en

25 February 2019 - 22 March 2019

New learning experiences

25 February 2019 - 22 March 2019

New learning experiences

New learning experiences
Enrolment deadline: 22 February 2019
English
A9711876
A distance
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Course Information

25 February 2019 - 22 March 2019

English

A distance

Code: A9711876

English

Enrolment deadline: 22 February 2019

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Description

Description

New technologies continue to emerge at an ever increasing pace. While none or at best few of these technologies are directly aimed at education they do have a strong impact on society and therewith on education by creating the opportunity for New Learning Experiences. New Learning Experiences are a transformative way to create engagement, interaction and learning through integrated technology. Augmented Reality and Immersive Reality learning are, for example, new forms of multimodal, embodied, tangible, augmented human-object learning interactions researched within this theme and aiming to have an impact on motivation, metacognitive skills and self-efficacy in learning. This theme looks at the micro-­loop of human-computer interaction and researches the effects of different forms of interaction and their design parameters as also their effects on variables important for learning and teaching. While the upcoming of new technologies is often associated with great enthusiasm and potential, there is only little empirical evidence of their effect on the processes of learning and knowledge building. This course aims to provide learning and development professionals with an overview of New Learning Experiences practices but also frameworks and tools to assess their effectiveness.

Target audience

Target audience

The course is for trainers, information technology (IT) specialists and managers of public and private training institutions involved in the design and implementation of training activities, in particular: - decision makers and policymakers in education and training institutions; - training activity and training institutions managers; - training-of-trainer specialists; - training specialists in workers' organizations or employers' organizations; - vocational training professionals; - instructional designers, trainers and tutors.

Objectives

Objectives

Upon completion of this short course, participants will be able to know and explain:

  • different forms of “Multimodal Learning Experiences”
  • examples of multimodal and embedded learning experiences and some application fields
  • embodied and augmented interaction in mixed reality
  • basic theories of multimodal learning experiences (e.g. feedback, awareness and situation-awareness, self-efficacy and self-directed learning, immersive augmented media.

Content

Content

1. Game Design Patterns for Augmented Reality and Learning

Introduction to Augmented Reality (AR) and to affordances of AR for Learning.
What are Game Design Patterns (GDP) and how can we apply them to AR?
How can we create GDP-based AR games?

2. Multimodal learning theories

Why is multimodality important for learning?
Why AR & MR are crucial for Multimodal learning?
How can multimodal learning systems be designed?

3. Multimodal Tutors: Enhancing learning using multimodal data and artificial intelligence

How can we design embedded feedback loops for human learning in ubiquitous learning environments?
How can multimodal data be used in learning support?
How can application scenarios and showcases be developed to involve and activate teachers to trial and adopt new technologies in the “classroom”?
How can technology or data create by technology be used to support the validation of technology-enhanced learning in general and new technologies in particular?

4. Using Multimodal Learning Analytics to Understand and Support Co-located Collaboration

To what extent, can we design a sensor-based co-located collaboration (CC) quality detection system and support collaboration by giving a real-time feedback?
What are the different CC scenarios?
What are the indicators of collaboration in these scenarios?
How would we use these indicators to measure the quality of CC?
To what extent, can we design a real-time feedback solution to support collaboration?

Format and Methodology

Format and Methodology

The course is part of the Online Diploma Programme started in April 2018. The course consists of four micro-modules presenting technology-enhanced learning concepts and tools. It is carried out over a 4-week period following the learning process described below:

Participants are required to adapt content and tools to their context. The course combines individual self-directed learning with collaborative activities such as peer-reviews and discussion groups to facilitate learning. A team of online tutors and experts guides participants through their learning experience, including facilitating collaborative work and providing feedback on assignments throughout the course.

Contact us

delta@itcilo.org

Tuition cost: 955

Total cost: 955

Online Diploma Programme
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International Training Centre of the ILO

Viale Maestri del Lavoro, 10
10127 Turin - Italy

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