The authors conducted an extensive literature survey from desk-based research and looked at existing practices for designing methodologies for a system of devices to be optimised for Wearability. The authors then evaluated the literature to identify case studies and emerging toolkits going on to document factors related to Ergonomics (Human Factors) for usability and their role in practice-based design methods. From this research, the authors defined a methodology for implementation. At this stage the current draft has revealed lacunae and areas for further study in the wider field of research into Wearables. For the moment these are presented as they stand but a future edition of this report is envisaged that would lead to a WEKIT-directed synthesis of the present broad review.
Authors: Kaj Helin, Mikhail Fominykh and Carlo Vizzi
Type: Poster in conference proceedings
Source: the Euro VR Conference
Publisher: Euro VR, online
Date: 22 November, 2016
Abstract: This poster introduces European commission funded H2020 project called WEKIT – Wearable Experience for Knowledge Intensive Training. This three-year project has left two years and it will produce a WEKIT platform which exploits Augment training in situ with live expert guidance, a tacit learning experience and a re-enactment of the expert, in knowledge-intensive environments. Project has three industrial cases: (1) Aircraft maintenance: exploiting Augmented Reality and Wearable Technology for inspections, decisions making and safety (2) Healthcare: exploiting Augmented Reality for improving innovation in technology and responsibility in healthcare applications for medical imaging; and (3) Space: exploiting Augmented Reality and Wearable Technology for astronauts training and for supporting the assembly integration and test of payloads and sub-systems. The WEKIT platform will be tested together with end-users with iterative development loops.
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.
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.