As augmented reality and virtual reality have entered the mainstream, many organizations have seen the learning value of these technologies. While AR and VR have been shown to improve performance on the job, these benefits come with a cost. Any new technology is an investment, and many learning and development professionals are unaware of the requirements associated with implementing and sustaining an extended reality training solution.
In this presentation, you will learn about the factors that should be considered, including hardware, software, staffing, physical space, etc. User needs and accessibility requirements will be discussed. Understanding these considerations will ensure your organization makes informed decisions about implementing and scaling AR/VR solutions.
Learning technology
The learning objectives of this workshop are to gain a deeper understanding of how self-preservation can sometimes hinder the learning outcome in predesigned learning opportunities such as "After Action Reviews" and "Lessons Learned processes" and the ability to use leader/educator tools to support this.
The workshop is designed to be both active and engaging inviting the participants to engage in both activities using cases and digitally supported branching scenarios in Learnlab. Through activities and examples the workshop explores and answers the following questions: Why is learning often uncomfortable? How can the theory of reflective practice learning enhance learning from practice? How does the degree of psychological safety hinder or support the willingness to take interpersonal risk and boost learning and team performance? How can a narrative approach to practice combine the two and how can it be implemented in both leadership and educator-training?
Learning science
Ea Als-Andersson has a Master of Arts in Educational Theory and Curriculum Studies.
She is employed as a teaching and learning consultant at The Royal Danish Defence College where she teaches trainers, sergeants and civil educators in pedagogy and didactics.
Christina Helleshøj (cand.mag/MA) teaching and leaning consultant at The Royal Danish Defence College.
She is an experienced teacher and learning consultant. She has special interest in literacy, blended learning, feed back processes and development of teachers skills through action learning.
This session operates on the premise that writing is an important skill to master for all students. In a world influenced by AI we as educators must be aware of teaching our students that writing is not about prompting a language model, it is a way to learn and to communicate.
We will introduce reflective writing as a scaffolding concept designed to help students enhance their (content-area) writing skills through various writing exercises. Reflective writing is applicable in various forms of education and can be implemented in both online and offline education, synchronous as well as asynchronous study courses. During this session you are invited to try reflective writing and participate in an informal talk about the possibilities and limitations of reflective writing.
Learning methodology
The presentation aims to highlight the importance of training faculties and researchers on using AI chat bots in professional activities as well on ways of collecting, analyzing information, and preparing scientific articles with set of AI tools. The presentation will cover the benefits of using AI chat bots to automate routine tasks, such as data collection and analysis, freeing up time for researchers to focus on more complex tasks. Case studies and examples of successful implementation of training approaches on using AI chat bots and other AI tools in educational and research fields will be presented.
Learning methodology
He works as a digital content producer at Norwegian Defence University College where he produces videolectures, livestreams, podcast and other mediaproductions. Gustav has several years’ experience from film industry with fictional film, documentary, reality, commercial and information film both public and private sector.
At NDUC Gustav is responsible for the videostudio with all its technical aspect, and also have been involved in the startup of 3 new videostudios. Two in Norway and one in Gori, Georgia.
A hands on approach for editing videolectures. In the workshop we will edit of a videolecture from start to finished. Teoretical there will be tips, tricks and some general good rules of thumb when editing.
I want to show you how to get control in a editing program and use the different media elements for a effective production. This is a crashcourse for teachers/lecturs who want to start with videoediting.
Producing video lectures
Martin Hans Jensen holds a Bachelor of education and Master of Information technology.
For more than a decade, Martin has focused on learning and IT. Today Martin is Learning Consultant at The Royal Danish Defence College, and here he works with Moodle, Technology-Enhanced Teaching and Blended Learning in the Danish Defence.
Capt. Bo Posselt works as a case officer specializing in simulation and VR at the Danish Home Guard School. He has been engaged with learning and e-learning over the past decade, maintaining a strong interest in VR and educational technology.
