Making it rich and personal: The personal path to institutional learning environments
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Making it rich and personal: The personal path to institutional learning environments

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Dr Su White looks at how the world is changing and universities must respond to students’ needs and expectations in agile and effective ways. Learners enter university with an inevitable diversity ...

Dr Su White looks at how the world is changing and universities must respond to students’ needs and expectations in agile and effective ways. Learners enter university with an inevitable diversity of technological familiarity and a mix of naïve and sophisticated approaches to using technology as a part of their learning.
The University of Southampton has designed and is implementing a holistic learning environment radically different from the VLEs which have gained widespread use since the late 1990s. Starting from the concept of rich learning environment it became “more than a system, it’s a mindset”. Social software, open data, co-creation and co-evolution are some of its hallmarks. Dr Su White proposes a framework for a digital cognitive apprenticeship to meet the combined challenges of ‘living and learning in a digital age’.
This presentation examines the roots of personal learning environments and considers the interplay of organisational ambitions and requirements needed to support personal learning in a university context.

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  • O'Reilly, T. (2005). What Is Web 2.0 – Design Patterns and Business Models for the Next Generation of Software retrieved March 2011 from http://oreilly.com/web2/archive/what-is-web-20.html."  O'Reilly, T. (2007). What is Web 2.0: Design Patterns and Business Models for the Next Generation of Software, Communications & Strategies, 1(1),17-37.retrieved March 2011 from http://papers.ssrn.com/sol3/papers.cfm?abstract_id=1008839
  • The whole affordances argument, why making data open is good for education too – points to be made about relevance to publishing communities – take cues from previous presentations
  • Explain about the academic process, strength in consistency of approaches cf edshare and eprints
  • We are not the only ones who do this
  • Externa;l sertvices (DropBox, TurnutIn, Live at Edu Google Docs, Delicious
  • http://shirleyknot.blogspot.com/2009/12/rich-learning-environments.html

Making it rich and personal: The personal path to institutional learning environments Presentation Transcript

