Welcome to the first issue of the exciting szenaris Letter, which features interesting reports, latest research findings and information on events surrounding the subject of e-learning. As a subscriber, you can benefit from our know-how and find out more about the digital worlds that are so important now and which are set to become even more relevant in future.

We hope you enjoy reading it.

The szenaris team

Have you ever noticed that when the media reports on bomb disposal, images of robotic vehicles are often shown? These machines are used to explore and dispose of hazardous objects because defusing explosive devices holds many dangers both for people and the environment. Simulations help to minimise such risks.

To start with, people need to learn how to operate the robots. These machines are valuable and even the smallest mistake can involve risks for all concerned or the robot could be damaged or destroyed.

szenaris has therefore developed a training system that allows people to handle remote-controlled robots. This is made possible by the use of Virtual Reality (VR). The operator uses the original operating equipment but instead of controlling a real robot, it is connected to a virtual robot so there is no risk to life or limb.

The trainer can place suspicious objects in 13 virtual scenarios such as in a passenger car, in a bus, at an airport or in commercial buildings. The operator must then locate and dispose of these objects with the help of the virtual vehicle.

The remote controlled vehicles respond in a fully realistic way because parameters such as standing and tilting behaviour, driving dynamics, acceleration, braking response and ascending or descending gradients are simulated to be as realistic as possible. This impression is reinforced by high-quality, realistic graphics. The training system is thus of interest to all Explosive Ordnance Disposal specialists being trained to operate vehicles like “tEODor” or “PackBot” or who need to rehearse dealing with critical situations using these vehicles.

More information on this topic:

Project presentation

Contact: Heike Kißner

For teachers and trainers, it is no longer enough to simply impart knowledge. They also need to prepare their students or trainees for the changing demands of a global labour market. Within the “GlobePro” project network, szenaris is therefore developing an information- and learning platform for the IT industry.

“Globalisation” has been a hot topic for some years now. Greater internationalisation affects economic and political relations between many countries as well as cultural links. We encounter this integration in our day-to-day work. For example, new communications technologies bring us closer together and enable us to work with people all over the world. You are highly likely to have experienced the impact of globalisation personally.

As in many sectors, changes arising from globalisation are a key issue for the IT industry in particular. At the same time as developing products for international customers, they also use them. The IT industry is therefore affected by globalisation in two respects. For this reason, the industry is an important research area.

Since 2009, the “GlobePro” project sponsored by the German Federal Ministry of Education and Research (BMBF) has been examining the globalisation of IT services and software development in-depth. The project explores the successful implementation of global business models and the challenges faced in terms of staff training. Within the project network (whose members include companies such as BMW AG, Deutsche Post DHL, szenaris GmbH and T-Systems), sustainable training concepts are being tested in various pilot projects. In its pilot project, szenaris GmbH is looking at qualification requirements for skilled employees in the IT industry, such as IT specialists and media designers. The company has set itself the task of preparing trainees and skilled employees for the particular requirements of international projects at an early stage and sharing practical strategies for action.

Representatives from companies specialised in IT, research, consulting and training as well as from associations and social partners have met on a forum of experts in Munich on March 25th, 2011. They discussed current research results and practice reports by experts and their relevance for employee qualification and global contexts on the forum, which was booked out with more than 80 participants. Furthermore, two workshops on vocational training and education for globalisation formed the framework for an active exchange of experiences. The forum of experts again revealed that people – being the most important resource of companies – need to be in the centre of global competition in the future.

More information on this topic:

Forum of experts on March 25th, 2011 – with a keynote speech by Andreas Boes
Lecture on the forum of experts of szenaris
Success Story
“GlobePro” project website

Contact: Susan Jolie

Although the LEARNTEC has been affected by the economic crisis in recent years, there was a breath of fresh air at the Karlsruhe exhibition centre in February of this year thanks to a new organisational team. Everyone who attended the convention or trade show sensed the fresh approach.

Visitors and exhibitors alike made full use of the opportunities for learning on all three days of the event. Many exhibitors thus took advantage of the ability to rebook for 2012 before the show even came to an end.

In our view, there were two high points alongside the trade show: the publication of an online version of the innovative “Textbook for Learning and Teaching with Technologies” and the presentation by Dr. Katzky as part of an education forum.

The online version of the textbook (known as L3T for short) is the result of a unique interdisciplinary collaboration by 116 authors. Susan Jolie and Dr. Uwe Katzky, both from szenaris, contributed to the chapter on “Simulations and Simulated Worlds – Learning in Immersive Learning Environments” together with three other authors. In total, L3T has 48 chapters which can be downloaded from the Internet. A printed version is also scheduled to be available from bookstores in May.

The second high point was Dr. Katzky’s presentation on practice-oriented learning in virtual worlds. Following a short overview of the benefits of this type of learning, Katzky led a live demonstration of the szenaris simulation for remote-controlled robots (see “Developed for you ...” also in this issue of the szenaris Letter). The numerous spectators who appeared watched the live sequences keenly and showed great interest in this practical application.

In May, szenaris GmbH will have a stand at other exhibitions including the AFCEA exhibition in Bad Godesberg on 4th and 5th May and ITEC in Cologne from 10th to 12th May. We look forward to seeing you there.

More information on this topic:

Chapter on “Simulations and Simulated Worlds”
“L3T” textbook project website
Slides from the presentation on “Practice-Oriented Learning in Virtual Worlds”
LEARNTEC

Suggested events in May:

AFCEA
ITEC

Contact: Dr. Uwe Katzky

Did you know that the history of e-learning dates back to the 16th century? In 1588, a design for a “book wheel” was unveiled that was intended to make studying faster and more convenient.

One might argue that does not yet constitute electronic learning, but the basic idea behind modern e-learning and Agostino Ramelli’s book wheel is the same: namely to simplify access to relevant information and thereby facilitate learning.

In 1866, Halcyon Skinner was awarded the first patent for an educational aid and by 1936 there were a further 700 patents for similar educational devices. One example is Sidney Pressey’s testing and teaching machine of 1926, which could be used to answer multiple-choice questions. Users were given the choice of up to four alternatives and pressed numbered keys to give their answers. The correct answer had to be given and was recorded by a mechanical counter before progressing to the next question.

Although Pressey was forward-thinking for his day, his method envisaged the same teaching approach for every user. By contrast, Norman Crowder believed that there were different ways to learn. For this reason he developed a teaching machine in 1959 that took into account the user’s prior knowledge and individual way of learning. Incorrect answers resulted in appropriate feedback being given and subsequent tasks would depend on the nature of the error. This branched program founded on the principle of adaptive learning went on to form the basis of computer-assisted instruction.

The shock of Sputnik’s appearance in the late 1950s led to a wide-ranging training initiative in the United States which also promoted e-learning. New forms of learning were to improve people’s education and create a competitive advantage over the Soviet Union.

In the years that followed, these technologies were applied in schools, as well as in occupational training and education to instruct groups and in behavioural training. These teaching and learning methods became increasingly popular, particularly when the TICCIT and PLATO projects in the 1970s demonstrated the effectiveness of computer-assisted instruction. The term e-learning was established in the 1990s as use of the Internet became more widespread, leading to a huge boom in computer-based learning.

More information on this topic:

Ramelli’s book wheel

Contact: Susan Jolie

Developed for you ...
Health and safety at work

Researched for you ...
Future-oriented products and services to meet demographic challenges

On the road for you ...
Review of the AFCEA exhibition and ITEC trade show

Investigated for you ...
What exactly is ...? – e-learning from A to Z