Pervasive Learning at Workplace based on a mixed Strategy, Situation-based and Activity-based

1. Pervasive Learning at Workplace based on a mixed Strategy, Situation-based and Activity-based Serge Garlatti Amel Bouzeghoub

2. Outline PLearNet Project Introduction Mobile & Pervasive Learning Learning atWorkplace Two Learning Strategies Situation-based Learning Activity-based Learning A Mixed Strategy Conclusion page 1

3. page 2 P-LearNet Project Pervasive Learning Network National Research Agency E-retail group Postal Services Compagny AIDA Seminar Page 2

4. page 3 P-LearNet Project Issues Integrate context-aware corporate learning and working activities Learning at workplace whatever the place, the time, the organisational and technological contexts of the individual or collective learning and working processes Solving the particular working tasks is prior Learning is just a means AIDA Seminar page 3

5. page 4 P-LearNet Project Issues Quality and efficiency of information and services to increase market share Seamless learning and workingacross different contexts AIDA Seminar page 4

6. page 5 Pervasive Learning Context “Contextas a construct that is continually created by the interaction of learners, teachers, physical settings, and social environments” (M. Sharples) “Learning not only occurs in the context, it also creates context through continual interaction” (N. Balacheff) Unpredictable Context features are not always available Context changes are not predictable AIDA Seminar page 5

7. page 6 Learning at Workplace Features Enhance business performance and quality Focused on working activities Acquire new knowledge, meta-knowledge and skills, Reflect on business processes Linking of working activities and social contexts Integrate knowledge, working and learning spaces Situated Learning: just-in-case, just-in-time AIDA Seminar page 6

8. page 7 Learning at Worplace Features Learning at Workplace  Pervasive Learning Learning activities at workplace : situated, in context, across contexts The context  relevant entities (contents, web services, collaborators, activities, etc.) AIDA Seminar page 7

9. page 8 Two Learning Strategies Situation-based Learning Employee oriented Learning: Pull System oriented Learning: Push Provides recommendations on the fly Passive / Proactive Adaptation Activity-based Learning “Guided” Learning Hierarchical Task Model, Task / Method paradigm Adaptation by reflexivity and by contract AIDA Seminar

10. Situation-based Learning page 9 AIDA Seminar

11. Situation-based Learning Scenario LaPoste page 10

13. Répondre à une demande du client

15. Demander des aides aux collègues disponibles lorsqu’il rencontre un problème difficile

16. Consulter des problèmes et solutions

18. Réfléchir sur des problèmes rencontrés

19. etc.« just-in-case » En tournée Au bureau

20. Principles The employee situation is the main focus for learning To detect the learning needs of employees by analyzing the current situation To represent situated knowledge at workplace and to react to situation changes of employees Provide recommendations on the fly to employees according to the current situation Propose relevant entities: information, services, collaborators, equipements, etc. Push or Pull page 12

21. Situation definition A situation is a temporal state in the context External and semantical interpretation of low level context to acquire high level specifications of human being behaviors and system services Situations provide meaning in applications and are more stable and easy to define and to maintain than low level contextual data page 13

22. The process page 14

23. page 15 Context Metadata Relevant content Weighted content Input content : Filtering Knowledge Preferences Evaluation User Queries Current situation Passive Adaptation By using a threshold to manage unpredictablecontext Passive Adaptation Resource Retrieval and Adaptation Pull Mode Delivery AIDA Seminar Page 15

24. page 16 Proactive Adaptation Provides the relevant resources according to current situation Push Mode Proactive Adaptation Context Metadata Passive Adaptation situationshistory Prototypical situations Weighted Relevant content Matched content situations Resources Events: Matching Searching Resource Delivery Evaluation Filtering , , Current situation Current situation ECA / Situational rules Pedagogical rules AIDA Seminar Page 16

25. Seamless Learning at two levels At learning object level (learning ressources, services, etc.) After a break of the current situation due to an event, the system enables an employee to continue his/her activity in the new situation with the same entity or an equivalent one. At domain concept level To insure learning continuity, an employee may go on with the acquisition of knowledge and / or concepts. page 17