In these days, many discussions revolve around the necessity of high fidelity in virtual reality (VR) training. High fidelity can lead to exciting, challenging, and effective training experiences, but developing high-fidelity VR is often time-consuming and costly. It is not always essential to have high fidelity to achieve the desired learning outcomes.
In this parallel session, Martin will briefly explain the concept of fidelity and focus on when high fidelity is necessary in VR training and when it is not crucial. Additionally, the presentation will provide examples of how to create the feeling of high fidelity without breaking the bank and explore alternative design approaches when high fidelity is not a possibility. Towards the end of the session, we will collectively examine different levels of fidelity achievable with one of the most widespread headsets in the market: Meta Quest 2.
Learning technology
FDF's ADL Office and virtual FDF's digital learning's development group (recognised as whole as a National Center of Expertise in digital learning) have created a short term goal and endstate document for FDF's digital learning 2026 in co-operation with FDF's J7. This document has a broad view to demands for digital learning in different categories, which includes f.ex. learning culture, pedagogy, digipedagogical competences, content production, and technical development. After the endstate document, and J7's commentary for it, the same group started to work with a concept document, which should tell very practically what kind of steps we should take to achieve goals marked down in the earlier endstate document.
This presentation tells a little bit about goals set for the endstate, but more about those practical steps, and tasks we need to execute and implement for the name of developing FDF's digital learning's effectivity, usability, and technical possibilities.
Developing digital learning
StrisimPC is a simulator system in SwAF. It is using the simulator program Virtual Battlespace 4 (VBS4). VBS4 is a very flexible simulator and are used from soldier level to company commander level.
The presentation will cover the usage of this simulator system in SwAF and present the system itself. SwAF uses StrisimPC for a variety of purposes. The simulator is available on almost all garrisons in Sweden and is used for training different tasks such as soldier tasks, group leader giving of orders, platoon leaders leading of squad leaders, company commanders leading assault. The simulator also contains part task training possibilities such as: Handling of detailed simulated equipment as CV9040D, Remote Weapon Station (VS01) and training of forward observers ordering artillery fire. The simulator contains the whole earth as 3D world in low resolution and the whole of Sweden in mid resolution. Smaller parts are in high resolution. The SwAF can change the terrain them selves at any time and any instructor could change the terrain scene in an exercise for a specific purpose.
As a complement to the presentation there will also be computers from a mobile set of StrisimPC to try at the workshop.
Practical use of (emerging) learning technologies
In this presentation, multiple tools are presented in an overview to facilitate teachers to make their own interactive blended content using open-sourced, free tools. Using the free software of H5P/Lumi, highlights will be presented with a critical view to feasibility and usibility for teachers. together with the group dirrefent possiblities will be explored, hands-on, bring your own laptop!
Would you like to participate in the workshop? Then make sure you have installed Lumi (see attachment) on your laptop. (the program does not work on a tablet or telephone)
However the interactive curses you have created on your laptop do work on all devices!
So bring your own laptop with an installed version of Lumi.
For the workshop you also need 3 images on your laptop. (see downloadlink)
Installing_LUMI.pdf Download images (ZIP)
If you just want to watch and hear what is being said, no problem! A live demo will also be given And there are handouts ready for you if you want to try it at home.
Practical use of (emerging) learning technologies
In this session, Dr. Van Schaack will provide detailed descriptions of the instructional activities he presented in his keynote presentation, illustrating how they can be implemented in real-world academic and training environments. Each activity will be broken down into actionable steps, ensuring that participants can easily adapt and apply them. The session aims to bridge the gap between theory and practice, demonstrating how AI can be used to enhance the cognitive processes that promote the acquisition, retention, and transfer of knowledge and skills for students and trainees.
