learning at workplace
DESCRIPTION
Pervasive Learning at Workplace based on a mixed Strategy, Situation-based and Activity-basedTRANSCRIPT
Pervasive Learning at Workplace based on a mixed Strategy, Situation-based and Activity-based
Serge Garlatti
Amel Bouzeghoub
Paris 04/01/2010 AIDA Seminar
Outline
PLearNet Project Introduction
• Mobile & Pervasive Learning
• Learning at Workplace Two Learning Strategies
• Situation-based Learning
• Activity-based Learning A Mixed Strategy Conclusion
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P-LearNet Project
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Pervasive Learning Network
Postal Services Compagny
E-retail group
National Research Agency
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P-LearNet Project
Issues• Integrate 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 processes
• Solving the particular working tasks is prior
- Learning is just a means
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P-LearNet Project
Issues• Quality and efficiency of information and services to
increase market share• Seamless learning and working across different
contexts
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Pervasive Learning
Context
• “Context as 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 available
- Context changes are not predictable
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Learning at Workplace
Features
• Enhance business performance and quality
- Focused on working activities
• Acquire new knowledge, meta-knowledge and skills,
• Reflect on business processes
• Linking of working activities and social contexts
• Integrate knowledge, working and learning spaces
• Situated Learning: just-in-case, just-in-time
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Learning at Worplace
Features
• Learning at Workplace Pervasive Learning
- Learning activities at workplace : situated, in context, across contexts
• The context relevant entities (contents, web services, collaborators, activities, etc.)
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Two Learning Strategies
Situation-based Learning
• Employee oriented Learning: Pull
• System oriented Learning: Push
- Provides recommendations on the fly
• Passive / Proactive Adaptation
Activity-based Learning
• “Guided” Learning
- Hierarchical Task Model, Task / Method paradigm
• Adaptation by reflexivity and by contract
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Situation-based Learning
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Situation-based Learning
Scenario LaPoste
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Situation-based Learning
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- Distribuer le courrier - Répondre à une demande du client- etc.
Travail
- Recherche d’information sur un client ou une adresse
- Demander des aides aux collègues disponibles lorsqu’il rencontre un problème difficile
- Consulter des problèmes et solutions - etc.
Apprentissage
- Continuer de réviser des connaissances des produits, procédures, services de l’entreprise qu’il n’a pas encore fini
- Réfléchir sur des problèmes rencontrés- etc.
Apprentissage
En tournée
Face à un clientFace à un problème
Au bureau
« just-in-time »
« just-in-case »
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Principles
The employee situation is the main focus for learning
• To detect the learning needs of employees by analyzing the current situation
• To represent situated knowledge at workplace and to react to situation changes of employees
Provide recommendations on the fly to employees according to the current situation
• Propose relevant entities: information, services, collaborators, equipements, etc.
Push or Pull
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Situation definition
A situation is a temporal state in the context
External and semantical interpretation of low level context to acquire high level specifications of human being behaviors and system services
Situations provide meaning in applications and are more stable and easy to define and to maintain than low level contextual data
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The process
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Passive Adaptation
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Input
content :
Context Metadata
Current situation
EvaluationFilteringKnowledgePreferences
Relevant content
Passive Adaptation
By using a threshold to manage unpredictable context
User Queries
Weighted content
Resource Retrieval and Adaptation
Delivery
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Pull Mode
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Proactive Adaptation
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Events: Matching
Prototypical situations
Evaluation Filtering
Matched
situations
Current situation Current situation
Context Metadata
Weighted
content Relevant
content
,
,
Passive Adaptation
Proactive Adaptation
ECA / Situational rulesPedagogical rules
Searching Resource
Resources
Provides the relevant resources according to current situation
situationshistory
Delivery
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Push Mode
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Seamless Learning at two levels
At 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 level
• To insure learning continuity, an employee may go on with the acquisition of knowledge and / or concepts.
