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 Darits
OKTÁV Further Educational Centre
[email protected]