Mr. Ryan Williams NATO ACT in Norfolk, Virginia, USA boasting more than 15 years of expertise in eLearning across diverse roles, he embarked on his journey as a programmer, proficiently hardcoding Flash and JavaScript many years ago. His proficiency extends to multimedia design, video production, and adept delivery through Learning Management Systems (LMS) and SCORM. Presently, he actively contributes to a spectrum of projects focused on emerging technologies, including virtual reality, augmented reality, 5G delivery, haptics, and Artificial Intelligence.
The landscape of education is undergoing a revolutionary shift fueled by the transformative power of Artificial Intelligence (AI). This hands-on workshop provides a comprehensive journey into AI fundamentals and their expansive applications, ranging from natural language processing to computer vision, with a spotlight on the dynamic realm of Generative AI. At the heart of our immersive exploration is Generative AI, a specialized discipline poised to revolutionize education and training by crafting innovative content across text, images, audio, and video. Delving into the possibilities, we will navigate through renowned generative AI platforms and tools, featuring chatbots such as: OpenAI, Bard, and Bing. The workshop transcends theoretical discussions, offering participants tangible insights into prompt engineering—an indispensable technique for tailoring prompts to effectively elicit desired outputs from generative AI models. Through hands-on activities and interactive sessions guided by expert facilitators Mr. Gigi Roman from NATO School Oberammergau and Mr. Ryan Williams from NATO Allied Command Transformation, participants will actively engage with generative AI technologies, gaining practical experience in leveraging these tools for training and educational enhancement.
The workshop's focus extends beyond theoretical frameworks, fostering a deep understanding of the real-world applications of Generative AI in educational contexts. By the workshop's conclusion, participants will emerge with a heightened comprehension of AI's potential and the nuanced challenges it introduces to the educational landscape. Empowered with this knowledge, attendees will be equipped to integrate Generative AI tools and techniques seamlessly into their teaching and learning environments. The workshop aims to inspire innovation, cultivating a dynamic and forward-thinking educational experience that harnesses the transformative capabilities of Generative AI. Equipment needed: BYOD: e.g. laptop, tablet, smartphone with Internet access.
Practical use of (emerging) learning technologies
He is a leader in the premier DoD online learning and training/simulation conferences, serving on the Council of Chairs for NTSA’s iFest and on the I/ITSEC Education Subcommittee. Before founding the Jefferson Institute, Presnall held positions at the EastWest Institute office in Prague and was EastWest’s Regional Director of Southeast Europe in Belgrade.
His Jefferson Institute work also has included directing NSF Arctic Social Sciences data visualization and community engagement projects, and leading projects for the State Department’s Bureau of Democracy, Human Rights, and Labor; the Norwegian and Netherlands ministries of defense; and the Knight Foundation, German Marshall Fund, Rockefeller Brothers Fund, and Charles Stewart Mott Foundation. Presnall was a Lecturer at the University of Virginia for six years, teaching a course on promoting democracy in countries emerging and transitioning from authoritarian regimes.
The Armed Forces of Ukraine has an urgent demand for additional MILMED personnel across all levels and specialties. However, there are limited available faculty and staff to support the required training and education to meet AFU operational readiness. The Ukrainian Military Medical Academy (UMMA) aims to increase and improve its use of eLearning for both medical professionals (e.g., personnel in UMMA’s academic programs) and field medicine specialists (e.g., first responders) who perform tactical medical tasks. The Partnership for Peace Consortium’s (PfPC) Advanced Distributed Learning (ADL) Working Group convened a workshop, “Distributed Learning in War,” on September 5-6, 2023, with the NATO Centre of Excellence (COE) for MILMED in Budapest, Hungary. A panel of 41 civilian and military distributed learning experts from 18 NATO and Partner Nations and Organizations, including Ukraine, analyzed technology-enhanced learning relevant to Military Medicine in wartime. Ukraine Military Medicine requires learning solutions, short- and mid-term, that enable effective training and education to meet current and post-war Armed Forces of Ukraine (AFU) operational requirements. Allies and Partners require immediate coordination and accountability to provide more efficient and effective means of delivering such capabilities to the AFU and across partnerships. Some vital AFU Military Medicine training and education requirements can be met by improved distributed learning capabilities.
