Information Technology Reference
In-Depth Information
6.8.1.
Non-situated Mobile learning
Non-situated
M-Learning
concerns both transport professionals and users. For
professionals, it is a matter of learning activities that are fundamentally independent
of their immediate activity. Language learning, for example, during the driving
period or during rest periods, is an activity independent of the context (of the place,
the state of the vehicle). These learning activities are therefore part of the parallel
activities of professionals on business trips, in addition to entertainment activities
(DVD, television, video games, etc.). For transport users, it is this context
independent learning activity which can become very important. Students who do
their homework in public transport are double winners, both in time (the transport
time is masked by a more important activity) and in behavior (useful activity). In
this case, the devices used are often mobile, such as Tablet PC or eBooks, either
autonomous or connected information access devices such as Internet via WIMAX
or G3 networks.
6.8.2.
Situated M-Learning: from maintenance to e-maintenance
For transport professionals the situated
M-Learning
aspect is important, as it is
directly linked to their concerns:
mastering their work tool and if necessary
repairing or maintaining it. In this context, it is possible to deploy mobile,
contextual and collaborative learning, which can be very useful in case of a
breakdown or incident. The driver can consult a computerized instruction booklet
indicating the steps to follow. If he considers that he does not have the necessary
skills, he can either consult and learn the actions and skills necessary to carry out
small repairs, or enter into contact with the repair shop to receive explanations and
instructions and therefore learn at the same time as doing. Augmented reality can
also facilitate this learning.
Figure 6.6 presents the general organization of the repair set-up -
contextualized learning and the corresponding support documents. The learning
system production approach is based on the following elements: the documentation
of the driver, a task tree corresponding to the generic activities [DEL 04]
[DAV 07c] which are generally found to “master” the targeted equipment. The
specialization process of the generic tree is currently carried out in an assisted
manner; in fact the automation of this process is still the focus of research. The
collection of information is not limited to the textual description of work which
needs to be carried out (and therefore learned), but also to collecting diagrams,
photos, figures and models of elements (parts that make up the equipment, its front
panel, its control panel …). The aim is to build a computing model which is as
complete as possible to be able to base oneself on it to support the diagnosis, repair
process and build appropriate learning objects.
