{"id":1314,"date":"2025-05-15T20:19:20","date_gmt":"2025-05-15T18:19:20","guid":{"rendered":"https:\/\/projects.madineurope.eu\/craeft-community\/?p=1314"},"modified":"2025-05-16T15:16:27","modified_gmt":"2025-05-16T13:16:27","slug":"methodology-experiment-training","status":"publish","type":"post","link":"https:\/\/projects.madineurope.eu\/craeft-community\/methodology-experiment-training\/","title":{"rendered":"Methodology Experiment Training"},"content":{"rendered":"\t\t
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Main objective:<\/strong><\/em> Maximize the impact of learning methods by creating an intelligent hybridization between digital and traditional tools, while preserving the essence of knowledge and know-how transmission.<\/p>\t\t\t\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t

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A Pragmatic Methodological Approach<\/h4>\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t
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A pragmatic methodological approach based on the results of the Pilot 1 experiment in 2024:<\/p>

  • Pragmatic and blended approach to learners<\/li>
  • Maintaining a close relationship with the material<\/li>
  • Non-substitution of digital tools for workshop practice<\/li>
  • Responding to learners’ needs<\/li><\/ul>

    The roots of the project, as mentioned during the review of April 2024:<\/p>

    “Define the availability and impact of learning and training methods and select the combination that maximises impact<\/em>” [1]\u00a0<\/p>

    We are also concerned to assess the validity of our results by exploring the statistics of small numbers, which will enable us to define the field of validity by taking into account:<\/p>

    • The importance of the initial classification of the facts<\/li>
    • The cursor between identifying correlations and proving causality.<\/li><\/ul>
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      Hybrid Approach to Learning<\/h4>\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t
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      During the Pilot 1 -2024 trial, it was found that the traditional and digital tools were impermeable to each other, and that they were used in isolation from each other, the primary idea being to evaluate the digital tools themselves, “all other things being equal”.<\/p>

      In addition, the context in which the digital tools were used proved to be a determining factor in their impact, for example, the clarity of the educational objectives, the consistency of the materials presented, etc.<\/p>

      This analysis has led us to reformulate a proposal for the final version of Pilot 1 – 2025, based on the assumption that hybridizing the use of digital and traditional tools will make it possible to optimize\/maximize the impact of digital tools.<\/p>\t\t\t\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t

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      What is hybrid mode?<\/h4>\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t
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      Close interaction between traditional and digital modalities <\/strong><\/p>

      Create an interlacing of learning times, previously separated into separate blocks. Identify in the pedagogical progression, the most suitable modalities for the transmission of this or that part of a knowledge or know-how. In particular focus on concepts that are usually resistant to learning.<\/p>

      Precise definition of the roles of teaching tools<\/strong><\/p>

      Another aspect is the role played by the tools of each digital or traditional modality. In a non-hybrid configuration where traditional and digital learning take place in parallel without communicating, their role can be the same, overlapping and creating confusion for learners. The hybrid mode aims to define the scope of intervention and the relevant role assigned to each traditional or digital teaching tool in order to optimize their effect and create coherence with learners.<\/p>

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      What are the Complementary Educational Tools?<\/h4>\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t
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      \u00a9Cerfav. Lo\u00efc Ortega is a cold-working glass trainer.\u00a0<\/p>\t\t\t\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t

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      \u00a0As part of the Craeft project, we are proposing to experiment with complementary digital learning tools. Of course, the tools envisaged are not exhaustive and are the basis of the experimentation for wider development.<\/em><\/p>

      Video elicitation<\/strong><\/p>

      The aim of video elicitation is to learn about a practice and allow implicit knowledge to emerge. In the context of training, this “invisible” knowledge is usually not or only with difficulty transmitted. For example, an expert trainer who has mastered a gesture for years will not think of explaining it because it has become natural and automatic.<\/p>

      Another advantage of this tool is that it encourages learners to take a reflective look at themselves, watching what they are doing “from the outside” to become aware of areas for improvement.<\/p>

      Lastly, a non-negligible aspect of our experimentation is to implement video elicitation and the explanatory interview [2] usually conducted face-to-face, between the interviewer and the interviewee, as part of research projects, towards a group elicitation methodology with a pedagogical aim.<\/p>

      Intermediate teaching object, demonstrator<\/strong><\/p>

      Blandine Brill clarifies the difference between method and technique [3], what could be reduced in the Craeft project to transmission that can be done remotely via e-learning tools and the part of the gesture whose transmission is irreducible and requires face-to-face learning.<\/p>

