user able to go through the scenario without using the app, learn how to relax, and ultimately combat tension-type headache. The prototype has been evaluated with 25 participants. The results demonstrate that the application provides a relaxing experience and the implementation of biofeedback is useful for therapeutic training. The results are discussed to evaluate the technological, therapeutic and educational potential of the prototype and to improve the conceptual framework.
Cognitive behavior training with virtual reality and wearable technology @ we...Mikhail Fominykh
The slides were used for a presentation of the prototype on CBT with VR and WT at the WELL workshop (Wearable enhanced learning). The prototype is being designed for training relaxation techniques. Technologically is it aimed to be mobile, so that patients can practice at any time and at any place.
This presentation was given at the Department of Education and Lifelong Learning, Norwegian University of Science and Technology on 10.02.2016, presenting several ongoing and past projects on using Virtual Reality for learning.
An introductory lecture to Virtual Reality. This version of the lecture was presented at an open lecture at Aksaray University in Turkey for computer science and engineering students.
Jtelss2015 lecture ideas vs proposals for young researchersMikhail Fominykh
Lecture "Ideas vs proposals for young researchers" presented at the 11th joint summer school on Technology-Enhanced Learning by Mikhail Fominykh on July 10, 2015.
Jtelss 2015 tel building_a_stronger_community_workshopMikhail Fominykh
Interactive workshop on supporting young researchers in navigating through European funding opportunities and building a stronger community. Organized by Maria Perifanou, Ana Torres, Mikhail Fominykh, and Antigoni Parmaxi at the 11th Joint summer school on Technology-Enhanced Learning at Ischia, Italy on July 6-10 2015.
Welcome to TechSoup New Member Orientation and Q&A (May 2024).pdfTechSoup
In this webinar you will learn how your organization can access TechSoup's wide variety of product discount and donation programs. From hardware to software, we'll give you a tour of the tools available to help your nonprofit with productivity, collaboration, financial management, donor tracking, security, and more.
Macroeconomics- Movie Location
This will be used as part of your Personal Professional Portfolio once graded.
Objective:
Prepare a presentation or a paper using research, basic comparative analysis, data organization and application of economic information. You will make an informed assessment of an economic climate outside of the United States to accomplish an entertainment industry objective.
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 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.
Honest Reviews of Tim Han LMA Course Program.pptxtimhan337
Personal development courses are widely available today, with each one promising life-changing outcomes. Tim Han’s Life Mastery Achievers (LMA) Course has drawn a lot of interest. In addition to offering my frank assessment of Success Insider’s LMA Course, this piece examines the course’s effects via a variety of Tim Han LMA course reviews and Success Insider comments.
Biological screening of herbal drugs: Introduction and Need for
Phyto-Pharmacological Screening, New Strategies for evaluating
Natural Products, In vitro evaluation techniques for Antioxidants, Antimicrobial and Anticancer drugs. In vivo evaluation techniques
for Anti-inflammatory, Antiulcer, Anticancer, Wound healing, Antidiabetic, Hepatoprotective, Cardio protective, Diuretics and
Antifertility, Toxicity studies as per OECD guidelines
A Strategic Approach: GenAI in EducationPeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
Embracing GenAI - A Strategic ImperativePeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
Read| The latest issue of The Challenger is here! We are thrilled to announce that our school paper has qualified for the NATIONAL SCHOOLS PRESS CONFERENCE (NSPC) 2024. Thank you for your unwavering support and trust. Dive into the stories that made us stand out!
Acetabularia Information For Class 9 .docxvaibhavrinwa19
Acetabularia acetabulum is a single-celled green alga that in its vegetative state is morphologically differentiated into a basal rhizoid and an axially elongated stalk, which bears whorls of branching hairs. The single diploid nucleus resides in the rhizoid.
