A framework for interactive learning in emerging technologies

Innovation is an interactive learning process which is of special interest for emerging technologies in which complex complementary knowledge from heterogeneous stakeholders is combined. In the emerging phase of technology development a lot of knowledge is tacit and can only be transferred face-to-face. At the same time a shared vision between stakeholders is being formed that acts as a driver for innovation. Although the importance of interactive learning is widely acknowledged, an adequate framework for studying interactive learning processes in emerging technologies is still missing. Therefore we formulated the leading research question: How to understand and conceptualize interactive learning in the context of emerging technologies? We did not only take the outcome of interactive learning into account, but also focused on opening the black box of the interactive learning process. We developed a framework based on characteristic elements of the interactive learning process in emerging technologies (i.e. prime mover, intermediaries, network formation and knowledge flows), influencing conditions (geographical, cognitive, regulatory, cultural and organisational proximity), and the outcome of the interactive learning process (single-loop and double-loop, tacit and codified knowledge). Clarifying examples are taken from the empirical field of the development of novel food products (functional foods).

Virtual Reality Interactive Learning Environment

Open Building Manufacturing (ManuBuild) aims to promote the European construction industry beyond the state of the art. However, this requires the different stakeholders to be well informed of what ‘Open Building Manufacturing’ actually entails with respect to understanding the underlying concepts, benefits and risks. This is further challenged by the ‘traditional ways of learning’ which have been predominantly criticised for being entrenched in theories with little or no emphasis on practical issues. Experiential learning has long been suggested to overcome the problems associated with the traditional ways of learning. In this respect, it has the dual benefit of appealing to adult learner's experience base, as well as increasing the likelihood of performance change through training. On-the-job-training (OJT) is usually sought to enable ‘experiential’ learning; and it is argued to be particularly effective in complex tasks, where a great deal of independence is granted to the task performer. However, OJT has been criticised for being expensive, limited, and devoid of the actual training context. Consequently, in order to address the problems encountered with OJT, virtual reality (VR) solutions have been proposed to provide a risk free environment for learning without the ‘do-or-die’ consequences often faced on real construction projects. Since ManuBuild aims to promote the EU construction industry beyond the state of the art; training and education therefore needs also to go beyond the state of the art in order to meet future industry needs and expectations. Hence, a VR interactive learning environment was suggested for Open Building Manufacturing training to allow experiential learning to take place in a risk free environment, and consequently overcome the problems associated with OJT. This chapter discusses the development, testing, and validation of this prototype

Interactive learning aided by JavaScript

This paper presents a case study in which some of the features of JavaScript have been employed to support the learning environment of students. Students have access to notes, self‐assessment tests, and revision crossword puzzles. JavaScript is sufficiently advanced to permit the writing of a simple nutritional analysis program. However, there are some problems caused by slight incompatibilities between browsers, but this complication is of no importance when students have access only to one browser on the network

Medical Education Board Game: Interactive Learning

Background: Researchers have been interested in promoting improved retention of medical knowledge through custom designed board games for a number of years (Bochennek, et al 2007, Karbownik et al, 2016, and Shaw et al 2013). Studies demonstrate at least a subjective medical student desire to continue to develop study methods like board games for routine use in medical education

Interactive learning online: Challenges and opportunities

Since the early 1990s online education and online learning systems have held the promise of increasing instructional productivity and reducing costs without sacrificing educational quality. There is no evidence to date that such promise has materialized. The impetus of the newest developments with free online courses to hundreds of thousands of students might drastically transform how we teach more and better with less. The innovation that prompted this panel is called Interactive Learning Online (ILO), and has the distinctive feature of highly interactive, machine-guided instruction that can be scaled to accommodate a large number of students who benefit from targeted and personalized learning. The panelists have experimented with online learning in different ways. Their perspectives will address challenges and opportunities with the adoption of ILO systems