  • 1. Making it rich and personal:the personal path to institutional learning environments
    Su White
    Web and Internet Science Research GroupECS, University of Southampton
  • 2. The world is changing?
    Su White, University of Southampton @suukii
  • 3. Su White, University of Southampton @suukii
  • 4. stories
    Su White, University of Southampton @suukii
  • 5. Pythagoras … a mythical past?
    Su White, University of Southampton @suukii
    Ooh, no women…. #ALD11!
  • 6. Napier’s bones
    Devices to overcome limited literacy
    Su White, University of Southampton @suukii
  • 7. The library at Alexandria
    Papyrus scrolls, and a reading room
    Su White, University of Southampton @suukii
  • 8. The Nurnberg Funnel
    Lets pour the knowledge in…HoHo
    Su White, University of Southampton @suukii
  • 9. The Analytic Engine
    When computers were human
    And later, in the early 20th century mostly women
    Su White, University of Southampton @suukii
    PS. Its Ada  #ALD11
  • 10. Early CAL?
    Su White, University of Southampton @suukii
  • 11. The old problem of change
    “There is nothing more difficult to plan, more doubtful of success, nor more dangerous to manage than the creation of a new system. For the initiator has the enmity of all who would profit by the preservation of the old system, and merely lukewarm defenders in those who should gain by the new one”
    Niccolo Machiavelli 1513
    Su White, University of Southampton @suukii
  • 12. The world has been changing
    http://imgs.xkcd.com/comics/online_communities_small.png
    Su White, University of Southampton @suukii
  • 13. Su White, University of Southampton @suukii
  • 14. teacherdirected
    (Instructivist?)
    1997
    knowledge exists independently of the learner,and is
    ‘transferred’ to the student by the teacher.
    Ateacher-centered model
    epitomized by the lecture.
    1990
    The Web
    The learner constructsnew knowledge through a process of analyzing new informationand comparing it to previous knowledge. Student
    responsible for their own learning
    Vicarious Learning
    Social
    Constructivism
    2000
    Web 2.0
    Communities of practice
    Semantics
    Informal Learning
    Linked Data
    Studentcentred
    Constructivist?
    2010
    Connectivism
    A vague track of more recent views
    Su White, University of Southampton @suukii
  • 15. Web 1.0 (mid 1990s)
    But what model of learning does this assume?
    Html static web pages
    ftp
    http
    + Teacher
  • 16. Enter the VLEVirtual Learning Environment
    VLEs replicated (a perception of) traditional teaching
    by enabling ‘content delivery’ on-line
  • 17. But why VLEs?
    Historical artefact
    Mostteachers did not do (or even understand) html or FTP
    Manyteachers and students did not do email (or other communication tools)
    Information literacy was not high
    Some teachers were reluctant to allow their online work to be widely seen
    Or were constrained by licences which controlled the distribution of resources
  • 18. why VLEs? (2)
    VLEs are ultimately supportable
    In summary:
    VLEs = toolkit
    VLEs enable teachers to:
    • create and distribute
    • 19. files, email and announcements
    • 20. run chats and forums
    …all in a safe controlled environment
  • 21. The Read/Write Web and the (Social) Network – early 2000’s
    O’Reilly 2005, 2007
  • 22. Some failures of VLEs
    VLEs
    embody outdated(static) views of teaching as “push”
    put the teacher and knowledge/content at the centre rather than the student/process or the network
    are fundamentally closed
    lock you in
    Do not incorporate any understanding of network learning
    do not integrate with the tools and environments students or lecturers use
    Do not enable or support learners to take responsibility for their own learning, tools or digital literacy
  • 23.
  • 24. Su White, University of Southampton @suukii
    We want to climb over the walls…
    With apologies….Adapted from image used by tbl, originally from the economist I think
  • 25. CC Leigh Blackall
    23
  • 26. Where the future lies…
    The data.gov model…
    Exposed data, good enough (“raw data now”)
    If possible using standards (like XCRI or RDFa…)
    Be a semantic squirrel
    Use the social web
    Crowd sourcing
    Shared development
    Social communities
    “The people who will do cool stuff with your data…
    will not be you”
    http://semantic-squirrel.org/
    ‘let computers do the tedious stuff’
    Su White, University of Southampton @suukii
  • 27. Towards a digital academy?
    Expose and share public and private capital across departments and institutions….(to)enable workflows and collaboration
    Reportanalysingresearch returns
    Disseminate
    share and reusefindings
    Attract funding
    Integrate knowledge capital
    Facilitate inter-disciplinaryinitiatives
    Remove/reduceoverheads (e.g. time to publication)
    Reportanalysingretention and progression
    Student recruitment
    Admission tariffs and course requirements
    Publish module specifications
    Publish
    accreditation data
    Dynamic data exchange between departments
    A
    D
    M
    I
    N
    I
    S
    T
    R
    A
    T
    I
    O
    N
    R
    E
    S
    E
    A
    R
    C
    H
    E
    D
    U
    C
    A
    T
    I
    O
    N
    R
    E
    S
    E
    A
    R
    C
    H
    Common data-> exposed -> shared ->RDF
    Su White, University of Southampton @suukii
  • 28. We want to climb over walls
    Su White, University of Southampton @suukii
    With apologies….Adapted from image used by tbl, originally from the economist I think
  • 29. We want to work with our learners
    Su White, University of Southampton @suukii
  • 30. discovery
    collaboration
    practicals
    practice
    people networks
    social
    blended
    links
    memes
    memes
    semantics
    lazy web
    co-creation
    hashtags
    semantics
    Wikis
    cognitive surplus
    tools
    twitter
    feeds
    bookmarks
    tasks
    wild
    VLE
    forums
    A (wine based) learning journey
    Su White, University of Southampton @suukii
  • 31. ChangesUnderstanding Learning
    In formalising our understanding of learning in a digital world there is increasing recognition of informal learning
  • 32. Digital Literacies
    Stuff! Call that learning?
    Is part of the network
    • Contributes stuff
    • 33. Creates an ontology
    finds stuff
    • on the network
    • 34. from the network (of people)
    is given the stuff
    • via the network
    Increasing (digital) literacies
    The learner
  • 35. Digital literacies
    Are a part of literacies in a digital world
    Essential skillset for the thought leaders and decision makers of tomorrow
    Master use and shape
    new business models
    emerging practices -> leading change
    To influence people in a digital world
  • 36. What is a PLE?
    A personal toolkit

