Albena Antonova

Applied Cognitive Task Analysis in the Context of Serious Games Development

Sophisticated Technology Enhanced Learning (TEL) instruments as training simulations and Serious Games (SG) do not provide knowledge content in an explicit form, but propose interactive solutions for learners to build their own skills and competences in close to real situations. Thus, expert knowledge should be implicitly embedded into design of SG and training simulations. The present paper discusses the problem of expert knowledge elicitation for building SG, and provides an analysis of the use of cognitive task analysis methods for SG. The use of Applied Cognitive Task Analysis (ACTA) as effective and time-efficient tool for codification of complex expert skills in the context of serious games and complex simulations is discussed, on the base of experience gained in the TARGET project.

Developing experiential living lab as platforms for embedded innovation

Within the last decade open innovation became a key ingredient for knowledge creation and knowledge absorption strategies of large companies. SMEs are usually considered to lack resources and capacity to organize alone open innovation activities. In this perspective, Hafkesbrink and Scholl (2010) proposed the model of Innovation 3.0 or embedded innovation, in order to illustrate how SMEs can take advantage of community knowledge. As living labs emerged as community knowledge creation model, they can be discussed as appropriate innovation infrastructure for SMEs based on embedded innovation. However, putting a living lab in operation and building around it dynamic and responsive communities is a challenging experience. The present research proposes a model for a living lab organization and development, combining three perspectives: the Embedded Innovation model (integrating the organization into communities to ensure knowledge absorption), the Knowledge-Social-Business experience (KSB) model (developed under the ELLIOT project) and the Technology-Mediated Social Platform model (TMSP). The new model will integrate the key aspects of living labs and will complete the gaps identified on practice. Finally, an experimental living lab ecosystem for implementing the new model is introduced.

Preparing for the Forthcoming Industrial Revolution: Beyond Virtual Worlds Technologies for Competence Development and Learning

Virtual worlds VW propose an immersive environment and sophisticated infrastructure for active learning and complex competence development. While recently the interest toward VW declined, it is expected the release of virtual/augmented reality hardware equipment to bring new impulse for its further explorations in education. The present research aims to discuss the challenges behind VW implementation in the educational process from three main perspectives. First, there will be identified the main benefits of applying virtual worlds for knowledge acquisition and development of complex competences. The second perspective discovers how virtual worlds can be used to transform the educational process, developing a new set of learning and training experiences. Finally, virtual worlds will be analyzed from a disruptive technology point of view, discovering its strengths and limitations for education. At the end, the discussion provides a general framework for assessing the VW benefits for education and its expected further development.

Living Labs in E-Learning, E-Learning in Living Labs and Living Labs for E-Learning

Within knowledge-based society companies are the main engines of technological innovations, boosted by severe global competition and shorter product life-cycle. In parallel learning systems slowly adapt to increasing needs of learners, society and companies. Learning often becomes isolated practice, concentrated in educational institutions and not reflecting regional, company or practical context. Therefore, the present research proposes a new approach for discussion and comparison of emerging living labs environments with e-learning systems as technology-mediated social participation systems. Matching e-learning with living labs can increase value both for education and for innovation processes. That is why there will be discussed three main scenarios for implementation – e-learning in the context of living labs, living labs in the context of e-learning and implementation of living lab for e-learning.