Keynote @VocTEL: Vocational Dreams to Career Reality: Technology Enhanced Learning for Everyday Connectivity and Practice

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

17-18/06/2015 Crowne Plaza Athens
VocTEL & HCI
Vocational Technology Enhanced Learning
Human Computer Interaction for Learning
Translating Theories into Tools
Creativity
Fun

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

Dreams 2 Reality (D2R)
• Dream Vision Statement
• D2R Management
– Knowledge, Skills,
Competencies (EQF)
– Artefacts
– Community / Network
– Reality Check
– Time Management

Real Market Demands
Time
is the
Reality
Mechanism

>> Pervasive Computing
Every Day Connectedness & Practice

Knowledge, Skills & Competencies
Skills
Competencies

Current Reality: Adults’ Book
with Dr. Margarida Romero
Université Laval, Québec , CA

Pedagogical Research Evolution
Individual
Dyads & Triads
Groups of 4-5 students
Communities
Social Networks
Professional Networks
<Other/>

21st Century Generic Roadmap
Diverse Contexts of Use
with Dr. Margarida Romero & Dr. Vaibhav Birwatkar
Université Laval, Québec , CA & UPS University, Moldova

CR: Current Reality
@gretchenandrew

FR: Future Reality

Can you tell which is which,
CR vs FR
and where?

Competencies World Map

VocTEL Bridges Gaps
• Diverse Contexts
• Diverse Locations
• Knowledge & Skills
• Competencies in Practice
• Community Artefacts
via
• Inter-Connectedness &
• Pervasive Computing
in Everyday Lifelong Learning Practice

Communities

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.

Social Networks
http://tjcnyc.files.wordpress.com/2008/08/social_mess_big.jpg

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.

Global Communities & Networks

Global Evolution
 Community & Network Members
Participation Eyeball
Artefacts
© Lambropoulos 2008

Community Artefact
is something made or given shape by man/men

Global Community Artefacts
ARTIST: a global approach to cloudify applications

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)

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

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)

Solid Pedagogical Approaches
Pedagogical Research Evolution
Individual
Dyads & Triads
Groups of 4-5 students
Communities
Social Networks
Professional Networks
Communities
<Other/>

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/>

Examples & Case Studies

Diverse Contexts

Corporate VocTEL

Hellenic Post

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.

Hellenic Post eLearning

Toolboxes

DUAL-T * EPFL.CH

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

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.

My Hands or my Mouse
http://dualt.epfl.ch/page-115262-en.html
@CSCL 2009

REALTO

REALTO app

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

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)

3D Geometry for Carpenters
Augmented Descriptive Geometry

Make it in Germany!

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.

Old Educational System
Sir Ken Robinson

Today: Over stimulation
Sir Ken Robinson

Inter-Connectedness
We Co-Construct Our Internal & External Biotope

Pervasive Computing & HCI Learning
"We shape our buildings; thereafter they shape
us." - Winston Churchill

"We shape our artefacts;
thereafter they shape us."

Ontological Design

Reciprocal Determinism
Bandura, Albert. (Born 1925-) In Pastorino & Doyle-Portillo, What Is Psychology?: Essentials, 2013

Causality: a series of consequences impact our environment

Environment influence and condition our behaviour

Behaviour impacts our personalities

via internal / external stimuli & conflicts

Creativity: Capitalising Complexity

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)

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

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.

Problem Solving Idea Generation
Gestalts

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

Flexible
Learning
Cognitive
Plasticity
Immersive Thinking & Experience

Mixed Reality Education
Great Promise in VocTEL

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)

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

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

My Hands and My Gadgets

Dreams 2 Career Reality

Training Tourism

EU Vocational Policy

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

• 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

Thank you!
Dr Niki Lambropoulos
HCI Immersive Experience Senior Researcher
Dept. of Informatics
London South Bank University

Keynote @VocTEL: Vocational Dreams to Career Reality: Technology Enhanced Learning for Everyday Connectivity and Practice

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