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telepresence in education and training : in knowledge learning and in skills training
telepresence in education and training : in knowledge learning and in skills training
the issue here is the difference or connection between academic courses and vocational courses
telepresence in education and training : in knowledge learning and in skills training
the issue here is the difference or connection between academic courses and vocational courses
these days, academic courses are becoming more pragmatic and instrumentaland vocational courses more academic …
telepresence in education and training : in knowledge learning and in skills training
the issue here is the difference or connection between academic courses and vocational courses
these days academic courses are becoming more pragmatic and instrumentaland vocational courses more academic …
telepresence in education and training : in knowledge learning and in skills training
the issue here is the difference or connection between academic courses and vocational courses
these days academic courses are becoming more pragmatic and instrumentaland vocational courses more academic …
telepresence in education and training : in knowledge learning and in skills training
we need therefore to understand the relationship between academic and vocationaland what characteristics they share and blend
telepresence in education and training : in knowledge learning and in skills training
we need therefore to understand the relationship between academic and vocationaland what characteristics they share and blend
. . . the key is presence
presence :
is the feeling of being in a situation . . .
in online education, presence involves being inside the virtual mediated world
and involves being away from the real world
presence :
is the feeling of being in a situation . . .
in online education, presence involves being inside the virtual mediated world = arrival
and involves being away from the real world = departure
arrival means your mind is inside the task, that you are engaging the learning
departure means you are oblivious to the real surroundings around you, that you don’t notice things for example if the telephone rings
cognitively engaging the learning taskis the major process ( = arrival is important ) includes identifying main points, connections, gaps, goal, framing etc
other processes include recalling schema, related knowledge, reflecting, hypothesising, searching and managing physical interface
sometimes involve standing back from the task, or negotiating with reality ( departure is variable )
in terms of all the six essential kinds ofpresence
presence in online education : function according to Stage
Institutional
Transactional
Cognitive
Teaching
Learner
S- 1
S+ - 2
3 D+
4 D+
Social
in terms of all the six essential kinds ofpresence
here we are talking about cognitive presence
in terms of all the six essential kinds ofpresence
here we are talking about cognitive presence
which enables the early social presence,and the later transactional presence
now let’s continue talking aboutarrival and departure
consider how much arrival and how much departureis best for knowledge learning, teaching, and skills training
arrival departure % %
1 adding up numbers2 talking on the telephone3 teaching pronunciation4 learning typing5 trial-and-error learning6 mastery exploration7 . . . . . .8 . . . . . .
arrival departure % %
? ?
Z Z Z Z
arrival departure % %
0 100
Z Z Z Z
arrival departure % %
0 100
? ?
Z Z Z Z
Z Z Z Z
arrival departure % %
0 100
40 100
Z Z Z Z
Z Z Z Z
arrival departure % %
? ?
arrival departure % %
100 100
arrival departure % %
100 100
? ?
arrival departure % %
100 100
10 0
arrival departure % %
? ?
arrival departure % %
100 0
arrival departure % %
? ?
arrival departure % %
100 80
arrival departure % %
100 80
the student should be 100% absorbed in her study
and yet must reflect ( so only 80% departure ) on how well the new information fits into own real life
arrival departure % %
100 80
? ?
arrival departure % %
100 80
80 40
arrival departure % %
? ?
~~~~~~~~~~~~~~
arrival departure % %
0 0
~~~~~~~~~~~~~~
arriv
al
1
00 %
departure 100 %
so let’s see where to positioneach of these scenarios
on this two dimension plotof arrival and departure . . .
draw these axes on notepaper, and then let’s review the scenarios again
Z Z Z Z
Z Z Z Z
~~~~~~~~~~~~~~
arriv
al
1
00 %
departure 100 %
puteach situation
into its best position on this two dimension plotof arrival and departure . . .
arriv
al
1
00 %
departure 100 %
puteach situation
into its best position on this two dimension plotof arrival and departure . . .
eg where would you put ?
arriv
al
1
00 %
departure 100 %
the next slidegives you the answers . . .
Z Z Z Z
Z Z Z Z
arriv
al
1
00 %
departure 100 %
~~~~~~~~~~~~~~
the key point we set out to examine was the conditions of presence ( = arrival and departure )
for education and skills training
shown on the next slide . . .
arriv
al
1
00 %
departure 100 %
knowledgeeducation
skillstraining
This shows the blending ofeducation and training
arriv
al
1
00 %
departure 100 %
knowledgeeducation
skillstraining
100% arrival is best in all forms ofeducation and training
beyond learning,in skills performance increasing automaticitymeans less arrival
inside learning, higher arrival is best always
note : the effect of having a teacher compared with alone trial-and-error
is efficiency in time, and maybe quality,motivation, feedback, pacing, etc
If there is any teacher / teaching in the real world or a virtual world, the student is in that same world
if there is any teacher / teaching in the real world or a virtual world, the student is in that same world i.e.with teaching in the real worldthe student cannot be 100% departedand arrival cannot be 100% with teaching in the target virtual world,the student may be 100% departed from realityand hopefully is 100% arrived or less if the student needs to reflect on reality
now let’s look at the learning process in practice :
consider the beginner student starting to use computer technology initially unskilled technically receiving technical support then scaffolding guidance to independent learning
arriv
al
1
00 %
departure 100 %
needing technical skills support
the process of education
in practice
arriv
al
1
00 %
departure 100 %
close guidance
needing technical skills support
the process of education
in practice
arriv
al
1
00 %
departure 100 %
close guidance
needing technical skills support
the process of education
in practice
less guidance
arriv
al
1
00 %
departure 100 %
close guidance
needing technical skills support
the process of education
in practice
less guidance
independent
arriv
al
1
00 %
departure 100 %
close guidance
needing technical skills support
the process of education
in practice
less guidance
independent
get study skills
close teaching
watch model
get feedback
100% A 80% D
arriv
al
1
00 %
departure 100 %
close guidance
needing technical skills support
the process of education
in practice
less guidance
independent
get study skills
close teaching
watch model
get feedback
100% A 80% D
now let’s look at the two processes ofvocational skills training and of academic education
now let’s look at the two processes ofvocational skills training and of academic education
on the same chartto see where they overlap and differ
arriv
al
1
00 %
departure 100 %
academicacademiceducation education
vocationalvocationaltrainingtraining
arriv
al
1
00 %
departure 100 %
academicacademiceducation education
vocationalvocationaltrainingtraining
difference
initialoverlap
arriv
al
1
00 %
departure 100 %
academicacademiceducation education
vocationalvocationaltrainingtraining
difference
initialoverlap
thus, you can see the differenceand the overlap between
vocational skills training and academic education
arriv
al
1
00 %
departure 100 %
academicacademiceducation education
vocationalvocationaltrainingtraining
difference
initialoverlap
what is the meaningin practical termsof this top triangle
indicating ’difference’ ?
