The Potential Role of Visualisation

In The Vocational Traning And Continuous Education of Adults

A potential tool for creating communicational conformity

1. The role of perception in the learning process

2. Develpment of IT technologies in the last 40 years

3. An empirical experiment on using visual technology in adult vocational training

1. The role of perception in the learning process

Differences in the individual perceptional patterns

Visualisation playing a major role in the understanding acceptance recalling

of the teaching material

Making sense of the world

What and how do we experience? What do we react to? – A ‘real world’ or an internally constructed (filtered) map of the world

Sensory map (Michael Carroll)

Linguistic map (Michael Carroll)

Representational systems

Mental maps through sensory channels

Visual, auditory and kinaesthetic systems – system characteristics

Systems and value judgements different activities, task types and

professions

Communication model Internal representations, multiple personal

filters Preferred representational sytems / sensory

channels Individual patterns – effects on attitude,

behaviour and relationships Benefits of using visual tools: multiple intake

and creation of communicational conformity Role of teacher’s flexibility

Multimedia applying multiple represetational channels

Source: R.Dilts-J.Ledozier

2. Development of digital technologies in the last 40 years

Enlarging the range of potential educational tools that can be used to convey knowledge

Educational implications of technical development - Opening new paths in the relationship between teacher and learners, new roles and methods

I. PC age (70s – 2000)

Individual PC – demo PC classrooms – for computer

sciences PC demo, classroom use - other

subject areas Fix PC notebooks Access to computers enlarges ~ skills

needed change

II. Tools developing interactivity (early 21st century)

Interactive board 1 – demo only teacher, teacher involves individual students into teaching process

Interactive board 2 – learners simultaneously involved into the learning process, different individual learning paths, different excercises and progression rate, individual monitoring and direct feedback.

III. Tools get together (last 2 years)

Cellphones include full PC in 4" Laptop - 17,5" Notebook - A4 sheet, 2-3 hours Netbook - 10,1" no cable 8-10 hours, net, 1-1,5

kg, children Tablet - 10,1", touch screen, lighter, smaller,

lasting, mobile internet Interim machine, minitablet 7" - laptop ~

cellphone, full HD films, dock station, attachable peripheries (screen, tv, keyboard, external Winchester, printer, etc.)

Digital tools and teaching 1 Traditional educational tools completed by

digital tools ~ changes: multimedia (pictures, sounds, moving pictures), teaching methods, role and relationships

A/ Raising interest, teacher centered, joint progress

B/ Learners reactions considered, active participation in teaching and learning (alternative learning ways for groups, depending on preparation level of group)

Digital tools and teaching 2

B/ Alternative learning ways

Digital tools and teaching 3 C/ Individual learning paths - How do they

come to life? New technologies (voting machines,

headsets, microphones, etc.) – testing answers, software assessement, statistics, feedback to teacher

Based on achieved level - learners grouped, different tasks for different subgroups or different presentation of teachung material, different potential learners role, active participation in teaching

Virtual learning groups (subgroups)

Results, benefits, risks Growing mobility, availability and

access Flexibilty and enriching variety of

teaching materials, aids, methods and roles

Mechanical solutions, loss of contact and human relationships, importance of motivation, support and persistence

3. An empirical experiment

Adult vocational training – Fire safety coordinator

300 hours course, 80 directed individual work, theory and practice

Lectures to be followed in classroom or via internet

Entry code – individual, temporary access to part of the teaching material

From future to present „It will soon be possible for the good –

even the best – lecturers to be replaced by televised or video-taped presentation by world authorities. Lectures will increasingly become available in both formats and will be increasingly cheap. Moreover – animated diagrams and graphs – or clippings from films – will be included.” Sir Douglas Hague, 1991

Phases

Skype – limited access to information Internet, live only, webcamera –

auditory + visual following of lecture completed with presented teaching material in ppt

Internet, live + recorded version available, digital camera and microport

Problem solving 1

Participants – pilot group, high awareness of feedback value

Fundamental issues Geographical dispersion Personal hold-backs „Latecomers” joining in

to be solved by the system

Problem solving 2

Active feedback and development system

Emerging issues in the process Picture and sound quality Equal access to learning opportunity

independently from distance Synchrony needed (?)

by participants’ comments

Reactions and results

Exam passed, qualification acquired Comprehensive + specific feedback

gathering, system comments Technical tools – quality and presence

(microphone, teachers „ease”) No need of physical participation,

adjustment to personal timing Not missing interactivity

Benefits A mixture of methods – being „part of” +

being independent (group and individual) Eases the following of teaching material Ensures timing to proceed, at own rate of

speed Enlarges the physical, geographical scope

of access to learning and choice (commitment) – for learner and educator

Enlarges the scope of potential participants

Perspectives - development

Technical development – auditory issues, sound quality, staff needed, ensuring technical support, etc.

Enlargement of scope of professions Teachers involvement and training Protection of training material –

copyright issues Increasing interactivity level

Thank you for your attention.

Ágnes DaritsOKTÁV Further Educational Centredarits@oktav.hu