Practical use of (emerging) learning technologies
Therese Klingstedt has an MA in political science and works as a senior R&D communications advisor.
Her responsibilities encompass the development and implementation of marketing and communications strategies for NDUC seminars and conferences.
She handles text creation, video editing, and graphic design across various digital platforms.
She is an experienced journalist and editor of several academic series. Presently, her focus is on enhancing digital workflows pertaining to events and the broader scope of R&D management.
Line Patricia Moreno works as an event consultant in organizing seminars and conferences. In addition to her primary role, she also assists the senior R&D communication advisor, ensuring that NDUC's seminars and conferences gain visibility.
Her background ranges from organizing music festivals to handling conference dinners for the Ministry of Foreign Affairs. She is presently working on enhancing the digital registration for conferences and seminars, simultaneously exploring the use of AI focusing on image synthesis.
As a higher education institution, the Norwegian Defence University College (NDUC) is legally obligated to disseminate knowledge. One of the tasks of the academic staff is to support this endeavor.
Open seminars and conferences play a vital role in sharing knowledge with stakeholders in the defence sector, academia, and society at large. The support functions are primarily centralised in Oslo, particularly in relation to research and development (R&D) support. The NDUC consists of several schools and an institute located in various locations in Norway. Smaller departments located further from Oslo do not have the same proximity to R&D event support as larger departments. Consequently, NDUC aims to establish a research dissemination platform accessible to everyone, regardless of location, with webinars serving as an ideal solution. There are various ways to organize a webinar. Hence, we will explore the following question:
How can we build enhancing webinars through engagement and psychological safety?
This workshop aims to gather feedback from its participants to enhance the webinar experience. We will introduce various webinar formats and emphasise the creation of an environment characterized by psychological safety and open dialogue. Participants will be exposed to common challenges encountered in webinars, ranging from technical issues and participant engagement to presenter nervousness. Towards the end, participants will also have the chance to share their own views and solutions. We invite you to explore the challenges and opportunities of webinars and we invite you to contribute to the development of a webinar format that promotes psychological safety.
Link to project description on the NDUC website:
https://www.forsvaret.no/en/research/projects/utvikling-av-nytt-webinarkonsept-for-forsvarets-hogskole
Learning Science
At the beginning of the 2000s, he experimented with using Learning Management Systems as a tool in his own teaching, and developed web-based emulators for use in teaching. From 2008, Preben has worked full-time with ADL in several areas. He has led both course productions, but also implementations of learning platforms.
Through collaboration with the Norwegian Defence University College (NDUC), Vindholmen has participated in ADL projects in Serbia and Georgia. From 2021 to 2022, Preben served for NDUC as an ADL officer. For the past two years, in the position chief of section for the Norwegian Air Force's ADL competence center, he has led the technical development of the Norwegian Armed Force's new learning platform.
After receiving his second lieutenant rank, he obtained a business degree at Norges Handelhøyskole, then returning to the Army for UN and NATO missions in Lebanon and Bosnia as a media officer (PIO) on battalion and brigade level. After a business career including Russian and Eastern European investment programmes and a law degree from the University of Oslo, he returned to the Norwegian Armed Forces, in the Cyber Defence Digitalization Unit, as a senior adviser in 2011, while also serving part time as an interpreter, Inspector and Escort Officer under the Vienna Convention and Open Skies arms control programmes and as Deputy J-2 in UNMISS in Africa in 2016.
Through collaboration with the Norwegian Air Force, Amland has supported the latest Norwegian ADL project as an innovation facilitator, advisor and integrator, ensuring scalability and satisfactory security for a commercial cloud based military service on the Internet for all branches of the Norwegian Armed Forces.
