REVIVE – technological approach  Joanna Wild Centre for Social Innovation-ZSI REVIVE kick-off meeting Open session in the ...
REVIVE – technological approach <ul><li>Goal </li></ul><ul><li>transfer iCamp innovative technological methodology for cur...
VET –  problems  & shortcomings <ul><li>Curriculum follows the rules of Instructional Design Model </li></ul><ul><ul><li>P...
The iCamp Context interoperability heterogeneous  tools persons in distributed  locations  common model  for competence  a...
The iCamp project <ul><li>Learning to Learn in parallel to learning content </li></ul><ul><li>Move from closed institution...
Areas of challenge
The iCamp project <ul><li>Learning to Learn in parallel to learning content </li></ul><ul><li>Move from closed institution...
Augmented Landscapes individuals use subsets of tools and services provided by institution actors can choose from a growin...
The iCamp project <ul><li>Learning to Learn in parallel to learning content </li></ul><ul><li>Move from closed institution...
Performance support <ul><li>Conceptual and technological toolbox for practitioners </li></ul><ul><ul><li>Activity patterns...
Cases
 
Planning / trial 3
Planning/ trial 3 <ul><li>Initial choice of  types  of tools </li></ul><ul><li>Facilitators and students should be informe...
iCamp Help Centre
Planning/ trial 3 <ul><li>Initial choice of  types  of tools </li></ul><ul><li>Facilitators and students should be informe...
Implementing/trial 3
Implementing – trial 3 <ul><li>European Master Interactive Media programme (EMIM) </li></ul><ul><li>LMS – Moodle </li></ul...
EMIM - Moodle
Implementing – examples from iCamp trials <ul><li>Blog  </li></ul><ul><li>Scuttle (social bookmarking) </li></ul>
Implementing – examples from iCamp trials <ul><li>Video Wiki  </li></ul><ul><li>Personal Blog </li></ul><ul><li>bookmarkin...
Getting to know each other Flashmeeting Videowiki Personal blog
EMIM in scuttle
Implementing – trial 3 <ul><li>finding group members  </li></ul><ul><li>creating distributed learning environment to suppo...
Implementing – trial 3 <ul><li>sharing work and responsibilities within the group </li></ul><ul><li>preparing and updating...
iLogue – learning contract
Implementing – trial 3 <ul><li>Individual activities embedded in group activities </li></ul><ul><li>PLEs mixed and enriche...
Object Spot – federated search for learning resources
Scuttle –  tagging and sharing interesting resources
Blog – reflection on readings
Wiki – work on a joint artefact
Wiki – discussion space
Blog – reflection on learning
iLogue – learning contract
Implementing – trial 3 <ul><li>active support in the first weeks </li></ul><ul><li>active support for  self-reflection  </...
Facilitator’s blog
Implementing – trial 3 <ul><li>50% for individual reading activities reflected in weblog and PLC </li></ul><ul><li>25% bas...
Case studies – some findings <ul><li>1 st  case:  </li></ul><ul><ul><li>The usage of PLEs should be supported by some offi...
Case studies – some findings <ul><li>3 rd  case: </li></ul><ul><ul><li>There is a need for tools and services which enable...
FeedBack enabled PLE Networks
Feedback enabled Wordpress
MUPPLE <ul><li>Set of Web-Based Tools for learning, browser-based aggregation = ‘web-application mashup’ </li></ul><ul><li...
 
iCamp Handbook <ul><li>Performance support for facilitators </li></ul><ul><li>A portfolio of tools which support different...