academicacademiceducation education
vocationalvocationaltrainingtraining
difference
what is the meaningin practical termsof this top triangle
indicating ’difference’ ?
academicacademiceducation education
vocationalvocationaltrainingtraining difference
if a student is speaking fluently, but not accuratelythen we need to slow down her speaking, to add some teaching to increase academic education
academicacademiceducation education
vocationalvocationaltrainingtraining difference
teach
arriv
al
1
00 %
departure 100 %
academicacademiceducation education
vocationalvocationaltrainingtraining
difference
initialoverlap
the bottom triangleindicates both
vocational and academic courses need the
same basic learning
now let’s look at virtual reality
now let’s look at virtual reality = 100% arrival, 100% departure
arriv
al
1
00 %
departure 100 %
academicacademiceducation education
vocationalvocationaltrainingtraining
virtualvirtualreality reality
arriv
al
1
00 %
departure 100 %
initial skills training
virtualvirtualreality reality
then increase
arrival
until fully departed
arriv
al
1
00 %
departure 100 %
academicacademiceducation education
vocationalvocationaltrainingtraining
virtualvirtualreality reality
100% A 80% D
100% A 0% D
100% A 100% D
there is some gap betweenacademic education and virtual reality
there is some gap betweenacademic education and virtual reality
needs to connect to prior realexperience
needs total absorbanceinto other reality
arriv
al
1
00 %
departure 100 %
academicacademiceducation education
vocationalvocationaltrainingtraining
here is some gap
virtualvirtualreality reality
100% A 80% D
100% A 0% D
100% A 100% D
arriv
al
1
00 %
departure 100 %
academicacademiceducation education
vocationalvocationaltrainingtraining
here is some gap
virtualvirtualreality reality
100% A 80% D
100% A 0% D
100% A 100% D
arriv
al
1
00 %
departure 100 %
vocationalvocationaltrainingtraining
here is more gap
virtualvirtualreality reality
100% A 0% D
100% A 100% D
how can we narrow the gap betweenacademic education and virtual reality
and between vocational training and virtual reality?
there is a large gap betweenvocational training and virtual reality
because vocational training generally involves whole body interactivities with the real surrounding world
there is a large gap betweenvocational training and virtual reality
whereas virtual reality generally involves only mental thinking and fingers with an imagined world
there is a large gap betweenvocational training and virtual reality
whole body fingers interactivities and thinking with inside the real world an imagined world
there is a large gap betweenvocational training and virtual reality
good for getting good for getting practical work theoretical work in in the real world an imagined world
there is a large gap betweenvocational training and virtual reality
good for getting good for getting practical work theoretical work in in the real world an imagined world
we must carefully consider the effectivenessof using virtual reality for academic education
or for vocational training
we must carefully consider the effectivenessof using virtual reality for academic education
or for vocational training
we must carefully consider the effectivenessof using virtual reality for academic education
or for vocational training ?
we must carefully consider the effectivenessof using virtual reality
we must carefully consider the effectivenessof using virtual reality
is it worth the costs ?-
we must carefully consider the effectivenessof using virtual reality
is it worth the costs ?
does it bring worthwhile skills ?
-
-
we must carefully consider the effectivenessof using virtual reality
is it worth the costs ?
does it bring worthwhile skills ?
does it distract time and resources from training and education ?
-
-
-
we must carefully consider the effectivenessof using virtual reality
is it worth the costs ?
does it bring worthwhile skills ?
does it distract time and resources from training and education ?
-
-
-
umm …
we must carefully consider the effectivenessof using virtual reality
is it worth the costs ?
does it bring worthwhile skills ?
does it distract time and resources from training and education ?
-
-
-
umm …good questions !
. . . there are times when virtual reality will be cost efficient !
in law, to recreate a court case-
in law, to recreate a court case
in art, to de-construct the Mona Lisa . . .
-
-
in law, to recreate a court case
in art, to de-construct the Mona Lisa . . .
in medicine, to present controlled symptoms
-
-
-
in law, to recreate a court case
in art, to de-construct the Mona Lisa . . .
in medicine, to present controlled symptoms
in driving, to control traffic conditions
-
-
-
-
in law, to recreate a court case
in art, to de-construct the Mona Lisa . . .
in medicine, to present controlled symptoms
in driving, to control traffic conditions
in language, to practice specific grammar
-
-
-
-
-
as with any mediawe must carefully consider when and howto use virtual reality for some education, and for some trainingvirtual reality can be efficient
You can download these slides freely from the website
http://www.open-ed.net / library / pet.ppt
or by email to me at
kawachi @ open-ed.net