Tel situated learning eden2011-final
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Tel situated learning eden2011-final
- 1. Technology Enhanced Situated Learning and Virtual Skills Rehearsal in Workforce Development Keith Quinn, Stephen Farrier and Dr Alan Bruce
- 2. Introduction As part of a European funded project entitled CREANOVA, the University of Edinburgh showcased the SSSCs advanced learning solutions as part of the project's experimental phase These creative learning solutions incorporated and integrated social policy policy plus bridging the digital divide and workforce planning. The experiment was set within both geographical and demographic contexts of Scotland Technology Enhanced Situated Learning and Virtual Skills Rehearsal in Workforce Development
- 3. Context Workforce in excess of 198,000 Majority of employers small – medium sized Qualifications based workforce registration Decreasing available financial resources Dwindling pool of “relief” staff Increasing difficulties in releasing staff for learning Technology Enhanced Situated Learning and Virtual Skills Rehearsal in Workforce Development
- 4. Technology Enhanced Situated Learning and Virtual Skills Rehearsal in Workforce Development
- 5. Technology Enhanced Situated Learning and Virtual Skills Rehearsal in Workforce Development
- 6. Technology Enhanced Situated Learning and Virtual Skills Rehearsal in Workforce Development
- 7. Technology Enhanced Situated Learning and Virtual Skills Rehearsal in Workforce Development
- 8. Using Mobile Devices to Support Workplace Learning: comparing the effectiveness of technology enhanced situated learning with traditional, classroom approaches to workforce development Technology Enhanced Situated Learning and Virtual Skills Rehearsal in Workforce Development
- 9. Retention of Learning Technology Enhanced Situated Learning and Virtual Skills Rehearsal in Workforce Development
- 10. The Effect of Practice on Retention of Learning Source: the University of Waterloo, Ontario, Canada Technology Enhanced Situated Learning and Virtual Skills Rehearsal in Workforce Development
- 11. The Project Conducting a demonstration project with employer to test the effectiveness of learning delivered on mobile devices, in the workplace. Research Questions 1. How do learners perceive the effectiveness of the learning activity, in each group? 2. Is there a perceived improvement in application of learning to practice where it has been delivered in the workplace? 3. Does the technology used facilitate or obstruct learning? 4. Do learners retain more of their learning using the TEL situated approach as opposed to the classroom – based approach? 5. Do the use of elearning and a mobile delivery platform resolve the logistical difficulties of engaging employees in learning and development? Technology Enhanced Situated Learning and Virtual Skills Rehearsal in Workforce Development
- 12. What is “Second Sight”? Uses pre-defined icons to trigger audiovisual content Enhancing printed materials: adding rich content to provide complementary learning material Augmented Reality: displaying learning materials overlaid on the learners environment. Technology Enhanced Situated Learning and Virtual Skills Rehearsal in Workforce Development
- 13. The Glasgow City Pilot Technology Enhanced Situated Learning and Virtual Skills Rehearsal in Workforce Development
- 14. Findings: • TEL approach at least as effective as training centre approach • Learners (and their managers) reported increased ease of application of learning to practice • Technology reported as beneficial/ supportive of learning: users very positive about their control of the pace of learning • TEL approach marginally better in retention measure • Use of mobile technology seen as having Technology Enhanced Situated Learning and Virtual Skills Rehearsal in Workforce Development
- 15. Potential Applications… Technology Enhanced Situated Learning and Virtual Skills Rehearsal in Workforce Development
- 16. Potential Applications… Technology Enhanced Situated Learning and Virtual Skills Rehearsal in Workforce Development
- 17. Potential Applications… Technology Enhanced Situated Learning and Virtual Skills Rehearsal in Workforce Development
- 18. Next Steps: Educational gaming and professional learning Technology Enhanced Situated Learning and Virtual Skills Rehearsal in Workforce Development
- 19. Next Steps: Educational gaming and professional learning Technology Enhanced Situated Learning and Virtual Skills Rehearsal in Workforce Development
- 20. Benefits: The use of extended virtual learner communities enabled a reshaping of pedagogical values, ideology and patterns of professional learning. Blending hybrid approaches to learning increased access, flexibility and control for learners and raises the potential for a richer, higher value role for educators and learning facilitators. Focused more clearly on the distance the learner has travelled. Technology Enhanced Situated Learning and Virtual Skills Rehearsal in Workforce Development
- 21. Challenges: Financial Inertia/anxiety related to adopting new approaches Access to technologies The use of learning technologies could be used as a rationale to reduce staff complements in training departments. Lack of familiarity with the technologies Can be perceived by management as a cost cutting measure Technology Enhanced Situated Learning and Virtual Skills Rehearsal in Workforce Development
- 22. Contact Us ... Keith Quinn: Scottish Social Services Council (keith.quinn@sssc.uk.com) Stephen Farrier: The University of Edinburgh (stefarrier@gmail.com) Dr Alan Bruce: Universal Learning Systems (abruce@ulsystems.com)