Thank you for your attention! Joanna Wild Centre for Social Innovation [email_address] iCamp Project www.icamp.eu
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REVIVE project. Technlogical approach

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  • Learning Environments and their construction as well as maintenance is an important part of learning process and desired learning outcomes In many instructional theories learning environment is created by an instructional designer
  • From the educational perspectuve we concentrated on competence advancement in three areas of challenge, We assumed that competence advancement in the specifi areas of challenge takes place in parallel to domain specific teaching which can be reorganised to make the comptenece advancement possible These areas of challenges are highly interconneted,
  • From the perspective of the learner we are talking here about PLE – learner can choose the tools by herself and compose an environment according to her own preferences. The envirnment can be easily changed and updated when new, better tools apear or when learning goals or interests change. Learner can use such an environment after leaving the educational institution, In the LMS settigs the systems are normally closed and made available to the students only when they are involved in formal educational process at this institution
  • Learning Environments and their construction as well as maintenance is an important part of learning process and desired learning outcomes In many instructional theories learning environment is created by an instructional designer – but they plan for an average learner, not for the individual The researchers of iCamp project argue that Learners need to actively adapt their learning environments to their needs, the facilitators should facilitate the process Instructional Design Theories assume that the learning environment should authomatically adapt to learner. iCamp assums that it should be other way round -
  • Our main goal was to come up with a performance support for practitioners who try to (re)design and (re)organise domain-specific instructional activities to create opportunities for competence advancement in the areas of SDL, collaboration and SN
  • To validate the concepts three trials were conducted within iCamp project. The first one was focused mainly on student collaboration across borders. Self direction component was added to the second trial and the last trial focused on social networking. The main goal of the trials was to validate how collabor, SDL and SN can be supported with the use of SoSo in collaborative learning settings. Within the trials students were supposed to adance their competenes in these areas of challenges, advance their skills in establishing their PLEs and Distributed learning environments All trials were carried out in the context of formal HE settings were stundents and facilitators were distributed geographically, the trials were also aligned with academic calendars of participating institutions
  • EMIM is a programme offered by a partnership of several European Univerities. As Tallinn University of Technology is one of the partners of the network we had a chance to run the trial witin this programme. Course structure, objectives, grading and some initial learning resources were introduced within the LMS used by EMIM Universities which is Moodle
  • The students were required to deploy a subset of the educational tools made suggested for trials – assemble their PLEs - create their personal blog, create account in scuttle (social bookmarking tool Blog – personal presentation, describing and negotiating learning contacts, personal reflection, Scuttle – organisation and sharing of bookmarks, tagging interesting resources
  • Doodle Supports the process of scheduling the meetings
  • iLogue -
  • Stress – starting to learn in an initially unstructured system
  • A learning situation is represented by an activity, in this case collaborative writing, which consists of some actions. For each of the actions we need a tool to accomplish it,
  • REVIVE project. Technlogical approach

    1. 1. REVIVE – technological approach Joanna Wild Centre for Social Innovation-ZSI REVIVE kick-off meeting Open session in the international conference „Adult learning and e-Learning Quality“ 25-26 November 2008, Kaunas, Lithuania
    2. 2. REVIVE – technological approach <ul><li>Goal </li></ul><ul><li>transfer iCamp innovative technological methodology for curriculum improvement from research and higher education to practical application in VET </li></ul><ul><li>Steps to achieve the goal </li></ul><ul><li>present iCamp technological methodology to the partners </li></ul><ul><li>screen existing VET curriculum </li></ul><ul><li>adapt pedagogical and technological methodologies to the project scope and SWOT analysis results – WP3 </li></ul><ul><li>train and consult – WP3 &WP4B </li></ul>
    3. 3. VET – problems & shortcomings <ul><li>Curriculum follows the rules of Instructional Design Model </li></ul><ul><ul><li>Pre-defined learning situations, not enough autonomy for learners in terms of individual/group planning for learning </li></ul></ul><ul><li>Strong emphasis on subject-matter learning </li></ul><ul><ul><li>Not enough space for Learning to Learn (def. of Learning to Learn by the EC) </li></ul></ul><ul><li>VLEs – primary tutor-defined and controlled centralised systems </li></ul><ul><ul><li>Not enough autonomy for learners in terms of tools, not enough space for social networking for learning purposes </li></ul></ul>Only VET problems?
