The Potential Role of Visualisation In The Vocational Traning And Continuous Education of Adults.
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Transcript of The Potential Role of Visualisation In The Vocational Traning And Continuous Education of Adults.
The Potential Role of Visualisation
In The Vocational Traning And Continuous Education of Adults
A potential tool for creating communicational conformity
1. The role of perception in the learning process
2. Develpment of IT technologies in the last 40 years
3. An empirical experiment on using visual technology in adult vocational training
1. The role of perception in the learning process
Differences in the individual perceptional patterns
Visualisation playing a major role in the understanding acceptance recalling
of the teaching material
Making sense of the world
What and how do we experience? What do we react to? – A ‘real world’ or an internally constructed (filtered) map of the world
Sensory map (Michael Carroll)
Linguistic map (Michael Carroll)
Representational systems
Mental maps through sensory channels
Visual, auditory and kinaesthetic systems – system characteristics
Systems and value judgements different activities, task types and
professions
Communication model Internal representations, multiple personal
filters Preferred representational sytems / sensory
channels Individual patterns – effects on attitude,
behaviour and relationships Benefits of using visual tools: multiple intake
and creation of communicational conformity Role of teacher’s flexibility
Multimedia applying multiple represetational channels
Source: R.Dilts-J.Ledozier
2. Development of digital technologies in the last 40 years
Enlarging the range of potential educational tools that can be used to convey knowledge
Educational implications of technical development - Opening new paths in the relationship between teacher and learners, new roles and methods
I. PC age (70s – 2000)
Individual PC – demo PC classrooms – for computer
sciences PC demo, classroom use - other
subject areas Fix PC notebooks Access to computers enlarges ~ skills
needed change
II. Tools developing interactivity (early 21st century)
Interactive board 1 – demo only teacher, teacher involves individual students into teaching process
Interactive board 2 – learners simultaneously involved into the learning process, different individual learning paths, different excercises and progression rate, individual monitoring and direct feedback.
III. Tools get together (last 2 years)
Cellphones include full PC in 4" Laptop - 17,5" Notebook - A4 sheet, 2-3 hours Netbook - 10,1" no cable 8-10 hours, net, 1-1,5
kg, children Tablet - 10,1", touch screen, lighter, smaller,
lasting, mobile internet Interim machine, minitablet 7" - laptop ~
cellphone, full HD films, dock station, attachable peripheries (screen, tv, keyboard, external Winchester, printer, etc.)
Digital tools and teaching 1 Traditional educational tools completed by
digital tools ~ changes: multimedia (pictures, sounds, moving pictures), teaching methods, role and relationships
A/ Raising interest, teacher centered, joint progress
B/ Learners reactions considered, active participation in teaching and learning (alternative learning ways for groups, depending on preparation level of group)
Digital tools and teaching 2
B/ Alternative learning ways
Digital tools and teaching 3 C/ Individual learning paths - How do they
come to life? New technologies (voting machines,
headsets, microphones, etc.) – testing answers, software assessement, statistics, feedback to teacher
Based on achieved level - learners grouped, different tasks for different subgroups or different presentation of teachung material, different potential learners role, active participation in teaching
Virtual learning groups (subgroups)
Results, benefits, risks Growing mobility, availability and
access Flexibilty and enriching variety of
teaching materials, aids, methods and roles
Mechanical solutions, loss of contact and human relationships, importance of motivation, support and persistence
3. An empirical experiment
Adult vocational training – Fire safety coordinator
300 hours course, 80 directed individual work, theory and practice
Lectures to be followed in classroom or via internet
Entry code – individual, temporary access to part of the teaching material
From future to present „It will soon be possible for the good –
even the best – lecturers to be replaced by televised or video-taped presentation by world authorities. Lectures will increasingly become available in both formats and will be increasingly cheap. Moreover – animated diagrams and graphs – or clippings from films – will be included.” Sir Douglas Hague, 1991
Phases
Skype – limited access to information Internet, live only, webcamera –
auditory + visual following of lecture completed with presented teaching material in ppt
Internet, live + recorded version available, digital camera and microport
Problem solving 1
Participants – pilot group, high awareness of feedback value
Fundamental issues Geographical dispersion Personal hold-backs „Latecomers” joining in
to be solved by the system
Problem solving 2
Active feedback and development system
Emerging issues in the process Picture and sound quality Equal access to learning opportunity
independently from distance Synchrony needed (?)
by participants’ comments
Reactions and results
Exam passed, qualification acquired Comprehensive + specific feedback
gathering, system comments Technical tools – quality and presence
(microphone, teachers „ease”) No need of physical participation,
adjustment to personal timing Not missing interactivity
Benefits A mixture of methods – being „part of” +
being independent (group and individual) Eases the following of teaching material Ensures timing to proceed, at own rate of
speed Enlarges the physical, geographical scope
of access to learning and choice (commitment) – for learner and educator
Enlarges the scope of potential participants
Perspectives - development
Technical development – auditory issues, sound quality, staff needed, ensuring technical support, etc.
Enlargement of scope of professions Teachers involvement and training Protection of training material –
copyright issues Increasing interactivity level
Thank you for your attention.
Ágnes DaritsOKTÁV Further Educational [email protected]