Lydia Lau, Christina Steiner, Gundrun Wesiak , Vania Dimitrova , & Dietrich Albert

1. Immersive Reflective Experience-based Adaptive Learning Lydia Lau, Christina Steiner, GundrunWesiak, VaniaDimitrova, & Dietrich Albert

2. Context • 21st Century Skills • Interpersonal communication • Cultural awareness Live in a multi-cultural society Work in multi-cultural society

3. Interpersonal Communication Skills Interpersonal communication is a core 21st Century skill CIPD Learning and Development survey (pg 2 & 9) (2009)

4. Interpersonal Communication Skills Interpersonal communication is a core 21st Century skill CIPD Learning and Development survey (pg 2 & 9) (2009)

5. Interpersonal Communication Skills Interpersonal communication is a core 21st Century skill CIPD Learning and Development survey (pg 2 & 9) (2009)

6. Assumptions In a simulator for learning Reflection Forethought In the real world

7. Potential of Digital Traces User-generated content presents a vast source of digital traces of individuals’ experiences shared in social spaces Advantages • Continuously updated • Spread across different sources • High volume • Enable participation and active engagement • Authentic and unbiased by the application • Represents different communities & perspectives Domains • Disaster prevention and predictions • Transport and environment • Public services • Citizen journalism • … Great potential for informal learning not exploited (OECD, 2011)

8. Social Media Revolution Facebook reached 1 billion monthly active users [Sept 2012] • Twitter has over 465 million accounts producing on average 175 million tweets per day [2012] • Over 800 000 videos uploaded on YouTube every day; 10 videos uploaded any second [Aug 2012] Multi-disciplinary researchis needed to develop- inspirational prototypes- innovative evaluations- robust technologies [Shneiderman, 2011] Social media creates content as a social object. Smart analysiscan result in new insight, and that has powerful value for organizations.” [Reichental, 2011] “disruptive impact” of social media on industries and social lives of people Convergent with long-term societal trends [JRC Policy brief, 2008]

9. Simulated Environmentfor Learning Project Strata Pedagogy <–> Use Cases

10. Simulated Environmentfor Learning Project Strata Affective Meta-cognitive Scaffolding Pedagogy <–> Use Cases Augmented user modelling Making Sense of Digital Traces

11. Simulated Environmentfor Learning Project Strata Affective Meta-cognitive Scaffolding Pedagogy – Use Cases Augmented user modelling Making Sense of Digital Traces Integration Framework

12. Simulated Environmentfor Learning Project Strata Affective Meta-cognitive Scaffolding Pedagogy – Use Cases Evaluation – User Trials Augmented user modelling Making Sense of Digital Traces Integration Framework

13. Pedagogy: Self-Regulation Skills Employees do not seek for self-regulation skills Why are we looking at self-regulation then? Q1: In the last month – did you learn from your day to day experience? Q2: In the last month – did you learn from formal training or books? Q3: Did you have interpersonal communication encounters which you learned from? Q4: Did you have interpersonal communication encounters you wished the other person learned from?

14. Pedagogy: Adult Learners Adult learners - us and our children • informal learning – lifelong and life-wide • goal and relevancy driven • technology savvy • live in blurring digital, physical, social worlds Andragogy and self-regulated learning Innovative technologies for learning

15. The Technology Simulated environments for learning

16. The Technology Simulated environments for learning

17. The Technology Simulated environments for learning

18. The Problem Virtual Learning Environment Experience in the simulated environments disconnected from ‘real-world’ experience Learning experience Instruction design • Effectiveness • Engagement • Motivation • Meta-cognition • Authenticity • Diversity • Timeliness • Cost-effectiveness

19. Integration and evaluation Tool development Framework Andragogy SRL Social Activity modelling – ontology Social content aggregation Augmented learner and context Meta-cognitive scaffolding • Use case 1: Medical interviews • Extending an existing simulator • Focus on meta-cognitive scaffolding • Use case 2: Business communications • Developing a new simulator • Crowdwisdom • Focus on cultural awareness The Approach Using digital traces with user generated content in social spaces to connectthe learning experience in a virtual learning environment with the ‘real-world’ context and everyday life.

20. The Framework SRL-A-LRS: Self-regulated learning by adults by linking real and simulated experience Step 1: Extending the SRL Model: Virtual & Real World Experience

21. The Framework SRL-A-LRS: Self-regulated learning by adults by linking real and simulated experience Step 2: Integrating simulation and real world learning ECTEL2011

22. Simulator Augmentation by ImREAL Services Provide metacognitive scaffolding Improve instruction designing process with more information on users and context Provide activity structure for diverse experiences Bring crowd wisdom to simulators

23. Integrated Demonstrator - imaginary Buddy for metacognitive support For relevant resources from I-CAW Collecting Learner’s contributions in this closed Social Space

24. Integrated Demonstrator – ETU Use ImREAL services to augment current processes

25. Key Innovation of ImREAL Holistic framework for adult self-regulated learning => underpinning meta-cognitive scaffolding service Presenting @ i-KNOW – see demos Semantic approach for modelling activity context and users=> using digital traces in social spaces Validation in augmenting simulators for learning=> interpersonal communication and cultural awareness

26. http://www.imreal-project.eu/ Immersive Reflective Experience-based Adaptive Learning Lydia Lau, Christina Steiner, GundrunWesiak, VaniaDimitrova, & Dietrich Albert

27. How we use semantics to connect to relevant experiences Stage 1: Activity Modelling on Interpersonal Communications Real World Analysis Activity Theory on a Use Case Use Case Activity Model other relevant ontologies Stage 2: Activity Modelling Enrichment using Semantics Real world experiences Multi-layered Activity Modelling Ontology (AMOn) for Interpersonal Communications Logical Encoding Stage 3: Providing Access to Relevant Real World Experiences Semantic Services: Augmentation, Query, Viewpoint Extraction I-CAW Story Boarding

28. Semantic Augmentation Semantic tagging: detecting interesting things in the content Digital Traces Collection Semantic Tagging & Query Browsing & Interaction Ontology (knowledge underpinning) Bespoke Ontologies & Linked Data Cloud I-Semantic-2011 eChallenges-2011

29. AMOn+ http://imash.leeds.ac.uk/ontologies/amon/LODE%20outputs/CulturalAspects.owl.htm

30. I-CAW: Semantic Browser Focus Concept Facts Eye Contact is Body Language Social Content

31. Exploratory Search Semantic nudges: turning browsing experience into learning experience. • Influence options in a way that will support choosers to act in their own interest, preserving freedom of choice • This can be realisedvia suitable alerts or nudges • Nudge should alert people's behavior in a predictable way and at the same time it should be easy and cheap to avoid I-Know-2013 ECTEL-2012 EKAW-2012 IESD-2012

32. Semantic Nudges Nervous is a negative emotion, you may also look at positive emotions like clam. Click here to see examples with calm.

33. ViewS: Viewpoint Analysis Clusters show learner attention Hot topics to focus on (e.g. extend feedback) Depth vs breath (abstract vs concrete concepts) WNAffect mental state entities, ALL episodes

34. Gateway to Comments: WNAffect Example user comments: positive and negative emotions