Wearable Experience for Knowledge-Intensive Training WEKIT lecture
1. Wearable Experiences for
Knowledge Intensive Training
lecture
presented by Mikhail Fominykh, Europlan UK ltd
MIKHAIL.FOMINYKH@EUROPLAN-UK.EU
21/06/2016 WEARABLE EXPERIENCE FOR KNOWLEDGE-INTENSIVE TRAINING 1
12th Joint European Summer School on
Technology-Enhanced Learning | Tallinn, Estonia
2. What is WEKIT?
21/06/2016 WEARABLE EXPERIENCE FOR KNOWLEDGE-INTENSIVE TRAINING 2
Funding: EU Horizon 2020, ICT-20 2015: Technologies
for better human learning and teaching
Budget: EUR 2.753.143,75
WEKIT Community https://wekit-community.org/
WEKIT project website http://wekit.eu/
3. What is WEKIT?
21/06/2016 WEARABLE EXPERIENCE FOR KNOWLEDGE-INTENSIVE TRAINING 3
TEL community – driven project
10. Experience and knowledge
Learning = converting
experience to knowledge
21/06/2016 WEARABLE EXPERIENCE FOR KNOWLEDGE-INTENSIVE TRAINING 10
11. Experience and knowledge
Learning =
= converting experience to knowledge
immediate
experience
(aka ‘practice’)
information for a
master level
(aka ‘theory’)
separated
21/06/2016 WEARABLE EXPERIENCE FOR KNOWLEDGE-INTENSIVE TRAINING 11
12. Experience and knowledge
Learning =
= converting experience to knowledge
immediate
experience
(aka ‘practice’)
information for a
master level
(aka ‘theory’)
21/06/2016 WEARABLE EXPERIENCE FOR KNOWLEDGE-INTENSIVE TRAINING 12
13. Experience and knowledge
Learning =
= converting experience to knowledge
immediate
experience
(aka ‘practice’)
information for a
master level
(aka ‘theory’)
21/06/2016 WEARABLE EXPERIENCE FOR KNOWLEDGE-INTENSIVE TRAINING 13
14. Experience and knowledge
Learning =
= converting experience to knowledge
immediate
experience
(aka ‘practice’)
information for a
master level
(aka ‘theory’)
21/06/2016 WEARABLE EXPERIENCE FOR KNOWLEDGE-INTENSIVE TRAINING 14
15. Experience and knowledge
Learning =
= converting experience to knowledge
immediate
experience
(aka ‘practice’)
information for a
master level
(aka ‘theory’)
21/06/2016 WEARABLE EXPERIENCE FOR KNOWLEDGE-INTENSIVE TRAINING 15
16. Experience and knowledge
Learning =
= converting experience to knowledge
immediate
experience
(aka ‘practice’)
information for a
master level
(aka ‘theory’)
21/06/2016 WEARABLE EXPERIENCE FOR KNOWLEDGE-INTENSIVE TRAINING 16
17. Experience and knowledge
Learning =
= converting experience to knowledge
immediate
experience
(aka ‘practice’)
information for a
master level
(aka ‘theory’)
Experiencedlearner
21/06/2016 WEARABLE EXPERIENCE FOR KNOWLEDGE-INTENSIVE TRAINING 17
19. Wearable Computing –
WEARABILITY
Wearable computing pursues an interface ideal of a
continuously worn, intelligent assistant that augments
memory, intellect, creativity, communication, and physical
senses and abilities*.
Wearability involves the interaction between the body and
the device (not technocentric – but the relationship – how
one influences the other).
21/06/2016 WEARABLE EXPERIENCE FOR KNOWLEDGE-INTENSIVE TRAINING 19
* Starner (2011) The challenges of wearable computing: Part 1, IEEE Micro,
Volume 21, Issue 4, DOI: 10.1109/40.946681
20. Why Wearable Computing?
21/06/2016 WEARABLE EXPERIENCE FOR KNOWLEDGE-INTENSIVE TRAINING 20
Better access and management of information
Wearables provide portability during operation
Enable hands free or hands-limited use
Can focus the user’s attention
Can run continuously; and attempt to sense the user’s
current context (Rhodes, 2000)
Focuses the user’s attention and presents information in
an unobtrusive, context-dependent manner (Kortuem et
al.).
21. Wearability characteristics
21/06/2016 WEARABLE EXPERIENCE FOR KNOWLEDGE-INTENSIVE TRAINING 21
Head mounted
(headsets, glasses,
ear attachments)
Hand, wrist and arm
mounted ( gloves,
watches, rings,
bands)Chest, neck back
mounted
( belts, bands,
wests, shirts)
Leg, feet mounted ( bands,
shoes)
22. Wearability Challenges
21/06/2016 WEARABLE EXPERIENCE FOR KNOWLEDGE-INTENSIVE TRAINING 22
Short life span
Low-user engagement
Power Requirements
Network resources
Privacy Concerns
33. Technology
What is Wearable Experience?
An experience that is facilitated by devices located on or in
the body that can include:
tracking user activity, biometric and environmental data
matching and mapping user performance
augmenting user’s activity with another user’s data
adapting user’s activity and behavior
21/06/2016 WEARABLE EXPERIENCE FOR KNOWLEDGE-INTENSIVE TRAINING 33
34. Methodology
What is Wearable Experience?
21/06/2016 WEARABLE EXPERIENCE FOR KNOWLEDGE-INTENSIVE TRAINING 34
The Wearable Experience training methodology aims to provide an
innovative learning method that is based on the idea of capturing the
experience of an expert and enabling trainees to wear it while re-
enacting, thus giving the trainee access to the tacit knowledge of the
expert.
Scavo, Wild and Scott (2015) TELLME’s
‘GhostHands’ for teletutoring and hands-on
remote instruction
Wild, Perey, Helin, Davies and Ryan (2014)
TELLME’s Learning Experience Model in action
on the shop floor of a textile weaving mill
41. Disclaimer
This project has received funding from the European Union’s
Horizon 2020 research and innovation programme under
grant agreement No 687669. http://wekit.eu/
Q & A
#WEKIT
Presented by Mikhail Fominykh
mikhail.fominykh@europlan-uk.eu
http://www.mikhailfominykh.com/
http://www.linkedin.com/in/fominykh/
https://www.facebook.com/mikhail.fominykh/
http://slideshare.net/mfominykh/
21/06/2016 WEARABLE EXPERIENCE FOR KNOWLEDGE-INTENSIVE TRAINING 41
12th Joint European Summer School on
Technology-Enhanced Learning | Tallinn, Estonia