Jukka Purma

Abstract This paper presents the open learning object repository and collaborative authoring platform LeMill (http://lemill. net), which has over 7,500 members and over 8,500 reusable learning resources (situation in October 30th, 2009), all created by the community members. The design of LeMill has tackled numerous challenges that hinder the authoring and sharing of educational resources by communities of teachers. This paper describes the research-based design process that was used to solve these challenges.

Avoin oppiminen tarkoittaa oppijan oma-aloitteista ja omaehtoista opiskelua, joka on vapaata monista koulutustoiminnan rajoitteista kuten tutkinnoista tai yhteisestä ajasta ja paikasta. Avoin oppiminen on noussut kansainvälisen opetus-ja oppimistutkimuksen kohteeksi erityisesti internetin ja sosiaalisen median kehityksen myötä. Mahdollisuus julkaista oppimateriaaleja verkossa ja toimia yhdessä sosiaalisen median työvälineillä on nähty uutena mahdollisuutena oppimiselle, opetukselle ja koulutukselle.

LeMill is an open source OER repository where the emphasis has been placed on designing a service to meet the actual needs of teachers preparing for classes. The development of LeMill has utilized open, collaborative, and iterative design methods and many features have been refined or redesigned during the process. Emphasis on design work has helped LeMill avoid and fix problems that generally pester OER repositories because of their origins as learning object repositories. The authors recognize that LeMill, ...

Work package 4 designs solutions to artefact and mobile layer for informal learning in the workplace. This involves research and theoretical groundwork to define what it means to interact with technology during work and how technology is involved in learning activities in physical work environments. The designs that are created need to be implemented as prototypes and to be scaled for use to have any effect.

To have a starting point for the research on interaction with physical artefacts during work practices as well as how, why, what in these moments support and hinder potential learning, a theoretical framework has been formed. The framework is based on the Model for Scaling the Support for Informal Learning at the Workplace developed in the Learning Layers project (see D5.1, Section 4) and on the pragmatist philosophy of experience, change of practices and theory of reflection. These three concepts allow the research to focus on the meaning making that occurs during work events that can lead to learning. Understanding of the learning events in the physical environment of the work place helps us to scope, design and evaluate the designed prototypes and tools.

During the first year partners, stakeholders and knowledge across the Learning Layers project was combined into design teams in effort to create rapidly evolving prototypes. During the first year, WP4 turned its design and prototyping efforts to design team CAPTUS.

Design idea for CAPTUS formed around the problems in sharing the learning about new tools, methods and materials in ecological and sustainable construction (represented by NNB, Netzwerk Nachhaltiges Bauen). This network has SMEs with varying attitudes towards information technology and the business opportunities are often limited by availability of skilled workforce for specific methods. The initial use case is built around the planned exhibition of sustainable construction in spring 2014 and should subsequently become a means to support the learning of construction professionals. CAPTUS design idea and its prototypes are about mobile and wearable recording of situations and experiences occurring during work practices and using these clips as a basis for learning resources, and to experiment when moving image is the preferred method for supporting personal learning.

For first year prototype of CAPTUS we have built an Android application to save and annotate short video clips. The application is called ‘Ach So!’ and it aims to support rapid recording of situations arising in the workplace. Recorded clips are given genres ‘problem’, ‘problem solved’, ‘tricks of trade’ and ‘don’t do this’. This genre-based scaffolding helps the users to get used to short video clips for specific purposes instead of prepared ‘scripted’ videos. Clips can be annotated by pointing and adding textual notes to interesting targets. The annotations and other metadata situating the video to place, time and professional roles is sent to Social Semantic Servers to build domain knowledge and to help finding relevant clips and to enhance the data layers of the project. Clips can also be linked to any existing QR- or barcodes to permanently connect clips with artefacts or locations.

With CAPTUS we propose that in workplace and informal learning ‘meaning making’ can be extended to situations without linguistic representations of problems and solutions. Learner or guide instead focuses on events where the look or feel is wrong and solutions that seem or feel right or true. In traditional tutoring and guidance, this nonverbal scaffolding activity can be pointing, showing by example or by undergoing some experience together and telling to focus (to feel, or to look) on certain aspect of it. People are natural at giving this kind of assistance in collaborative situations, but worse at chaining these scaffolding activities together as monologues or lessons without cues from learner. The latter is the case when recording lessons or instructions. We assume that by recording single scaffolding activities at time, to one clip for each activity, this shortcoming can be overcome and guidance can be recorded with necessary ease.

Authors:
Merja Bauters, Joanna Burchert, Tobias Funke, Ralf
Klamma, Istvan Koren, Pekka Kämäräinen, Werner
Müller, Kiarii Ngua, Petru Nicolaescu, Jukka Purma.

Avoin oppiminen tarkoittaa oppijan oma-aloitteista ja omaehtoista opiskelua, joka on vapaata monista koulutustoiminnan rajoitteista kuten tutkinnoista tai yhteisestä ajasta ja paikasta. Avoin oppiminen on noussut kansainvälisen opetus-ja oppimistutkimuksen kohteeksi erityisesti internetin ja sosiaalisen median kehityksen myötä. Mahdollisuus julkaista oppimateriaaleja verkossa ja toimia yhdessä sosiaalisen median työvälineillä on nähty uutena mahdollisuutena oppimiselle, opetukselle ja koulutukselle.

Our design proposal of social augmented reality (SoAR) grows from the observed difficulties of practical applications of augmented reality (AR) in workplace learning. In our research we investigated construction workers doing physical work in the field and analyzed the data using qualitative methods in various workshops. The challenges related to learning in the construction sites were: sharing of specific situation processes or details, need of direct communication channel over distance and support for social appraisal. The second result of the study is a prototype. SoAR is a design solution, an application for smart phones. The primary target for the SoAR design builds on the discoveries and idea that current AR developments in the area should focus on enhancing human-to-human interactions: messages, gestures, words and other small elements of communication. We present the current SoAR prototype that enhances video calls with overlaid drawings therefor SoAR is a tool for asking and providing guidance in context-reliant work situations. Our guiding theoretical framework is drawing from phenomenological discussion dealing with embodied interaction expanded by a process of research-based design. Introduction A meaningful blend of learning and working at the same time has been and still is one of the challenges in workplace learning. Workplace contexts are often unstructured environments, but nearly always not structured for learning (Eraut, 2004). Knowledge that is acquired at work and through working is informal and multiepisodic (Kooken et al, 2007), meaning that competences arise as employees learn to connect and reflect upon different workplace episodes (Eraut, 2000). Efficiency at work tasks in hand has a priority over learning, therefore the support for informal learning should be designed to appear naturally when a need arises, to support the task performance and to be contextualized into the environment. Technology enhanced social interaction may support knowledge exchange or sharing among peers (Welsh et al, 2003). In order to find out how the informal learning could manifest in the realm of construction work, we studied three construction sites and construction companies in their offices, in addition to the four interviews with managers from unions, associations in the process of designing novel solutions for informal learning. We present the design framework and describe the investigation process and prototype design solutions followed by future expectations. The results of the study are twofold. At first the study enlightens challenges in a construction work on which augmented reality (AR) tools can