1. Human Factors in Telecommunications, Raila Ollikainen Learning relationships - user centred approach to the development of a learning environment

2. Human Factors in Telecommunications, Raila Ollikainen Eurescom project: –Sustainability and Social Impact of ICT on Schools, Homes and Community –Six countries (Britain, Finland, Portugal, Norway, Iceland, Slovakia)

3. Human Factors in Telecommunications, Raila Ollikainen Current Educational Services are mostly: –Individual-based –Teacher-centric Future Educational Services need to be: –Community-based –Learner-centric Rationale

4. Human Factors in Telecommunications, Raila Ollikainen build and demonstrate a learning service to support learning in both home and school and to support multiple communication and interaction in a web based learning environment Goal of the project

5. Human Factors in Telecommunications, Raila Ollikainen Theoretical background: What is already known about communication and interaction in learning? Collect and analyse data: Data that identifies and classifies existing learning relationships Use the data to generate requirements for defining a new service Main steps to achieve the goal:

6. Human Factors in Telecommunications, Raila Ollikainen build a prototype service (demo) from the selected service definition trial the prototype through field trials in schools and in community specify tools, principles and guidelines which are acceptable (usable & useful) to future service creators (Understand what parts of the concept are universal or are culturally specific)

7. Human Factors in Telecommunications, Raila Ollikainen Key Predictors of ‘good’ learning relationships Validation Data collection and analysis Theoretical work Rule base Decisions of what data we need Validation

8. Human Factors in Telecommunications, Raila Ollikainen Service Definition Service Prototype Service Definition Service Definition Service Trial Service Creation Support Validation Evaluation Selection of the one service definition to be built

9. Human Factors in Telecommunications, Raila Ollikainen Theoretical background for the product design - theory of learning relationships

10. Human Factors in Telecommunications, Raila Ollikainen Learning Relationships…. Moving from ‘what’ to ‘who’ bridges community and individual level in learning and organization

11. Human Factors in Telecommunications, Raila Ollikainen What are learning relationships? Community Individual Learner Learning Relationships

12. Human Factors in Telecommunications, Raila Ollikainen Learning Relationship Characteristics... Forms: one-to-one; one-to-many; and many-to-many. Types: teacher centric, “equal”, learner centric Context: situated within social groupings

13. Human Factors in Telecommunications, Raila Ollikainen Support person centric,“equal” or learner centric Learner Community of learners Support Person Network of Learning relationships

14. Human Factors in Telecommunications, Raila Ollikainen Different forms of communication in learning…. Conceptualisation (support person centric) –Clarification –Confirmation Construction ( “equal”) –Co-operation –Collaboration Identification (learner centric) –debate

15. Human Factors in Telecommunications, Raila Ollikainen Data collection - understanding what the learners are actually doing

16. Human Factors in Telecommunications, Raila Ollikainen 1) Identification of the support person –Questionnaire (questions of daily learning situations) 35 questions about daily learning situations example: You have problems with your essay, who would you ask to help you –Support persons--> learning network (1 st, 2 nd and 3 rd orders) –Results were verified with the learners

17. Human Factors in Telecommunications, Raila Ollikainen 2) Trying to understand what a “normal” learning situation is like. –Learner was presented a problem to be solved with support person’s assistance –Situations were videotaped and analysed in focus of communication and interaction

18. Human Factors in Telecommunications, Raila Ollikainen Background information –Students –Friendship patterns, ICT usage, non-school related activities –Their school –Number of students, teachers, classes, type (private, public), available learning facilities (Internet, library) –Their teachers –age, gender, teaching experience, motivation, ICT usage in class –Students’ families –learning facilities, parents education, profession and household income –Environment

19. Human Factors in Telecommunications, Raila Ollikainen Data modelling - guidelines for the service definition

20. Human Factors in Telecommunications, Raila Ollikainen Qualitative and quantitative data was analysed Typical characteristics of different type of learning relationships were identified Indicative set of guidelines for the service definition formation was created Reliability issues?

21. Human Factors in Telecommunications, Raila Ollikainen Service definitions based on the results of the user study

22. Human Factors in Telecommunications, Raila Ollikainen Checking existing services finding out what kind of learning services and technologies are on the market analysing which technologies could be used, combined, used differently in this project in order to support communication and interaction between the users focus group interviews of the users

23. Human Factors in Telecommunications, Raila Ollikainen Support person centric - Leaner active - Guidance by support person Leaner centric Audio Streaming Video Streaming HTML pages Whiteboards Conferencing ( audio, video, text) Java, Shockwave Remote sensors One possible new Learning Framework….which could be built Possible delivery technologies.... Lectures,Text books TV, Radio, CDs Laboratories, seminars, field work, workshops,practicals Tutorials, informal chats,

24. Human Factors in Telecommunications, Raila Ollikainen Future steps Build a prototype, mock-up demo Acceptance testing of the prototype Service trials with the users in both home and school Guidelines for future service builders

25. Human Factors in Telecommunications, Raila Ollikainen User centred approach is dependant on co-operation and commitment of the target group The involvement of all the project participants in all the steps is very important… or at least understanding what has been done A lot of work! What have we learned?