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Change of practice as learning & reflection as control of habits

Change of practice as learning & reflection as control of habits. Merja Bauters Jukka Purma Aalto University School of Arts, Design and Architecture firstname.surname @aalto.fi.

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Change of practice as learning & reflection as control of habits

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  1. Change of practice as learning & reflection as control of habits Merja Bauters Jukka Purma Aalto University School of Arts, Design and Architecture firstname.surname@aalto.fi Interactive Technology in Education (ITE) 2014 conference, 9th - 11th of April 2014 at Hotel Aulanko, Hämeenlinna, Finland.

  2. Merja Bauters Post doctoral researcher Jukka Purma Researcher Learning Environments research group (LeGroup) Media Lab Helsinki Aalto University School of Arts, Design and Architecture Sun kuva!!!!!

  3. Three Things to Think • Context and time • Experience grounds learning and reflection • Ach So! : mobile video tool for learning

  4. Context and time

  5. Construction sector

  6. What are the main challenges for learning in construction sector?

  7. What are the main challenges for learning in construction sector? Harsh conditions Lack of time and space Difficult to predict moments for the need to learn new tools, practices, and materials

  8. Practices and situations

  9. How to support learning, when the work is connected to physical practices, places and unique situations?

  10. How to support learning, when the work is connected to physical practices, places and unique situations? Make learning possible as part of the work. Make learning possible in situ. Provide tools to enhance learning in a network. (Kooken et al., 2007, Kerosuo and Toiviainen, 2011, Mørch and Skaanes 2010)

  11. Three Things to Think • Context and time ✔ • Experience grounds learning and reflection • Ach So! : mobile video tool for learning

  12. Experience as learning

  13. Learning through Experiences

  14. Learning through Experiences Experiences may suggest changes of practices. The need to change pushes reflective processing of the situations… …which results as new practices (habits). Peirce, C. S. (1931-58). Collected Papers of Charles S. Peirce. 8 vols. Ed. by Hartshorne, C. & Weiss, P. (vols. 1-6), & Burks, A. (vols. 7-8). Cambridge, MA: Harvard University Press.

  15. Reflection in work

  16. Reflection in the moment

  17. Reflection in the moment Moments of doubts and inspiration. Feeling of irritation, annoyance. Clues and hints help us to understand where the irritation comes from. Moments of qualitative immediacy. Peirce, C. S. (1931-58). Collected Papers of Charles S. Peirce. 8 vols. Ed. by Hartshorne, C. & Weiss, P. (vols. 1-6), & Burks, A. (vols. 7-8). Cambridge, MA: Harvard University Press. John Dewey: The Later Works, 17 vols. (1981-1991). Carbondale: Southern Illinois University Press.

  18. How to Enhance Reflection?

  19. How to Enhance Reflection? When experience triggers reflection, a tool may turn that reflection into visible and shareable action. Such tool can make a common (or an uncommon) execution of a task into a shared object for e.g. improvement.

  20. Three Things to Think • Context and time ✔ • Experience grounds learning and reflection ✔ • Ach So! : mobile video tool for learning

  21. http://achso.aalto.fi Ach So!

  22. Inspired by AnViAnno, a proof of concept app for video annotation with Android devices (by RWTH – Aachen). • Redesign and develop a mobile tool for learning in construction • Agile design and development: iterations, testing, more development.

  23. reflection enact experience : record  annotate  share Genres to help getting started : site visit, problem, trick of trade, good work.

  24. Clips to be stored in device and in cloud. ..short clips, very short clips.. Use automatic meta-data for recommendations: location, time, author etc.  Social Semantic Server tries to infer workplaces and routines

  25. Future research and development • More research on the use in the wild: • Learning experience / collaborative learning / social networks. • Organizational issues. • Social and political questions. • Better support for harsh conditions • record clips with wearable cameras (GoPro bridge) • Other ways to record without using hands (glasses?) • More annotation options • tricks with the annotation marker • hand-drawn annotations • voice annotations (and voice to text?)

  26. When you carry Ach So! with you, you know to keep your eyes open for learning experiences.

  27. Thank you! Merja Bauters Jukka Purma Aalto University School of Arts, Design and Architecture Helsinki – Finland firstname.surname@aalto.fi The Learning Layers project is supported by the European Commission within the 7th Framework Programme under Grant Agreement #318209, under the DG Information society and Media (E3), unit of Cultural heritage and technology-enhanced learning. http://learning-layers.eu

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