When mapping the transfer of a skill or some knowledge between and expert and a novice there are many high-level tangible and intangible factors that are present. Three key factors are the type of task to be carried out, what domain will be interacted with and dimensions that define the tasks constraints.
In WP1 the WEKIT consortium develops a framework for wearable experience, specifies a corresponding methodology for vocational training, creates suitable application scenarios, and derives requirements for the technological platform accordingly. The first findings are documented in the Deliverables 1.1-4. This deliverable (D1.4) is the first outcome of the WEKIT Task 1.4
Author: Mikhail Fominykh
Type: Invited speech publication
Source: EdMedia: World Conference on Educational Media and Technology
Publisher: AACE, USA
Date: 29 June 2016
Abstract: Wearable computing and augmented reality are disruptive technologies. They fundamentally change the way we educate and train people to a master level of performance. With advanced sensors we can capture experience as it emerges. For example, a trainee can receive live guidance in the form of semi-transparent 3D hands that appear at the right place spatially and are operated by a remote expert using sensor data. Captured guidance provides reference to scale, allowing repeated access to the information asynchronously at the right time and in the right place where it is most urgently needed. Expert guidance can be captured with wearable sensors and later re-enacted by trainees with augmented reality creating a believable illusion of a master-apprentice knowledge sharing. The captured experience therefore represents a new type of educational media that has properties of carrying both explicit and tacit knowledge. This new media helps to convert experience to knowledge and enable learning by bringing closer the theoretical knowledge and immediate experience, which are traditionally separated. Tailored content of captured experience can be presented with augmented reality using intuitive and immersive user interfaces. This can have a positive impact on mental processing and memorization, not only adding scaffolds for high performance, but also acting as a safety net preventing potential problems sensed in the environment. Learning how to master a complex task usually involves reflecting on your own performance, looking back at your behavior and comparing it to that of others. The goal of this new training methodology is to enable the full cycle of immersive experience observing an expert, training with and without guidance, and observing own performance.
This document outlines our evolving framework for managing results and linked IPR from WEKIT and similar projects. Our ‘work-in-progress’ approach is presented as a storyline based on a learning journey. The journey begins with desk research into current good practice relating to results and IPR, and ends with examples of incorporating innovations such as (WEKIT-linked) evolving open standards and workflows that are being developed by industry and standards groups.
The WEKIT dissemination plan provides a structured planning of relevant activities within the timeline of the project. The plan contains the dissemination aims and principles, the target audiences, the WEKIT communication strategy, the communication actions and tools, communication management plans, as well as the measures of success.
Authors: Tobias Ley, Ralf Klamma, Stefanie Lindstaedt and Fridolin Wild
Type: Conference proceedings
Source: the Sixth International Conference on Learning Analytics & Knowledge
Publisher: ACM New York, NY, USA
Date: 25 April 2016
Abstract: Recognizing the need for addressing the rather fragmented character of research in this field, we have held a workshop on learning analytics for workplace and professional learning at the Learning Analytics and Knowledge (LAK) Conference. The workshop has taken a broad perspective, encompassing approaches from a number of previous traditions, such as adaptive learning, professional online communities, workplace learning and performance analytics. Being co-located with the LAK conference has provided an ideal venue for addressing common challenges and for benefiting from the strong research on learning analytics in other sectors that LAK has established. Learning Analytics for Workplace and Professional Learning is now on the research agenda of several ongoing EU projects, and therefore a number of follow-up activities are planned for strengthening integration in this emerging field.
This leaflet introduces the WEKIT Community, explaining how to collaborate with WEKIT, who can participate, and why joining the community.
Brussels, 28 February 2016 – The European consortium implementing the three-year Horizon 2020 Project WEKIT: Wearable Experience for Knowledge Intensive Training is announcing a call for expression of interest to join a community of stakeholders willing to contribute to the design and later testing of a new technology platform and to benefit from the new opportunities this area offers. This platform will be used for industrial learning and training employing augmented reality and wearable technology.
This leaflet introduces WEKIT, providing the basic information on the project and the consortium.