Building_a_stronger_JTEL_community_EU-funding_Wrokshop

•

1 like•231 views

This workshop has been conducted at the 12th Joint European Summer School on Technology Enhanced Learning in Estonia in 2016.

Education

Transform your idea of TEL
innovation to work
collaboration
Maria Perifanou Ana Torres Mikhail Fominykh Antigoni Parmaxi

Play it yourself: https://play.kahoot.it/#/k/9324bc53-7554-4e69-bfc5-bd9a32129153

Calls for research proposals related to researchers inTEL
http://ec.europa.eu/programmes/erasmus-plus/

https://ec.europa.eu/research/participants/portal/desktop/en/opportunities/h2020/calls/h2020-ict-2015.html

https://ec.europa.eu/research/participants/portal/desktop/en/opportunities/h2020/calls/h2020-ict-2015.html
3–5* proposals will be funded
* no hard limit, unknown until results announced

https://ec.europa.eu/research/participants/portal/desktop/en/opportunities/h2020/topics/9086-ict-20-2015.html
3–5* proposals will be funded
* no hard limit, unknown until results announced

https://ec.europa.eu/research/participants/portal/desktop/en/opportunities/h2020/calls/h2020-ict-2015.html
2014 2015 2016 2017 2018 2019 2020
Work Programme 1
(plus tentative
information for 2016)
Work Programme 2
(plus tentative
information for 2018)
Work Programme 3
(plus tentative
information for 2020)
Work
Programme
4

http://cerneu.web.cern.ch/horizon2020/structure

http://cerneu.web.cern.ch/horizon2020/structure
ERC
Starting
Grant
http://erc.europa.eu/starting-grants

http://cerneu.web.cern.ch/horizon2020/structure
FET
Open
http://ec.europa.eu/programmes/horizon2020/en/h2020-section/fet-open

http://cerneu.web.cern.ch/horizon2020/structure
mobility and
career
development
http://ec.europa.eu/research/mariecurieactions/about-mca/actions/

http://cerneu.web.cern.ch/horizon2020/structure
Research
and
Innovation
Research
and
Innovation

www.cost.eu
1971, COST – European Cooperation in
Science
andTechnology –
http://www.cost.eu/COST_Actions

 What is your experience?
 Could you identify strong and weak points
of your involvement?
 What would your advice to early
researchers who wish to move towards the
Erasmus +, Horizon …?
 Do you have any other questions?

Every ICT expert will coordinate a working
group of 5/6 participants to identify key topics
connected to their TEL research area
exploring also the possibility of a future
collaboration to transform a project idea into
a project proposal.

Join our FB group
JTEL Community Partnership
Share relevant resources and ideas!
https://www.facebook.com/groups/jtel.partnership/
FB address jtel.partnership@groups.facebook.com

Similar to Building_a_stronger_JTEL_community_EU-funding_Wrokshop

Seven Master of Arts students from Constance at the University of Applied Sciences Communication Design faculty will be working on design research concerning multi-touch interfaces summer term 2008. Kicking off the project ... 1. Inspiration and History: http://www.slideshare.net/haraldf/touch-research-1-inspiration 2. HCI Details: http://www.slideshare.net/haraldf/touch-research-2-hci-details 3. A Research Paper: http://www.slideshare.net/haraldf/touch-research-3

Touch Research 0: Class and Presentations

Harald Felgner, PhD

International projects. UAB 2019

Neus Lorenzo

Socialmedia prn

Laurent Moccozet

IMGENT - Tom Janssens

UPoliteia

Philippe porta présentation cogeo consultants

Philippe Porta

Scientix 11th SPNE Brussels 18 Mar 2016: eCity

Brussels, Belgium

E-Learning Tools

Mark Rollins

Diapositivas TIC

Tatiana

Jtelss2015 lecture ideas vs proposals for young researchers

Mikhail Fominykh

A Year in Open Data

Open Knowledge Austria

Kathmandu ToastMasters 2022.pptx

Jeroen Vinkesteijn

From your posts –

Jacquelyn Melin

Moodle with a side of ePortfolio

Kristina D.C. Hoeppner

The second in our 2014 series of interactive experiences, in collaboration with Adobe, "Tech Challenges: Surfing and Diving Deep." It includes survey results. Full webinar recording at http://adobe.ly/Pbdp0J. You'll find more about this series at http://www.culturecom.net/TransFormation/webinars_2014/about.html Digital Reality changes your perception. The combination of virtual reality, game theory and gamification techniques has given impulse to the development of new approaches to many aspects of life, including learning, medicine, and economics. Is this combination leading us to a closed playground where fantasy dominates, or can we develop an enriched contextualized culture?

