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Augmented reality and hypervideo perceived affordances in vocational education: A preliminary interview study
Vito CANDIDO, Francesca AMENDUNI, Alberto CATTANEO
Augmented reality (AR) is an emerging technology that allow users to see the real world with digital information superimposed. Although its use increased since 2013 and nowadays it has an established place in education, it surely needs further investigation in VET context. Hypervideo (HV) is a non-linear video presenting (1) complex functions to control the navigation of the video stream and (2) hyperlinks giving access to additional materials through specific markers or hotspots. AR and HV can offer a connection between work and theory and their efficacy is widely demonstrated in education. The present study represents the first stage of a four-year research project. The goal of the project is to identify pedagogical design criteria to make VET apprentices benefit most by a combined use of AR and HV. The goal of this study is to identify the main perceived affordances of AR and HV. A semi-structured interview protocol has been proposed to teachers, intercompany trainers and in-company trainers in nine professions (at least two per category). The interview is organized in three steps: need analysis, advantages and disadvantages of AR and HV and a brief scale measuring attitude toward technology. Content analysis will be applied to the interview transcriptions. According to the preliminary analysis carried out installers and logistic specialist seems to be able to benefit from AR. On the HV front a substantial agreement was found between the different professions in identifying it as an excellent tool for teaching. A more detailed discussion will be provided in the end of the data collection and analysis. Complete results will be available for the VET congress.
Evolutionary Clustering of Apprentices' Behavior in Online Learning Journals for Vocational Education
Paola MEJIA1, Christian GIANG1,2, Mirko MARRAS4, Alberto CATTANEO3, Tanja KÄSER1
1École polytechnique fédérale de Lausanne; 2University of Applied Sciences and Arts of Southern Switzerland; 3Swiss Federal University for Vocational Education and Training; 4University of Cagliari, Italy
Learning journals are increasingly used in Vocational Education to foster self-regulation and reflective learning practices. However, reflecting on one’s job experiences is a difficult task for many apprentices. Providing scaffolds and guidance is therefore essential in supporting their learning processes. The more recent uses of digital learning journals provide the opportunity to apply data-driven approaches to study apprentices' learning behavior and hence to offer personalized and targeted support. In this work, we aim at profiling apprentices' evolving learning behavior in an online learning journal over the course of their apprenticeship. We propose a novel hierarchical clustering framework integrating different aspects of self-regulated learning strategies into a combined profile and capturing changes in learning patterns over time. Specifically, the profiles are described in terms of help-seeking, consistency, regularity, effort, and quality of the activities performed in the learning journal. Our results emerge from data concerning chef apprentices who interacted with an online learning journal. They suggest that the proposed framework yields interpretable profiles that can be related to academic performance. Consequently, the obtained profiles could be used as a basis for generating personalized feedback for apprentices and supervisors, ultimately improving the apprentices’ learning experience.
“Where Should I look at?”: Improving Visual Expertise in VET
Alessia Eletta COPPI1, Alberto CATTANEO1, Jean-Luc GURTNER2
1SFUVET, Italy; 2University of Fribourg
Visual expertise is essential for many professions such as beauticians who must know how to visually discriminate skin anomalies to provide their customers with the correct treatment. However, apprentices receive limited training compared to professionals like dermatologists. This difference in training can be a problem since professionals could incur into skin damage due to performing procedures on damaged skin. Therefore, this study draws from existing trainings developed for dermatologists and literature on signalling to foster apprentices’ observation of images concerning skin anomalies.
The sample, composed by a class of 9 apprentices in their 2nd year, was exposed to a pre-test about the observation and description of images about skin anomalies; then the class attended a series of training sessions on skin anomalies for the rest of the second semester (performed in the learning platform Realto). Finally, it was exposed to a post-test, a questionnaire and a focus-group. A second class of the 3rd year was also used as a baseline group.
Results show that the experimental group wrote almost double the amount of details written by the baseline, which suggests that the training surpasses the results of a traditional course on skin anomalies. Also, results from the questionnaire and the focus group indicate that apprentices perceived annotations and descriptions as useful tools to help them observe images professionally, and they confirmed their interest in continuing using the learning platform in their course.