1. DUAL – T Technologies for Vocational Training OutlineOutline http://dualt.epfl.ch/ Project 2 Technologies for learning by writing in project-based scenarios DUAL-T Technologies for Vocational Training Team members : Mireille Bétrancourt, Daniel K. Schneider Monica Gavota, Urs Richle

2. DUAL – T Technologies for Vocational Training OutlineOutline 1Context 2Research questions and learning issues 3Studies and results 4Planning and publications

3. DUAL – T Technologies for Vocational Training Context Apprentices : Apprentices in the domain of health and social affairs Schools involved : CEFOPS - Centre de Formation Professionnelle Santé-social School of dentist assistants in Geneva Profession : Dentist assistant ContextContext

4. DUAL – T Technologies for Vocational Training Computer equipement ContextContext

5. DUAL – T Technologies for Vocational Training ELGG Social software Learning environment Profil Personal/professional experiences, activities, interests … Files / photos management Blog system Presentations Friends communities Blog / Community-forum Messages Export / Print Web 2.0 E-Portfolio Social network MediaWiki Visualization (other extensions…) Export / Print ContextContext

6. DUAL – T Technologies for Vocational Training 1Context 2Research questions and learning issues 3Studies and results 4Planning and publications

7. DUAL – T Technologies for Vocational Training Learning Issues… LgissuesLgissues

8. DUAL – T Technologies for Vocational Training Learning Issues LgissuesLgissues

9. DUAL – T Technologies for Vocational Training Research questions Computer-supported collaborative writing to learn procedures Do collaborative writing activities promote the acquisition of procedures? How to design the computer-supported writing activities to improve objective and subjective learning outcomes? Type of activities : peer-assisted writing, collaborative knowledge base Design issues: Computer support features and scripting choices Reasearch issuesReasearch issues

10. DUAL – T Technologies for Vocational Training Research plan Reasearch issuesReasearch issues

11. DUAL – T Technologies for Vocational Training 1Context 2Research questions and learning issues 3Studies and results 4Planning and publications

12. DUAL – T Technologies for Vocational Training Study 1: Investigation of the population Objective: to know the population better  educational and personal profile  familiarity with computer technologies  working place (functioning, technologies, working journal, etc.) Method: interview, equivalent questionnaire for all second year population Population: 2nd year dental assistants Results: descriptive and relational analyses StudiesStudies

13. DUAL – T Technologies for Vocational Training Study 1- skill mastery Branch course preference How many dentists How many dental assistants Practice size Skill mastery other 1.00 -.52 -.85.50.97 -.47.73 e1 Structural Equation Model StudiesStudies

14. DUAL – T Technologies for Vocational Training Study 1- computer attitude Internet access at home Computer access at home Computer utilisation time e1 e2 e3 Computer attitude.61.79.35.78.89.59.00 d Structural Equation Model StudiesStudies

15. DUAL – T Technologies for Vocational Training Study 1- liking the training Liking the training Future plans Liking branch course Liking general culture Liking English Homework in time.41.21.25.16.37.64.46 -.50.40.61 e1 e2 e3 e4 e5 Structural Equation Model StudiesStudies

16. DUAL – T Technologies for Vocational Training Study 5 - Class activity in branch course Hypotheses : Collaborative writing to learn activities support subject matter comprehension by the means of reflexive thinking, epistemic monitoring and planning, translation, revision. Collaborative knowledge-building activities are associated with good perceived satisfaction and learning from the students as well as good quality productions. Design: Co-drafting about procedure and instruments Oral presentation Teacher’s feedback on the platform Teacher’s feedback StudiesStudies

17. Study 5 - Conjecture Map Explanation Constructor Activity Structure Tools TheoryEmbodimentProcessesOutcomes Indices

18. DUAL – T Technologies for Vocational Training Study 6 - Home activity in branch course Hypothesis: Peer tutoring fosters the evolution of the written productions and reflexivity on the subject topic, resulting in a greater perceived self efficacy. Design: procedure writing - revise procedure writing read, discuss - revise DistancePresence -critical incident -revise read, comment Distance A B StudiesStudies

19. Study 6 - Conjecture Map Explanation Constructor Activity Structure Tools TheoryEmbodimentProcessesOutcomes Indices

20. DUAL – T Technologies for Vocational Training Study 7 - Home long term « journal » activity Hypothesis: Peer tutoring fosters the evolution of the written productions, a reflexive attitude, a greater perceived self efficacy and a developed professional identity. Design: Analyze text quality, text evolution, shared ideas, ideas that disappeared.. critical incident comment revision of the first entry critical incident revision of the first entry self efficacy and profession al identity A B 4X self efficacy and professional identity StudiesStudies

21. DUAL – T Technologies for Vocational Training Hypothesis : –Writing activities can foster procedural knowledge/skills acquisition because they support the “declarativisation” step Design: 2 experimental groups 1 control group Study 8 - Out of school experiment Watch the video and write the procedure Watch the video and do the procedure Watch the procedure StudiesStudies

22. DUAL – T Technologies for Vocational Training 1Context 2Research questions and learning issues 3Studies and results 4Planning and publications

23. DUAL – T Technologies for Vocational Training Side issues of DBR Managing the collaboration with the schools Collaboration agreement Project management http://tecfax.unige.ch/egw/login.php Hours of meetings and discussion Shared collaborative platform Project journal

24. DUAL – T Technologies for Vocational Training Planning

25. DUAL – T Technologies for Vocational Training Publications so far Gavota, M., Schneider, D. K., Betrancourt, M., & Richle, U. (submitted). A technology- enhanced learning environment to support learning by sharing professional experience in writing, Paper submitted in December 2007 to EdMEdia 2008, World Conference on Educational Multimedia, Hypermedia and Telecommunications. Richle, U., Schneider, D. K., Gavota, M., & Betrancourt, M. (submitted) Social software in the context of vocational training, poster submitted in December 2007 to EdMEdia 2008, World Conference on Educational Multimedia, Hypermedia and Telecommunications. Gavota, M., Bétrancourt, M. Schneider, D. K., & Richle, U. (2007). Favoriser l’apprentissage en mutualisant l’expérience pré-professionnelle: étude et conception préliminaires. Communication à la treizième journée d'étude sur le traitement cognitif de systèmes d'informations complexes, JETCSIC 2007, Metz, 6 juillet 2007. (http://www.labpsylor-etic.univ-metz.fr/Images/JETCSIC/GAVOTA.pdf) Gavota, M., Bétrancourt, M. Schneider, D.K., & Richle, U. (submitted). Computer supported collaborative writing (CSCWr) in vocational education, Paper submitted in November 2007 to the EARLI SIG Writing conference 2008.