dual – t technologies for vocational training outlineoutline project 2 technologies for learning...
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ÉC O L E P O L Y T E C H N I Q U EFÉ DÉR A L E D E L A U S A N N E
http://dualt.epfl.ch/http://dualt.epfl.ch/
Project 2 Project 2
Technologies for learning by writing in project-based scenarios
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Team members : Mireille Bétrancourt, Daniel K. Schneider
Monica Gavota, Urs Richle
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1 Context
2 Research questions and learning issues
3 Studies and results
4 Planning and publications
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Context
Apprentices :Apprentices in the domain of health and social affairs
Schools involved :CEFOPS - Centre de Formation Professionnelle Santé-socialSchool of dentist assistants in Geneva
Profession :Dentist assistant
Context
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ELGG Social software
Learning environment
ProfilPersonal/professional
experiences, activities, interests
…
Files / photos management
Blog system
Presentations
Friendscommunities
Blog / Community-forum
Messages
Export / Print
Web 2.0
E-Portfolio
Social network
MediaWikiVisualization
(other extensions…)
Export / Print
Context
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1 Context
2 Research questions and learning issues
3 Studies and results
4 Planning and publications
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Research questionsComputer-supported collaborative writing to learn procedures
Do collaborative writing activities promote the acquisition of procedures?
How to design the computer-supported writing activities to improveobjective and subjective learning outcomes?
Type of activities : peer-assisted writing, collaborative knowledge base
Design issues: Computer support features and scripting choices
Reasearch
issues
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1 Context
2 Research questions and learning issues
3 Studies and results
4 Planning and publications
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Study 1: Investigation of the population
•Objective: to know the population better educational and personal profile familiarity with computer technologies working place (functioning, technologies, working journal, etc.)
•Method: interview, equivalent questionnaire for all second year population
•Population: 2nd year dental assistants
•Results: descriptive and relational analyses
Studies
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Study 1- skill mastery
Branch course preference
How many dentists
How many dental assistants
Practice size
Skill mastery other
1.00
-.52
-.85
.50.97
-.47
.73
e1
Structural Equation Model
Studies
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Study 1- computer attitude
Internet access at home
Computer access at home
Computer utilisation time
e1
e2
e3
Computer attitude
.61
.79
.35
.78
.89
.59
.00
d
Structural Equation Model
Studies
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Study 1- liking the training
Liking the training
Future plans
Liking branch course
Liking general culture
Liking English
Homework in time
.41
.21
.25
.16
.37
.64
.46
-.50
.40
.61
e1
e2
e3
e4
e5Structural Equation Model
Studies
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Study 5 - Class activity in branch course
Hypotheses:
• Collaborative writing to learn activities support subject matter comprehension by the means of reflexive thinking, epistemic monitoring and planning, translation, revision.
• Collaborative knowledge-building activities are associated with good perceived satisfaction and learning from the students as well as good quality productions.
Design:
Co-drafting aboutprocedure and instruments
Oral presentationTeacher’s feedback
on the platform
Teacher’s feedback
Studies
Study 5 - Conjecture Map
Exp
lana
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Con
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Act
ivity
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Too
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Theory Embodiment Processes Outcomes
Indices
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Study 6 - Home activity in branch course
Hypothesis: • Peer tutoring fosters the evolution of the written productions and
reflexivity on the subject topic, resulting in a greater perceived self efficacy.
Design:
procedure writing
- revise
procedure writing
read,
discuss
- revise
Distance Presence
-critical incident
-critical incident
-revise
-revisere
ad,
com
men
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Distance
A
B
Studies
Study 6 - Conjecture Map
Exp
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Con
stru
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Act
ivity
S
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Too
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Theory Embodiment Processes Outcomes
Indices
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Study 7 - Home long term « journal » activity
Hypothesis:
• Peer tutoring fosters the evolution of the written productions, a reflexive attitude, a greater perceived self efficacy and a developed professional identity.
Design:• Analyze text quality, text evolution, shared ideas, ideas that
disappeared..
critical incident
commentrevision of the first
entry
critical incident
revision of the first entry
self efficacy
and professional identity
A
B
4X
4X
self efficacy and
professional identity
Studies
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Hypothesis:– Writing activities can foster procedural knowledge/skills
acquisition because they support the “declarativisation” step
Design:
• 2 experimental groups
• 1 control group
Study 8 - Out of school experiment
Watch the video and write the procedure
Watch the video and do the procedure
Watch the procedure
Studies
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1 Context
2 Research questions and learning issues
3 Studies and results
4 Planning and publications
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Side issues of DBR
Managing the collaboration with the schools
Collaboration agreement
Project management
http://tecfax.unige.ch/egw/login.php
Hours of meetings and discussion
Shared collaborative platform
Project journal
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0 6 12 18 24 30 36
Interviews, contact with schools
School & wkplace observations
tool development
Study 1
Preliminary studies 2, 3, 4
Study 5
Study 6
Study 7
Study 8
Study to be defined
Publications & report
months
Planning
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Publications so far
Gavota, M., Schneider, D. K., Betrancourt, M., & Richle, U. (submitted). A technology-enhanced learning environment to support learning by sharing professional experience in writing, Paper submitted in December 2007 to EdMEdia 2008, World Conference on Educational Multimedia, Hypermedia and Telecommunications.
Richle, U., Schneider, D. K., Gavota, M., & Betrancourt, M. (submitted) Social software in the context of vocational training, poster submitted in December 2007 to EdMEdia 2008, World Conference on Educational Multimedia, Hypermedia and Telecommunications.
Gavota, M., Bétrancourt, M. Schneider, D. K., & Richle, U. (2007). Favoriser l’apprentissage en mutualisant l’expérience pré-professionnelle: étude et conception préliminaires. Communication à la treizième journée d'étude sur le traitement cognitif de systèmes d'informations complexes, JETCSIC 2007, Metz, 6 juillet 2007. (http://www.labpsylor-etic.univ-metz.fr/Images/JETCSIC/GAVOTA.pdf)
Gavota, M., Bétrancourt, M. Schneider, D.K., & Richle, U. (submitted). Computer supported collaborative writing (CSCWr) in vocational education, Paper submitted in November 2007 to the EARLI SIG Writing conference 2008.