    4. 4. The iCamp Context interoperability heterogeneous tools persons in distributed locations common model for competence acquisition
    5. 5. The iCamp project <ul><li>Learning to Learn in parallel to learning content </li></ul><ul><li>Move from closed institutional landscapes of tools (LMSs) to augmented landscapes (LMSs and SoSo) </li></ul><ul><ul><li>Personal Learning Environments (PLEs) </li></ul></ul><ul><li>Move from Instructional Design to Learning Environment Design </li></ul><ul><ul><li>Learning Environment: a network of people, artefacts, and tools involved in learning activities </li></ul></ul><ul><ul><li>Learning Environment: an outcome of the learning process </li></ul></ul><ul><ul><li>Learning Environment Design: the learner adapts the environment to her needs </li></ul></ul>
    6. 6. Areas of challenge
    7. 7. The iCamp project <ul><li>Learning to Learn in parallel to learning content </li></ul><ul><li>Move from closed institutional landscapes of tools (LMSs) to augmented landscapes (LMSs and SoSo) </li></ul><ul><ul><li>Personal Learning Envrionments (PLEs) </li></ul></ul><ul><li>Move from Instructional Design to Learning Environment Design </li></ul><ul><ul><li>Learning Environment: a network of people, artefacts, and tools involved in learning activities </li></ul></ul><ul><ul><li>Learning Environment: an outcome of the learning process </li></ul></ul><ul><ul><li>Learning Environment Design: the learner adapts the environment to her needs </li></ul></ul>
    8. 8. Augmented Landscapes individuals use subsets of tools and services provided by institution actors can choose from a growing variety of options gradually transcend institutional landscape actors appear as emigrants or immigrants leave and join institutional landscape for particular purposes
    9. 9. The iCamp project <ul><li>Learning to Learn in parallel to learning content </li></ul><ul><li>Move from closed institutional landscapes of tools (LMSs) to augmented landscapes (LMSs and SoSo) </li></ul><ul><ul><li>Personal Learning Environments (PLEs) </li></ul></ul><ul><li>Move from Instructional Design to Learning Environment Design </li></ul><ul><ul><li>Learning Environment: a network of people, artefacts, and tools involved in learning activities </li></ul></ul><ul><ul><li>Learning Environment: an outcome of the learning process </li></ul></ul><ul><ul><li>PLE: the learner creates, maintains adapts the environment to her needs </li></ul></ul>
    10. 10. Performance support <ul><li>Conceptual and technological toolbox for practitioners </li></ul><ul><ul><li>Activity patterns </li></ul></ul><ul><ul><li>Portfolio of open source tools and services which are interoperable </li></ul></ul><ul><ul><li>Repository network </li></ul></ul>
    11. 11. Cases
    12. 13. Planning / trial 3
    13. 14. Planning/ trial 3 <ul><li>Initial choice of types of tools </li></ul><ul><li>Facilitators and students should be informed about the strengths and limits of individual tools to make informed choices </li></ul><ul><li>Both facilitators and students need support and training in using tools (digital natives are not learning natives) </li></ul>iCamp Help Centre
    14. 15. iCamp Help Centre
    15. 16. Planning/ trial 3 <ul><li>Initial choice of types of tools </li></ul><ul><li>Facilitators and students should be informed about the strengths and limits of individual tools to make informed choices </li></ul><ul><li>Both facilitators and students need support and training in using tools (digital natives are not learning natives) </li></ul>iCamp Help Centre iCamp Handbook Mupple
    16. 17. Implementing/trial 3
    17. 18. Implementing – trial 3 <ul><li>European Master Interactive Media programme (EMIM) </li></ul><ul><li>LMS – Moodle </li></ul><ul><ul><li>course structure and objectives </li></ul></ul><ul><ul><li>activities </li></ul></ul><ul><ul><li>initial readings </li></ul></ul><ul><ul><li>assessment in private mode </li></ul></ul>
    18. 19. EMIM - Moodle
    19. 20. Implementing – examples from iCamp trials <ul><li>Blog </li></ul><ul><li>Scuttle (social bookmarking) </li></ul>
    20. 21. Implementing – examples from iCamp trials <ul><li>Video Wiki </li></ul><ul><li>Personal Blog </li></ul><ul><li>bookmarking the blog in scuttle using tag EMIM03 </li></ul>