      The intermediate teaching object aims to bridge the gap between method and technique and to create a link to generate understanding, providing a tangible object with which to manipulate an otherwise abstract notion, for example the interaction between mould and object in negative curvatures.<\/p>\t\t\t\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t

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      Improving the Digital Tools <\/h4>\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t
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      The digital tools already developed as part of the Craeft project are taking on their full role in the hybrid mode, and we are examining and refining their user scenario and the way in which they are used.<\/p>

      • E-learning using multimedia potential.<\/li>
      • Workshop simulation in a VR environment.<\/li><\/ul>
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        Conclusion<\/h4>\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t
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        Our methodological approach seeks to overcome the traditional divisions between digital and face-to-face learning, by offering a thoughtful and contextualized integration of the different learning tools.<\/p>\t\t\t\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t

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        [1] Craeft WP6.1 – review of 23th April 2024<\/span><\/p>

        [2] <\/span>Pierre Vermersch \u2013 \u201d l\u2019entretien d\u2019explicitation\u201d (The Clarification Interview) – 2019<\/p>

        [3] Blandine Brill \u2013 \u201cGeste technique et apprentissage : une perspective fonctionnelle\u201d (Technical gesture and learning: a functional perspective) in, Patrick Pion and Nathan Schlanger – \u201cArch\u00e9ologie de la transmission des savoirs\u201d (Archaeology of knowledge transmission) – 2020<\/span><\/p>\t\t\t\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t","protected":false},"excerpt":{"rendered":"

        Main objective: Maximize the impact of learning methods by creating an intelligent hybridization between digital and traditional tools, while preserving the essence of knowledge and know-how transmission. A Pragmatic Methodological Approach A pragmatic methodological approach based on the results of the Pilot 1 experiment in 2024: Pragmatic and blended approach to learners Maintaining a close […]<\/p>\n","protected":false},"author":88,"featured_media":1315,"comment_status":"open","ping_status":"open","sticky":false,"template":"","format":"standard","meta":{"_bbp_topic_count":0,"_bbp_reply_count":0,"_bbp_total_topic_count":0,"_bbp_total_reply_count":0,"_bbp_voice_count":0,"_bbp_anonymous_reply_count":0,"_bbp_topic_count_hidden":0,"_bbp_reply_count_hidden":0,"_bbp_forum_subforum_count":0,"footnotes":""},"categories":[5],"tags":[],"class_list":["post-1314","post","type-post","status-publish","format-standard","has-post-thumbnail","hentry","category-transmission-training-self-improvement-learning-processes-and-certification"],"_links":{"self":[{"href":"https:\/\/projects.madineurope.eu\/craeft-community\/wp-json\/wp\/v2\/posts\/1314","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/projects.madineurope.eu\/craeft-community\/wp-json\/wp\/v2\/posts"}],"about":[{"href":"https:\/\/projects.madineurope.eu\/craeft-community\/wp-json\/wp\/v2\/types\/post"}],"author":[{"embeddable":true,"href":"https:\/\/projects.madineurope.eu\/craeft-community\/wp-json\/wp\/v2\/users\/88"}],"replies":[{"embeddable":true,"href":"https:\/\/projects.madineurope.eu\/craeft-community\/wp-json\/wp\/v2\/comments?post=1314"}],"version-history":[{"count":5,"href":"https:\/\/projects.madineurope.eu\/craeft-community\/wp-json\/wp\/v2\/posts\/1314\/revisions"}],"predecessor-version":[{"id":1405,"href":"https:\/\/projects.madineurope.eu\/craeft-community\/wp-json\/wp\/v2\/posts\/1314\/revisions\/1405"}],"wp:featuredmedia":[{"embeddable":true,"href":"https:\/\/projects.madineurope.eu\/craeft-community\/wp-json\/wp\/v2\/media\/1315"}],"wp:attachment":[{"href":"https:\/\/projects.madineurope.eu\/craeft-community\/wp-json\/wp\/v2\/media?parent=1314"}],"wp:term":[{"taxonomy":"category","embeddable":true,"href":"https:\/\/projects.madineurope.eu\/craeft-community\/wp-json\/wp\/v2\/categories?post=1314"},{"taxonomy":"post_tag","embeddable":true,"href":"https:\/\/projects.madineurope.eu\/craeft-community\/wp-json\/wp\/v2\/tags?post=1314"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}