The current and future health of 21st Century economy depends on how broadly and deeply work and education are interconnected. Education to work connection should enable cognitive development of individuals and teams so that the outcome of education can be directly translated to work environment. Cognitive developmental theories attempt to explain cognitive activities that contribute to students' intellectual development, their long life learning, and solving problems. These are the attributes that one needs to acquire before entering work environments. The author will first briefly present Piaget's cognitive theory and derive a problem solving pedagogy model from it that will support learning that will translate to education to work connection. Second, an example developed by the author and his graduate students will be presented that uses the Web as an appropriate instructional delivery medium to apply Piaget's cognitive theory to create environments that promote the education to work connection.
{"title":"Cognitive theory and the design of education to work connection","authors":"B. Gillani","doi":"10.1145/2501907.2501938","DOIUrl":"https://doi.org/10.1145/2501907.2501938","url":null,"abstract":"The current and future health of 21st Century economy depends on how broadly and deeply work and education are interconnected. Education to work connection should enable cognitive development of individuals and teams so that the outcome of education can be directly translated to work environment. Cognitive developmental theories attempt to explain cognitive activities that contribute to students' intellectual development, their long life learning, and solving problems. These are the attributes that one needs to acquire before entering work environments. The author will first briefly present Piaget's cognitive theory and derive a problem solving pedagogy model from it that will support learning that will translate to education to work connection. Second, an example developed by the author and his graduate students will be presented that uses the Web as an appropriate instructional delivery medium to apply Piaget's cognitive theory to create environments that promote the education to work connection.","PeriodicalId":279162,"journal":{"name":"Proceedings of the 31st European Conference on Cognitive Ergonomics","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2013-08-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"134196681","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Recent developments in tangible and mobile technologies, including touch screens, sensors embedded in smartphones or other wearable devices, and so on, create potentially very interesting opportunities for forms of learning that combine sensorimotor representations arising from first person physical activity, with visual and auditory digital representations. When such technologies are embedded in social situations, they also create interesting representational topologies in which some of the user/learner's actions are observable by others but not necessarily the consequences of their activities in terms of digital representations. So, the shareability of learners' actions and their consequences with peers in collaborative learning contexts is constrained by some of the physical design features of these devices, and what is an advantage for an individual learner (small, personal, portable) can produce trade-offs in terms of opportunities for communication and group learning. In this talk I will present an analysis of some of these design constraints in terms of what they might afford for pedagogical design of embodied collaborative learning activities in young children, drawing upon a number of examples from my own and others' work. The analysis will also draw upon a number of theoretical approaches, including distributed cognition, physical distributed learning, embodied cognition and learning, and recent theories in HCI concerning so-called spectator interfaces.
{"title":"Design considerations for tangible and embodied learning","authors":"C. O'Malley","doi":"10.1145/2501907.2501933","DOIUrl":"https://doi.org/10.1145/2501907.2501933","url":null,"abstract":"Recent developments in tangible and mobile technologies, including touch screens, sensors embedded in smartphones or other wearable devices, and so on, create potentially very interesting opportunities for forms of learning that combine sensorimotor representations arising from first person physical activity, with visual and auditory digital representations. When such technologies are embedded in social situations, they also create interesting representational topologies in which some of the user/learner's actions are observable by others but not necessarily the consequences of their activities in terms of digital representations. So, the shareability of learners' actions and their consequences with peers in collaborative learning contexts is constrained by some of the physical design features of these devices, and what is an advantage for an individual learner (small, personal, portable) can produce trade-offs in terms of opportunities for communication and group learning. In this talk I will present an analysis of some of these design constraints in terms of what they might afford for pedagogical design of embodied collaborative learning activities in young children, drawing upon a number of examples from my own and others' work. The analysis will also draw upon a number of theoretical approaches, including distributed cognition, physical distributed learning, embodied cognition and learning, and recent theories in HCI concerning so-called spectator interfaces.","PeriodicalId":279162,"journal":{"name":"Proceedings of the 31st European Conference on Cognitive Ergonomics","volume":"16 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2013-08-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"126828699","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Many frame conditions are changing in the aviation industry. In addition to the general impression, that training and learning is changing from well-known and still frequently applied classroom training to mobile, distributed, individualised and collaborative e-learning in communities, the technology of new aircraft types like A380 and A350 also provide challenges to today's training and learning management in aviation. The talk will reflect on the evolution of training in aviation, from "chalk and talk" to e-Learning and Virtual Reality. Current and future challenges for designing training concepts, material and devices will be discussed, moving the human stakeholders -- instructor and trainee -- to the centre of the discussion. The specific requirements for training in aviation will be especially highlighted since aviation training is recognised as being one of the most important ways to ensure the highest safety standards in flight and maintenance operations.
