Improving higher education requires a pedagogical transformation of the trainers but also of the learners committed in their learning activities. In the framework of distance learning and WIL, learner-centered pedagogical approaches are useful. Thus, the Conceptual Map Project (CMP) is proposed with the support of Perspec-Map, a software aimed at strengthening the knowledge acquisition in automatic control of the audience in WIL. Perspec-Map is a web application promoting reflexive learning based on the sharing of users' point of view, thanks to multi-perspectives. It is an additional support for collaboration and blended-course momentum, changing the behavior of all the parties involved. On the basis of an evaluation with users, several improvements are envisioned: easier map design; management of the trainer-perspective for an improved reference map enriched by the peer reviews; availability of a digitally assisted trainer dashboard for map quality assessment, skills recognition, and facilitated guidance. These last issues demand an ethics and learning analytics.
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In the framework of Long-Life Learning (Yang, Schneller, & Roche, 2015), Higher Education Institutions (HEI) are deemed responsible for the triangle of learning performance of the training offer (see Figure 1) for the satisfaction of the audience based on an appropriately chosen pedagogy for the learning goal. Thus, the triangle of operating and economic performance (learning outcomes, resources, results) is widened for overall coherence (purposes, culture, structure).
Figure 1. Global learning performance
The European Standards and Guidelines by ENQA (2015) demand a pedagogical U-evolution of the trainers for commitment in a shared culture (Sharmer, 2009; Lave, 2014). The support of their organizations is the underlying requirement (Kanuka, 2010). Solutions are mainly based on blended-courses, reflexive pedagogy and pedagogical device hybridization, integrating classical and digital tools to create new collaborative Integrated Learning Environments (ILE). ICT should be mobilized (Albion, Tondeur, Forkosh-Baruch, & Peeraer, 2015) to promote the “future work skills” (Davies, Fidler, & Gorbis, 2011): meta cognitive abilities, collective and social intelligence, a capability for virtual collaboration, computational thinking, cognitive load management and design mindset, in addition to the acquisition of knowledge and the ability to use it to pursue specific goals. This scenario promotes the “networked student model” (Drexler, 2010) where students interact, sharing data and developing their Personal Learning Environment (PLE) (Wheeler, 2010). The control of the learning process is decentralized, thereby giving more freedom to the students, while at the same time allowing the trainer to orchestrate it.
In 2013, conceptual mapping was introduced in the “Automatic Control” Teaching Unit (TU, 2 x 20h) in the Work Integrated Learning (WIL) to Chartered Engineers in the field of “production” (Nuninger, 2015). Because the topic was usually felt complex by the audience, the aim of the proposed trainer’s map was to clarify the learning outcomes. However, two difficulties were observed: first, the learners did not appropriate the tool easily to be able to use it as a guiding tool for learning. They lacked analytical and problem-solving skills and did not benefit from the identified focal points (elements/relationships) for knowledge acquisition. Second, it is not easy to present the trainers’ map designed on a network topology that reflects his expertise and the complexity of the topic. Since 2014, the groups have been asked to co-design the map during a semester within the Conceptual Map Project (CMP), aimed at developing commitment, progressive learning ability and metacognition (Kandiko, Hay, & Weller, 2012; Cendon, 2016). The blended-oriented course is flexible with face-to-face debriefing based on the identified blockages of the groups who “learn by doing” (Grzega, 2005), helping them to build the bridges needed to establish relationships between new concepts. The previous experimentations showed a greater involvement of the learners in the TU and a higher level of satisfaction in their training. The trend is also getting better personal results. However, the major challenge for the trainer is to ensure individual input into the collective production and transfer. Depending on the groups, the normative assessment can show deviations in the personal learning level, evaluating each team member’s participation and contribution to the project.