Digital reality

The Transformation Society

Education and training business models are changing around the world. These changes are requiring educators and educational leaders to re-think their approaches to learning and assessment to remain relevant and/or competitive. This session will provide an overview of the global meta-trends impacting education and training, and highlight how they are effecting the way we should be designing learning in the digital age.

Links from Global Meta-trends Impacting Education & Training webinar 130213

Vanguard Visions

I4MS 2015: Enhancing digital transformation in manufacturing SMEs I4MS 2015 will explore the progress achieved by the I4MS initiative and the impact participation has had on SMEs. To date I4MS has achieved over 80% industrial participation. An initial participation of 80 SMEs has now grown to 150 as momentum continues to build. Success is also evident with SME participation in projects leading to the adaption of new technologies and approaches. I4MS phase two will take this success further through additional projects supported by a budget of approximately EUR 35 Mn. At I4MS 2015 participating SMEs will present their experiences, results achieved and impact made. They will explain how they have benefited and what the adaption of innovative ICT has meant for their business. European support does not just exist at EU level. Action at regional level supported through programmes such as Smart Specialisation present the good opportunity to reach out to and involve the diverse landscape of European SMEs. At I4MS 2015 participants will be introduced to a new activity designed for such outreach – digital innovation competence centres – and an outlook towards the next stage of I4MS. I4MS is a EUR 77 Mn initiative of the 'Factories of the Future' partnership designed to support the adaption of innovative ICT by SMEs. Through seven integrated projects in four key areas, I4MS brings manufacturing SMEs directly into research and innovation projects, introducing them to innovative technologies and supporting the adoption of such technologies.

Maurizio Gattiglio, Chairman of EFFRA and Vice President Operations at Prima ...

I4MS_eu

Master UAB 2018 CLIL and FLE

Neus Lorenzo

Adult learning budapest examples

Brian Holmes

FIRE at the ICT2015

Future Internet Research and Experimentation - FIRE

11 literaturverzeichnis und_empfehlungen_fh_salzburg_multimedia_technologie_s...

guest3dd56a

Similar to Building_a_stronger_JTEL_community_EU-funding_Wrokshop (20)

Touch Research 0: Class and Presentations

International projects. UAB 2019

Socialmedia prn

IMGENT - Tom Janssens

Philippe porta présentation cogeo consultants

Scientix 11th SPNE Brussels 18 Mar 2016: eCity

E-Learning Tools

Diapositivas TIC

Jtelss2015 lecture ideas vs proposals for young researchers

A Year in Open Data

Kathmandu ToastMasters 2022.pptx

From your posts –

Moodle with a side of ePortfolio

Digital reality

Links from Global Meta-trends Impacting Education & Training webinar 130213

Maurizio Gattiglio, Chairman of EFFRA and Vice President Operations at Prima ...

Master UAB 2018 CLIL and FLE

Adult learning budapest examples

FIRE at the ICT2015

11 literaturverzeichnis und_empfehlungen_fh_salzburg_multimedia_technologie_s...

More from Mikhail Fominykh

Teaching Augmented Reality to Computer Science students under lockdown

Mikhail Fominykh

Utvidet Virkelighet for Helse Erfaring fra WEKIT og SPGblock keynote helse so...

Mikhail 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.

Empowering Young Job Seekers with Virtual Reality

Mikhail 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.

Immersive Job Taste: a Concept of Demonstrating Workplaces with Virtual Reality

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.

Workplace training 4.0 for Industry 4.0 Experience Capturing and Re-enactment...

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

Virtuelle arbeidsplasser – karriereveiledning i fremtidens NAV-kontor?

Mikhail 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.

Industrial Training and Workplace Experience with Augmented and Virtual Reality

Mikhail Fominykh

IMTEL research group at NTNU

Mikhail Fominykh

EATEL Summer School on Technology Enhanced learning Jtelss18

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/

Active learning modules for multi professional emergency management training ...

Mikhail Fominykh

Wekit - performance augmentation in industrial training - technology enhanced...

Mikhail Fominykh

Technology acceptance of augmented reality and wearable technologies ilrn 201...

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.

Role playing and experiential learning in a professional counseling distance ...

Mikhail 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.

Conceptual framework for therapeutic training Fominykh EdMedia 2017

Mikhail Fominykh

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.

WEKIT Learning Methodology and Technology Design @ TCC online conference

Mikhail 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.

Wearable Experience: New Educational Media for Knowledge Intensive Training

Mikhail Fominykh

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 for Knowledge-Intensive Training WEKIT lecture

Mikhail Fominykh

Virtual_Reality_and_Learning-Emergency_Management_Training_and_other_projects...

Mikhail Fominykh

Wekit Horizon2020 project partner presentation by Europlan UK ltd

Mikhail Fominykh

Introduction to Virtual Reality lecture 2015

Mikhail Fominykh

More from Mikhail Fominykh (20)