- 23. Authors Stephen Farrier: The University of Edinburgh Keith Quinn: Scottish Social Services Council Dr Alan Bruce: Universal Learning Systems Dr John Davis: The University of Edinburgh Nikolas Bizas: The University of Edinburgh
- 24. Acknowledgements: May we take this opportunity to thank those who were part of the experiment. Our grateful acknowledgement of the work undertaken by those parts of the Scottish Social Services Council, Glasgow City Council, Perth & Kinross Council and MHSE University of Edinburgh
- 25. Links: http://workforcesolutions.sssc.uk.com
- 26. Thank You
Editor's Notes
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- This presentation relates the strategic approach of the Scottish Social Services Council (SSSC) to professional learning, undertaken as a case study experiment within the CREANOVA (LLLP/EACEA Transversal) Research project. \n\nIt illustrates a range of initiatives that have enabled employers, learners and providers to develop innovative coherent approaches to professional learning and development.\n\nThe Scottish Social Services Council is the regulatory body for social services in Scotland. Supporting a workforce of 198,000 social service personnel, SSSC has a broad remit, everything from care of older people to early development childcare. \n\nSSSC supports the delivery of consistently high quality training and education for high staff numbers, geographically dispersed throughout Scotland. \n\nSSSC has developed and is developing a range of technology enhanced learning solutions to address the challenges faced. SSSC have also identified the use of virtual world/game technologies as a potential way in which the particular challenges of practice assessment can at least be partially met.\n\nThe aim of the Creanova experiment was to examine innovative ways of meeting the needs of professional learners across the care sector working with children and adults (mixed economy) in childhood practice and social work through a series of innovative transferable modalities that can be designed to meet different needs of different professional learners across the Scottish care sector. \n\nThe reason being that the SSSC has embarked on a radical strategy to develop their professional (intellectual) resource, and are firmly committed to developing their staff working in diverse cultural areas and extended community practice fields. \n\n\n\n
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- Gaming architecture creates rich environments for tacit knowledge sharing and creation of new knowledge. It builds capacity for sustainability through continuing professional and technological development. \n\nMore precisely, as technology rapidly improves the potential of the learning environment, it is challenging to keep up with advanced technologies that facilitate this. This raises issues of changing attitudes to innovative learning environments, creative staff development and engaged management support. \n\nAdvanced technology constantly creates rich potential for new and better-informed learning environments (often not fully utilised). SSSC aims to enable full use of educational gaming potential to address challenges in practice assessment. \n\nThis centres on attractive online three-dimensional, multi-channel multi-user platforms for continuing educational development of professionals, which are legitimate, fully personalized and offer a wide range of knowledge services which are flexible, highly interactive, and reliable. \n
- This has been seen particularly in relation to employers’ abilities to reduce expenditure, improve providers’ abilities to reduce waste in relation learning materials and the learner’s ability to more clearly focus their effort. There are two themes resident within this professional as learner focused philosophy:\n\n learning to adapt, and\n learning to learn.\n\n\n
- Financial: All resources produced to date were produced on small budgets. SSSC has been fortunate to be able to access modest amounts of money through the Sector Skills Councils to promote a sector learning strategy. It has worked hard to get the best return on this investment. However, these sources of funding are drying up as public sector funding is constrained. Therefore, it is unlikely to be able to maintain the current rate of development unless alternative funding streams are identified.\n\nInertia/anxiety related to adopting new approaches: For many learners, “learning technology” equals “computers”. Given the dominant demographic of the SSSC workforce, this can be assumed to be a barrier to uptake. However, the 2006 SCIE report has gone some way to dispelling that myth. However, the vast majority of the target learning audience spends the majority of its time in the community in direct contact with service users, not at a desk working with a computer. This issue encouraged SSSC to develop approaches not reliant on the PC as a delivery platform, but using handheld mobile devices as an alternative (as is the case with the PSP/Second Sight pilot project). These devices were both portable and cost-effective. It is hoped to develop more of these resources for mobile deployment.\n\nWith regard to learning and development personnel working in the sector, there are the additional fears that the use of learning technologies could be used as a rationale to reduce staff complements in training departments\n\nLack of familiarity with the technologies is a question and there is recognition of perceived and actual skills gaps for staff working with learning technologies\n\nCan be perceived by management as a cost cutting measure in a difficult socio economic and politicised climate rather than encouraging learning efficacy and capacity building\n\n\n\n
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