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Advantages/Drawbacks
Advantages• Push and pull modes• Employee oriented and system oriented learning
according to the current situation• Recommendations• Linking of « activities » and social contexts
Drawback• Do not guarantee learning consistency• Unknown employee intention
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Activity Oriented Strategy
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Three pre-defined activity types
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Structured Activities
Non Structured Activities
Semi-Structured Activities
Well-known and « procedural » activities, composed of sub-activities
Activities not composed of sub-activities and/or not « known »
Structured Activities +Non Structured Activities
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pLearNet Example
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Jean dans un magasin
produits
1) Jean avec un client
- Répondre à une demande du client- Faire une démo- Faire un tableau comparatif des
produits en fonction d’un besoin du client
- etc.
Travail
- Recherche d’information sur un produit- Demander des aides aux collègues
disponibles lorsqu’il rencontre un problème difficile
- Consulter des problèmes et solutions - etc.
Apprentissage
- Continuer de réviser des connaissances des produits, procédures, services de l’entreprise qu’il n’a pas encore fini
- Réfléchir sur des problèmes rencontrés- Explorer les connaissances d’un nouveau
produit- etc.
Apprentissage
2) Jean tout seul
« just-in-time »
« just-in-case »
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The process
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PUSH Mode
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Activity / Task
Activities represented by Tasks
Contextual Task Model
• Task / Method Concept
- Task
– Abstract or atomic Task
– A task can be achieved by several methods
- Method
– Define how to achieve a task for a class of situations
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Activity / Task
Contextual task Model: Method Structure
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Method
Context Descriptor
Achievement Descriptor
Context Model
For Adaptation
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Activity / Task
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Abstract Tasks
Atomic tasks
Atomic tasks
Atomic tasks
Abstract Tasks
Structured Activities
Non Structured Activities
Semi-Structured Activities
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Knowkedge + Know-How
Three levels of knowkedge and know-How
• Not Acquired, Ongoing, Acquired
A pair (Task, Method) = an explicit know-how
Competence Model
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Activity Oriented Strategy Adaptation Stage 1: by reflexivity
• Individual by property: exclude non relevant pairs (Task, Method)
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Classification Exclure
Annotation/tri/
masquage
Situation courante(caractéristiques « exclusion »)
Descripteur de contexte Couples
classés Couples pertinents
Situation courante(caractéristiques :
compétences, préférences)
« Good » « Bad »
Couples tâches/méthodes avec
leurs états
Etape 1
Classification
Couples pertinents classés
Etape 2
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Activity Oriented Strategy Adaptation Stage 2: By contract
• By property group: Classification of pairs (Task, Method)
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Classification Exclure
Annotation/tri/
masquage
Situation courante(caractéristiques « exclusion »)
Descripteur de contexte Couples
classés Couples pertinents
Situation courante(caractéristiques :
compétences, préférences)
« Good » « Bad »
Couples tâches/méthodes avec
leurs états
Etape 1
Classification
Couples pertinents classés
Etape 2
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Seamless Learning
A structured activity organises and coordinates a set of sub activities
• Meaning, consistency, etc.
From situation history, the states of pairs (Task, Method) (which have been interrupted) are used to provide the relevant ones
For structured activities, competence model is used to provide the next relevant way to achieve a task
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Advantages
Employee intention is well known
Precise situations
Global consistency of activities and sub-activities
Management of competences
Learning and working consistency
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Drawbacks
All activities cannot be structured
All activities cannot be pre-defined
As a pre-defined activity is well known
Selection criteria are more constrainted
Sometimes, no activity at all is proposed
Collaborative activities are not managed
Etc.
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Mixed Strategy
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Mixed Strategy
Situation-based and Activity-based Strategies are interweaved
• To « suppress » some drawbacks
• To deal with more situations and activities
- Pre-defined or not
• To enhance seamless learning and working
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The process
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Situation-based vs Activity-based
Activity-based Situation-based
• No activity proposed, too many constraints
• Recommendation of entities (automatically)
- Situation-based is less constrained
Situation-based Activity-based
• Manually in push and pull mode
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Advantages
Linking of « activities » and social contexts
Push and pull modes
Employee oriented and system oriented learning according the current situation
Recommendations
Employee intention, well known
Precise situations
Global consistency of activities and sub-activities
Management of competences
Learning and working consistency
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Future Works
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+ Social media applications in pervasive learning environments
Consequences
Context model?
Context management?
User Model?
Other Models?
Activity Model?
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