    21. 22. Getting to know each other Flashmeeting Videowiki Personal blog
    22. 23. EMIM in scuttle
    23. 24. Implementing – trial 3 <ul><li>finding group members </li></ul><ul><li>creating distributed learning environment to support the group work </li></ul><ul><ul><li>group blog </li></ul></ul><ul><ul><li>wiki </li></ul></ul><ul><ul><li>google docs </li></ul></ul><ul><ul><li>scuttle </li></ul></ul><ul><ul><li>Moodle forum, chat </li></ul></ul><ul><ul><li>skype/flashmeeting </li></ul></ul><ul><ul><li>doodle </li></ul></ul><ul><li>feed an tag – technologies for social networking </li></ul><ul><ul><li>Feed on feeds </li></ul></ul><ul><ul><li>Feedback </li></ul></ul>negotiation
    24. 25. Implementing – trial 3 <ul><li>sharing work and responsibilities within the group </li></ul><ul><li>preparing and updating personal learning contract </li></ul><ul><li>Tools used for learning contracts: </li></ul><ul><li>iLogue </li></ul><ul><li>Blogs </li></ul>
    25. 26. iLogue – learning contract
    26. 27. Implementing – trial 3 <ul><li>Individual activities embedded in group activities </li></ul><ul><li>PLEs mixed and enriched with new components </li></ul>
    27. 28. Object Spot – federated search for learning resources
    28. 29. Scuttle – tagging and sharing interesting resources
    29. 30. Blog – reflection on readings
    30. 31. Wiki – work on a joint artefact
    31. 32. Wiki – discussion space
    32. 33. Blog – reflection on learning
    33. 34. iLogue – learning contract
    34. 35. Implementing – trial 3 <ul><li>active support in the first weeks </li></ul><ul><li>active support for self-reflection </li></ul>
    35. 36. Facilitator’s blog
    36. 37. Implementing – trial 3 <ul><li>50% for individual reading activities reflected in weblog and PLC </li></ul><ul><li>25% based on facilitator’s assessment of the group product </li></ul><ul><li>25% based on peer-assessment of the group product </li></ul><ul><li>peer-review of learning contracts and weekly reflections on learning progress </li></ul>
    37. 38. Case studies – some findings <ul><li>1 st case: </li></ul><ul><ul><li>The usage of PLEs should be supported by some official course assignments </li></ul></ul><ul><ul><ul><li>e.g. self-reflection tasks, self-directing tasks </li></ul></ul></ul><ul><li>2 nd case: </li></ul><ul><ul><li>Self-reflection and self-directing tasks should be an integrated part of a collaborative activity </li></ul></ul><ul><ul><ul><li>e.g reflections on common readings, Personal Learning Contract negotiated by group members </li></ul></ul></ul><ul><ul><li>Self-reflection must be actively facilitated </li></ul></ul><ul><ul><ul><li>e.g. templates, comments </li></ul></ul></ul>
    38. 39. Case studies – some findings <ul><li>3 rd case: </li></ul><ul><ul><li>There is a need for tools and services which enable to interact from PLE environment in the group environment </li></ul></ul><ul><ul><ul><li>FEEDBACK </li></ul></ul></ul><ul><ul><ul><li>MUPPLE </li></ul></ul></ul>
    39. 40. FeedBack enabled PLE Networks
    40. 41. Feedback enabled Wordpress
    41. 42. MUPPLE <ul><li>Set of Web-Based Tools for learning, browser-based aggregation = ‘web-application mashup’ </li></ul><ul><li>Recommend tools for specific activities </li></ul><ul><ul><li>through design templates </li></ul></ul><ul><ul><li>through data mining </li></ul></ul><ul><li>Scrutable : give learner full control over learning process </li></ul><ul><li>Track learner interaction & usage of tools and refine recommendations </li></ul>Mash-UP Personal Learning Environments
    42. 44. iCamp Handbook <ul><li>Performance support for facilitators </li></ul><ul><li>A portfolio of tools which support different types of activities: </li></ul><ul><ul><li>Communication </li></ul></ul><ul><ul><li>Publishing and sharing </li></ul></ul><ul><ul><li>Collaboration </li></ul></ul><ul><ul><li>Planning self evaluation </li></ul></ul><ul><ul><li>Creating social network </li></ul></ul><ul><ul><li>Searching the net </li></ul></ul><ul><li>Usage scenarios supported with tutorials </li></ul>
    43. 45. Thank you for your attention! Joanna Wild Centre for Social Innovation [email_address] iCamp Project www.icamp.eu
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