Abstract
Experts are imperative for supporting expertise development in apprentices but learning from them is difficult. In many cases, there are shortages of experts to train apprentices. To address this issue, we use wearable sensors and augmented reality to record expert performance for supporting the training of apprentices. In this context, we present the conceptual framework which outlines different instructional design methodologies for training various attributes of a task. These instructional design methodologies are characterized by their dependencies on expert performance and experts as model for training. In addition, they exploit the affordances of modern wearable sensors and augmented reality. The framework also outlines a training workflow based on the 4C/ID model, a pedagogic model for complex learning, which ensures that all aspects of conventional training are considered. The paper concludes with application guidelines and examples along with reflection of the authors.
This is a preview of subscription content, log in via an institution to check access.
Access this chapter
Tax calculation will be finalised at checkout
Purchases are for personal use only
Notes
- 1.
Wearable Experience for Knowledge Intensive Training: Project No 687669
References
Azuma, R., Baillot, Y., Behringer, R., Feiner, S., Julier, S., & MacIntyre, B. (2001). Recent advances in augmented reality. Computer Graphics and Applications, 21(6), 34–47.
Bacca, J., Baldiris, S., Fabregat, R., Graf, S., & Kinshuk. (2014). Augmented reality trends in education: A systematic review of research and applications. Educational Technology & Society, 17(4), 133–149.
Bower, M., & Sturman, D. (2015). What are the educational affordances of wearable technologies? Computers & Education, 88, 343–353.
Ericsson, K. A., Prietula, M. J., & Cokely, E. T. (2007). The making of an expert. Harvard Business Review, 85(7–8), 114–121. 193.
Fominykh, M. (2016). Wearable experience: New educational Media for Knowledge Intensive Training. In Paper presented at the The 28th EdMedia World Conference on Educational Media and Technology (pp. 1–10). AACE.
Guest, W., Wild, F., Vovk, A., Fominykh, M., Limbu, B., Klemke, R., et al. (2017). Affordances for capturing and re-enacting expert performance with wearables. In É. Lavoué, H. Drachsler, K. Verbert, J. Broisin, & M. Pérez-SanagustÃn (Eds.), Data driven approaches in digital education: 12th European conference on technology enhanced learning, EC-TEL 2017, Tallinn, Estonia, September 12–15, 2017, Proceedings (pp. 403–409). Cham: Springer International Publishing.
Hinds, P. J. (1999). The curse of expertise: The effects of expertise and debiasing methods on prediction of novice performance. Journal of Experimental Psychology: Applied, 5(2), 205–221.
Jarodzka, H., van Gog, T., Dorr, M., Scheiter, K., & Gerjets, P. (2013). Learning to see: Guiding students’ attention via a Model’s eye movements fosters learning. Learning and Instruction, 25, 62–70.
Kirschner, P., & van Merrienboer, J. J. G. (2008). Ten steps to complex learning: A new approach to instruction and instructional design. In T. L. Good (Ed.), 21st century education: A reference handbook (pp. 244–253). Thousand Oaks: SAGE Publications.
Limbu, B., Fominykh, M., Klemke, R., Specht, M., & Wild, F. (2018a). Supporting training of expertise with wearable technologies: The WEKIT reference framework. In S. Yu, M. Ally, & A. Tsinakos (Eds.), Mobile and ubiquitous learning: An international handbook (pp. 157–175). Springer: Singapore.
Limbu, B. H., Jarodzka, H., Klemke, R., & Specht, M. (2018b). Using sensors and augmented reality to train apprentices using recorded expert performance: A systematic literature review. Educational Research Review, 25, 1–22.
Merriënboer, J. J. G. V., & Paas, F. (2003). Powerful learning and the many faces of instructional design: Toward a framework for the design of powerful learning environments. In Powerful learning environments: Unravelling basic components and dimensions (pp. 3–20). Oxford, England: Pergamon/Elsevier Science Ltd.
Merrill, M. D. (2002). First principles of instruction. [journal article]. Educational Technology Research and Development, 50(3), 43–59.
Neelen, M., & Kirschner, P. A. (2016). Deliberate practice: What it is and what it isn’t. https://3starlearningexperiences.wordpress.com/2016/06/21/370/
Patterson, R. E., Pierce, B. J., Bell, H. H., & Klein, G. (2010). Implicit learning, tacit knowledge, expertise development, and naturalistic decision making. Journal of Cognitive Engineering and Decision Making, 4(4), 289–303.
Rikers, R. M. J. P., Van Gerven, P. W. M., & Schmidt, H. G. (2004). Cognitive load theory as a tool for expertise development. Instructional Science, 32(1), 173–182.
Sarfo, F. K., & Elen, J. (2007). Developing technical expertise in secondary technical schools: The effect of 4C/ID learning environments. Learning Environments Research, 10(3), 207–221.
Schneider, J., Börner, D., van Rosmalen, P., & Specht, M. (2017). Presentation trainer: What experts and computers can tell about your nonverbal communication. Journal of Computer Assisted Learning, 33(2), 164–177.
van Merriënboer, J. J. G., Clark, R. E., & de Croock, M. B. M. (2002). Blueprints for complex learning: The 4C/ID-model. Educational Technology Research and Development, 50(2), 39–61.
van Merriënboer, J. J. G., & Kester, L. (2014). The four-component instructional design model: Multimedia principles in environments for complex learning. In R. E. Mayer (Ed.), The Cambridge handbook of multimedia learning (pp. 104–148). Cambridge: Cambridge University Press.
Author information
Authors and Affiliations
Corresponding author
Editor information
Editors and Affiliations
Rights and permissions
Copyright information
© 2019 Springer Nature Switzerland AG
About this chapter
Cite this chapter
Limbu, B., Fominykh, M., Klemke, R., Specht, M. (2019). A Conceptual Framework for Supporting Expertise Development with Augmented Reality and Wearable Sensors. In: Buchem, I., Klamma, R., Wild, F. (eds) Perspectives on Wearable Enhanced Learning (WELL). Springer, Cham. https://doi.org/10.1007/978-3-319-64301-4_10
Download citation
DOI: https://doi.org/10.1007/978-3-319-64301-4_10
Published:
Publisher Name: Springer, Cham
Print ISBN: 978-3-319-64300-7
Online ISBN: 978-3-319-64301-4
eBook Packages: EducationEducation (R0)