    Facilities to personalise the desktop?
    Learners choose They are responsible for:
    • the tools they use
    • 37. who they interact with
    • 38. the content they view
    • 39. sense making
  • The /Institutional PLE (iPLE)
    Oxymoron”“union of two apparent contraries”
    e.g. ‘Extremely Average’
    ‘Military Intelligence’
    Southampton
    ^
    Some might suggest that an Institutional PLE is by definition an Oxymoron
    Our rationale for creating an iPLE: there are features we want or things we must provide
    Organisationally we want/have to:
    • Provide for and support living and learning
    Ensure students find all things “Southampton” at one place (or with one search engine)
    Accommodate people who do not wish to be seen world-wide
    Preserve and curate educational resources
    protect some teaching materials(e.g. privacy, legal constraints)
    Meet legal responsibilities (e.g. accessibility)
    Educationally :
    A virtual guide in the learning journey
    Supporting learners (and teachers) and providing scaffolding
    Introducing tools (and their affordances)
    An infrastructure for student assessment
    traditional assessment
    online portfolios, blogs, artefacts
    assessing use of online tools
    the World Wide Web is not always the right place
    An intranet to host data and discussions
    Technically we want to
    be agile with our technology provision - to meet, match and exceed student expectations
    control the availability of services and information and perhaps the Cloud is not reliable enoughdevelop services incrementally and use modern methods so we can manage costs through choice
  • 40. Towards an eLearning 2.0 provisioning strategy for universities, Oskar Casquero (oskar.casquero@ehu.es) University of the Basque Country, PLE conference 2010
  • 41. Some Issues for HEIs
    In the virtual classroom
    New pedagogic approaches
    making authentic use of technology
    How to assess online skills
    and what to assess?
    • Control suitability of content
    • 42. Guarantee accessibility
    • 43. Control availability of content
    • 44. Adhere to data protection laws
    • 45. Respect copyright
    • 46. Preserve and curate
    New skills and knowledge?
  • 47. The Southampton Learning Environment - Goals
    make it possible to undertake every aspect of
    livinglearningteaching
    support a wide range of pedagogical approaches
    a single place where you can go for
    toolscommunicationcollaborationinformationresources
    act as a vehicle for reviewing and aligning our educational processes across the University
    provide much more flexible systems
    single login to all university tools and repositories (and search)
    online
    appropriate to your role in the university
  • 48. Why are we doing this?
  • 49. Wikis
    Communication tools
    Cloud services
    Infrastructure
    Forums
    Video
    Conferencing
    Email
    PUBLIC
    WORKSTATIONS
    TurnItIn
    DropBox
    Presence
    Chat
    GoogleDocs
    CLASSROOMS
    Internal
    Services
    Podcasting
    Live@Edu
    Search
    EXTRANET
    E-Assignment
    External RSS Feeds
    COLLABORATIONSPACE
    Blackboard (or other VLE?)
    Delicious
    PROFILES
    Lecture Capture and Replay
    Podcasts
    SEARCH
    Question Mark Perception
    Uni/SUSU announcements
    Push
    WIFI
    STORAGE
    Module selection
    Course Announcements
    On-line forms
    INTRANET
    Internal RSS Feeds
    INTERNALSOFTWARE
    Resources
    E-Books
    HR Records
    Student Records
    Open Educational
    Resources
    Library Catalogue
    Room Bookings
    Timetable
    EdShare
    On-line Journals
    Student Handbook
    Fees Payment/records
    38
    The SRN
    Programme/Module Catalogue
    Institutional data
  • 50. Organizational View:A Rich Learning Environment
    The digital cognitive apprenticeship
    Situated and authentic learning with a community of scholars in a digital world
  • 51. Some applications we are leading on
    Let me
    personalise my personal timetable
    select my module options (fully informed)
    book an un-used classroom near me for a SEG group meeting
    Tell me
    what bus I need to leave home to get to my next lecture in time
    Remind me
    of the name of my tutee who is standing in front of me now, and let me know their current progress.
    Create a workflow
    to allow submission of papers and redistribute anonymously for peer review
  • 52. Bringing it all together
    Resources
    Collaboration
    Learning Activities
    My Space
    DIGITAL LITERACIES
    SLE
    Public
    Profiles
    Communication
    User generated
    On-line forms
    Mobility
  • 53. Thank you
    Any questions?
    Su White
    Web and Internet Science
    ECS
    The University of Southampton, UK
    www.ecs.soton.ac.uk/~saw@suukii
  • 54. Discussion Points
    Do you buy the idea that the VLE (as manifested by BB etc.) is past its time?
    Given the increasingly importance of Digital Literacies
    What can and what cannot be personal in an iPLE? Maybe we need to account for institutional variation or disciplinary differences?
    are there other ways of doing something about it
    other than including “authentic” use of technology in the curriculum?
  • 55. refs
    Casquero, Oskar, Portillo, Javier; Ovelar, Ramón; Benito, Manuel and Romo, Jesús. iPLE Network: an integrated eLearning 2.0 architecture from a university's perspective. (2010) Interactive Learning Environments, Volume 18, Issue 3 September 2010, pages 293 – 308
    Fournier, Helena & Kop, Rita. (2010) Researching the design and development of a Personal Learning Environment, Proceedings of the 2010 PLE Conference, CitiLab: Barcelona http://pleconference.citilab.eu
    O'Reilly, T. (2005). What Is Web 2.0 – Design Patterns and Business Models for the Next Generation of Softwarehttp://oreilly.com/web2/archive/what-is-web-20.html
    O'Reilly, T. (2007). What is Web 2.0: Design Patterns and Business Models for the Next Generation of Software, Communications & Strategies, 1(1),17-37http://papers.ssrn.com/sol3/papers.cfm?abstract_id=1008839
    Santos C & Pedro L, (2009). SAPO Campus: a social media platform for Higher Education, paper presented to Open and Social Learning: The VI International Seminar of the UNESCO Chair in e-learning, UOC: Barcelona
    White S. (2009) Rich Learning Environments, University of Southamptonhttp://shirleyknot.blogspot.com/2009/12/rich-learning-environments.html
    White, Su & Davis, Hugh C. (2011). Making it rich and personal: crafting an institutional personal learning environment, International Journal of Virtual and Personal Learning Environments, In Press. http://eprints.ecs.soton.ac.uk/22030/
    White, Su & Davis, Hugh C. (2011)Rich and personal revisited: translating ambitions for an institutional personal learning environment into a reality. In: The Second International PLE Conference: PLE_SOU, July 11-13th 2011, Southampton, UK. http://eprints.ecs.soton.ac.uk/22140/
    Southampton’s SLE Project http://www.ecs.soton.ac.uk/research/projects/749