{"title":"Does airbus training cope with the evolution of the new aircraft generation?","authors":"M. Kalbow","doi":"10.1145/2501907.2505350","DOIUrl":"https://doi.org/10.1145/2501907.2505350","url":null,"abstract":"Many frame conditions are changing in the aviation industry. In addition to the general impression, that training and learning is changing from well-known and still frequently applied classroom training to mobile, distributed, individualised and collaborative e-learning in communities, the technology of new aircraft types like A380 and A350 also provide challenges to today's training and learning management in aviation. The talk will reflect on the evolution of training in aviation, from \"chalk and talk\" to e-Learning and Virtual Reality. Current and future challenges for designing training concepts, material and devices will be discussed, moving the human stakeholders -- instructor and trainee -- to the centre of the discussion. The specific requirements for training in aviation will be especially highlighted since aviation training is recognised as being one of the most important ways to ensure the highest safety standards in flight and maintenance operations.","PeriodicalId":279162,"journal":{"name":"Proceedings of the 31st European Conference on Cognitive Ergonomics","volume":"77 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2013-08-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"122443583","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Though the cognitive processes controlling user navigation in virtual environments as well as in websites are similar, cognitive models of web-navigation have never been used for generating support in virtual environment navigation. We created a simulated 3D building of a hospital and presented users various navigation tasks under two conditions: a control condition and a model-generated support condition. Mean task-completion time and disorientation were recorded. It was found that the cognitive model used can simulate the navigation behavior of participants and also that with model-generated support participants took significantly less time to reach their destination and were significantly less disoriented. The impact of providing model-generated support on disorientation was especially higher for users with low spatial ability. We demonstrated that it is possible to generate tools for navigation in virtual environments using cognitive models developed for web-navigation.
{"title":"Navigating in a virtual environment with model-generated support","authors":"H. Oostendorp, Saraschandra Karanam","doi":"10.1145/2501907.2501948","DOIUrl":"https://doi.org/10.1145/2501907.2501948","url":null,"abstract":"Though the cognitive processes controlling user navigation in virtual environments as well as in websites are similar, cognitive models of web-navigation have never been used for generating support in virtual environment navigation. We created a simulated 3D building of a hospital and presented users various navigation tasks under two conditions: a control condition and a model-generated support condition. Mean task-completion time and disorientation were recorded. It was found that the cognitive model used can simulate the navigation behavior of participants and also that with model-generated support participants took significantly less time to reach their destination and were significantly less disoriented. The impact of providing model-generated support on disorientation was especially higher for users with low spatial ability. We demonstrated that it is possible to generate tools for navigation in virtual environments using cognitive models developed for web-navigation.","PeriodicalId":279162,"journal":{"name":"Proceedings of the 31st European Conference on Cognitive Ergonomics","volume":"30 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2013-08-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"133814246","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Baldassarre D'Elia, Benish Fida, I. Bernabucci, S. Conforto, T. D'Alessio, M. Schmid
Eight elderly adults and eight young adults were requested to perform circular movements with the hand through a commercial haptic platform, under different conditions in an ecological setting: with visual feedback, and with a force field produced by the machine. Measures of kinematics and movement regularity (maximum velocity, duration, mean square jerk, and its normalized form) were captured to determine the effect of these feedbacks on hand kinematics. In the elderly group, regularity was lower when haptic feedback was given in combination with visual feedback as compared to providing haptic feedback alone. This effect appeared also in the group of young adults, and outlines the possibility that the ability to integrate different feedbacks may need more time to be learned, even if the feedbacks are generated to facilitate movements.