He serves as a Multimedia Producer, leveraging his expertise in course development, media production, digital consultancy, and teaching within both digital content production and educational technology. Presently, he is responsible for managing the Royal Norwegian Air Force's learning platform and their remote teaching studio. Over the past two years, he has actively participated in various roles in the development of the Norwegian Armed Force’s new learning platform. He currently leads a group responsible for user testing the new platform.
The Norwegian Armed Forces Learning Platform.
The story of how 5 different learning platforms became one without a separate project organization. A story about the work behind, collaboration, development and operations.
Vindholmen is a staff sergeant at the Air Force School Center Kjevik/Kristiansand, where he is head of the section for digital support of teaching and training. He has headed the group that has had the main responsibility for the technical aspects of the solution, including authentication and integration with the Norwegian Armed Forces' HR system.
During the presentation, he will be joined by Mr. Fredrik Amland from the Cyber Defence's Digitalisation Department and Mr. Bjørn Andre Fauske from the Air Force School Centre. The latter will talk about technical development collaboration and how the platform works functionally, respectively.
Learning tools
She graduated from Military Institute of Taras Shevchenko National University, specialty – military psychology.
Served as a psychologist officer of the Air Force of the Armed Forces of Ukraine Currently, she is PhD military student of the National Defence University of Ukraine.
The field of scientific interests is critical thinking, including development of officers' critical thinking.
Virtual reality as an enhanced training tool has been used for professional development of the military since the 80s. However, VR is mostly popular for training technical skills, dealing with equipment, weapons, vehicles and medical aid. As early as in 2018 VR started to be used to train protection of civilians (inter alia, at Allied Command Transformation, Norwegian Defence University College).
In 2022 National Defence University of Ukraine initiated the research on using VR for officers’ soft skills development. The first stage of the research was the survey held with around 200 respondents in September 2023. Based on the survey’s results there were defined the main soft skills to develop, such as leadership, communicative skills, emotional intelligence, critical thinking. Since 2023 the National Defence University of Ukraine and Center for Civilians in Conflict cooperatively have been working on developing VR scenarios based on the experiences from Russia’s full-scale military invasion of Ukraine. These scenarios are designed to train the military how to operate in the combat zones in presence of civilians, including gender aspects (for military and civilian perspectives, within military environment), applying protection of civilians-based approach and a set of soft skills. During the development of scenarios one of important aspects we have focused our attention were aspects of cognitive biases and heuristics to identify the level of critical thinking. The set of scenarios are both for individual and collective training sessions. In 2024-2025 the scenarios will be transformed into VR training sessions to be used for training the military in Ukraine.
Learning methodology
As educational developer at the Swedish Naval Warfare Center I hold a special interest in development of learning spaces, didactics and methodology in professional education. I am currently working on my PhD project in higher education pedagogy and simulation-based teaching and learning at Malmö university.
Simulation-based teaching and learning is far from new in education. Educating to and practicing in vocation as close to reality as possible, without causing injury or material and financial high costs, has been done for many years. As education to professions enters the academic organization, so do their traditions in teaching and learning, and thus these teaching and learning practices also enter higher education pedagogy and become part of the educational development in colleges and universities. One strength in this change process is that the area of simulation-based teaching and learning is also discovered systematically through research. So, what can this research contribute to?
This is a presentation of preliminary results from a systematic literature review within a PhD-project. The aim with the structured review is to provide an organized overview of the nature of the research done in the field of simulation-based teaching and learning in academic education to professions, with an entry from pedagogy. It holds a critical approach and strives at uncovering questions such as: what and how is being researched what themes and domains are highlighted and what can we learn from this?
Co-presenting with Dr. Marie Leijon, Associate Professor at Malmö university.
Designing and developing learning assets
Keynote speakers: 45 mins.
Speakers (Auditorium): 30 mins.
Parallel sessions: 40 mins.
Workshops: 2x40 mins. or
Workshop: 90 mins.
INCLUDING QUESTIONS!
Networking in every Coffee break