26. Advantages/Drawbacks Advantages Push and pull modes Employee oriented and system oriented learning according to the current situation Recommendations Linking of « activities » and social contexts Drawback Do not guarantee learning consistency Unknown employee intention page 18 AIDA Seminar

27. Activity Oriented Strategy page 19 AIDA Seminar

28. page 20 Three pre-defined activity types Structured Activities Well-known and « procedural » activities, composed of sub-activities Non Structured Activities Activities not composed of sub-activities and/or not « known » Semi-Structured Activities Structured Activities + Non Structured Activities AIDA Seminar page 20

30. Faire une démo

31. Faire un tableau comparatif des produits en fonction d’un besoin du client

33. Demander des aides aux collègues disponibles lorsqu’il rencontre un problème difficile

34. Consulter des problèmes et solutions

36. Réfléchir sur des problèmes rencontrés

37. Explorer les connaissances d’un nouveau produit

38. etc.« just-in-case » 2) Jean tout seul pLearNet Example Jean dans un magasin AIDA Seminar page 21 page 21

39. page 22 The process PUSH Mode AIDA Seminar page 22

40. page 23 Activity / Task Activities represented by Tasks Contextual Task Model Task / Method Concept Task Abstract or atomic Task A task can be achieved by several methods Method Define how to achieve a task for a class of situations AIDA Seminar page 23

41. page 24 Activity / Task Contextual task Model: Method Structure For Adaptation ContextDescriptor Context Model Method AchievementDescriptor AIDA Seminar page 24

42. page 25 Activity / Task Structured Activities Abstract Tasks Atomic tasks Non Structured Activities Atomic tasks Semi-Structured Activities Atomic tasks Abstract Tasks AIDA Seminar page 25

43. page 26 Competence Model Knowkedge + Know-How Three levels of knowkedge and know-How Not Acquired, Ongoing, Acquired A pair (Task, Method) = an explicit know-how AIDA Seminar page 26

44. page 27 Activity Oriented Strategy Adaptation Stage 1: by reflexivity Individual by property: exclude non relevant pairs (Task, Method) AIDA Seminar page 27

45. page 28 Activity Oriented Strategy Adaptation Stage 2: By contract By property group: Classification of pairs (Task, Method) AIDA Seminar page 28

46. page 29 Seamless Learning A structured activity organises and coordinates a set of sub activities Meaning, consistency, etc. From situation history, the states of pairs (Task, Method) (which have been interrupted) are used to provide the relevant ones For structured activities, competence model is used to provide the next relevant way to achieve a task AIDA Seminar page 29

48. Employee intention iswellknown

49. Precise situations

50. Global consistency of activities and sub-activities

51. Management of competences

52. Learning and workingconsistencyAIDA Seminar

54. All activitiescannotbepre-defined

55. As a pre-definedactivityiswellknown

56. Selectioncriteria are more constrainted

57. Sometimes, no activityat all isproposed

58. Collaborative activities are not managed

59. Etc.AIDA Seminar

60. Mixed Strategy page 32 AIDA Seminar

61. Mixed Strategy Situation-based and Activity-based Strategies are interweaved To « suppress » some drawbacks To deal with more situations and activities Pre-defined or not To enhance seamless learning and working page 33

62. The process page 34

63. Situation-based vs Activity-based Activity-based  Situation-based No activity proposed, too many constraints Recommendation of entities (automatically) Situation-based is less constrained Situation-based  Activity-based Manually in push and pull mode page 35

65. Push and pull modes

66. Employee oriented and system oriented learning according the current situation

67. Recommendations

68. Employee intention, well known

69. Precise situations

70. Global consistency of activities and sub-activities

71. Management of competences

72. Learning and working consistencypage 36

74. Consequences

75. Context model?

76. Context management?

77. User Model?

78. OtherModels?

79. Activity Model?AIDA Seminar page 37