{"title":"The influence of haptic feedback on hand movement regularity in elderly adults","authors":"Baldassarre D'Elia, Benish Fida, I. Bernabucci, S. Conforto, T. D'Alessio, M. Schmid","doi":"10.1145/2501907.2501946","DOIUrl":"https://doi.org/10.1145/2501907.2501946","url":null,"abstract":"Eight elderly adults and eight young adults were requested to perform circular movements with the hand through a commercial haptic platform, under different conditions in an ecological setting: with visual feedback, and with a force field produced by the machine. Measures of kinematics and movement regularity (maximum velocity, duration, mean square jerk, and its normalized form) were captured to determine the effect of these feedbacks on hand kinematics. In the elderly group, regularity was lower when haptic feedback was given in combination with visual feedback as compared to providing haptic feedback alone. This effect appeared also in the group of young adults, and outlines the possibility that the ability to integrate different feedbacks may need more time to be learned, even if the feedbacks are generated to facilitate movements.","PeriodicalId":279162,"journal":{"name":"Proceedings of the 31st European Conference on Cognitive Ergonomics","volume":"12 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2013-08-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"117283358","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
This study aims to achieve a better understanding of the variables that affect the choice of route in public transport. We investigated the experience of 19 users related to public transport, using the critical incident technique. The incidents were collected through interviews. The results show different patterns of route that differ according to the specific contexts (e.g. event(s) surrounding the travel such as the aim, the travel insertion into the activity, etc.). For each context the reasons given for the perceived satisfaction of the route or not, differs. Taking an alternative travel is also dependent of context. It would be preferred in case of a travel back home. These results indicate the importance of the contextual variables in route choice and suggest that these variables should be taken into account in new tools and services for mobility.
{"title":"Using the critical incidents technique to explore variables related to users' experience of public transport modes","authors":"Elise Grison, V. Gyselinck, Jean-Marie Burkhardt","doi":"10.1145/2501907.2501952","DOIUrl":"https://doi.org/10.1145/2501907.2501952","url":null,"abstract":"This study aims to achieve a better understanding of the variables that affect the choice of route in public transport. We investigated the experience of 19 users related to public transport, using the critical incident technique. The incidents were collected through interviews. The results show different patterns of route that differ according to the specific contexts (e.g. event(s) surrounding the travel such as the aim, the travel insertion into the activity, etc.). For each context the reasons given for the perceived satisfaction of the route or not, differs. Taking an alternative travel is also dependent of context. It would be preferred in case of a travel back home. These results indicate the importance of the contextual variables in route choice and suggest that these variables should be taken into account in new tools and services for mobility.","PeriodicalId":279162,"journal":{"name":"Proceedings of the 31st European Conference on Cognitive Ergonomics","volume":"27 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2013-08-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"123299559","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Developers still frequently fail to meet stakeholder needs due to the lack of human-centred work representations. The resulting lack of understanding among technology providers, responsible authorities, management, and staff requires revisiting work process representations. Semantic work analysis based on Concept Mapping and Value Networks Analysis helps eliciting, elaborating, reflecting, and developing essential elements of a currently perceived towards an envisioned work structure. Rather than referring to other stakeholders it pinpoints individual potential in terms of generated services or products. They are assessed as additional tangible or intangible input to other process participants.
{"title":"Semantic work process analysis: a reflexive stakeholder articulation approach","authors":"C. Stary","doi":"10.1145/2501907.2501936","DOIUrl":"https://doi.org/10.1145/2501907.2501936","url":null,"abstract":"Developers still frequently fail to meet stakeholder needs due to the lack of human-centred work representations. The resulting lack of understanding among technology providers, responsible authorities, management, and staff requires revisiting work process representations. Semantic work analysis based on Concept Mapping and Value Networks Analysis helps eliciting, elaborating, reflecting, and developing essential elements of a currently perceived towards an envisioned work structure. Rather than referring to other stakeholders it pinpoints individual potential in terms of generated services or products. They are assessed as additional tangible or intangible input to other process participants.","PeriodicalId":279162,"journal":{"name":"Proceedings of the 31st European Conference on Cognitive Ergonomics","volume":"5 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2013-08-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"123734656","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Based on our own experiences in the domain of University level ICT teaching for adult distance learning and blended learning, we develop a vision on design patterns for learning support. We analyze relevant pattern collections for structure as well as reusable content. We categorize learning goals at different levels, and we indicate how patterns may be developed and provided in a framework that enables design to match learning needs in context.
{"title":"What learners teach us: e-learning patterns for adult ICT education","authors":"Els Rogier, Selene Uras, G. Veer","doi":"10.1145/2501907.2501939","DOIUrl":"https://doi.org/10.1145/2501907.2501939","url":null,"abstract":"Based on our own experiences in the domain of University level ICT teaching for adult distance learning and blended learning, we develop a vision on design patterns for learning support. We analyze relevant pattern collections for structure as well as reusable content. We categorize learning goals at different levels, and we indicate how patterns may be developed and provided in a framework that enables design to match learning needs in context.","PeriodicalId":279162,"journal":{"name":"Proceedings of the 31st European Conference on Cognitive Ergonomics","volume":"24 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2013-08-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"127047689","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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