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Future Learning LandscapesTowards the Convergence of Pervasive and Contextual Computing, Global Social Media and Semantic ...
Outline<br />Introduction<br />Web 2.0<br />Mobile, Pervasive, Ubiquitous Learning<br />Semantic Web, Linked Data<br />Con...
Introduction<br />Contributors<br />JM Gilliot, Telecom Bretagne, l’un de ses Blogs <br />C. Pham Nguyen, Telecom Bretagne...
WEB 2.0<br />
Web 2.0<br />Source: Dion Hincliffe<br />ISC Conference 2011                                Futures Learning Landscapes<br...
Web 2.0 - Applications<br />Blogs<br />Personal publication + comments by others<br />Linking facilities at the level of i...
Web 2.0 - Applications<br />Wikis<br />Collaborative writing & content organisation<br />For education<br />Supporting gro...
Web 2.0 - Applications<br />ConversationalArenas<br />One-to-one or one-to-many conversations between internet users<br />...
Web 2.0 - Applications<br />Social bookmarking<br />Keep reference of interesting material<br />Organising information wit...
Web 2.0 - Applications<br />Media sharing and manipulation<br />Tools to upload, download, design and edit digital media f...
Web 2.0 - Applications<br />Social networking<br />Keeping in touch with relations, forming and supporting social communit...
Web 2.0 - Applications<br />Syndication & Notifications<br />Users can ‘subscribe’ to RSS feed enabled websites so that th...
WEB 2.0: Emerging Paradigm<br />Personal Learning Environment<br />Definition (M. A. Chatti)<br />A PLE is characterized b...
WEB 2.0: Emerging Paradigm<br />Personal Learning Environment<br />Fit well with socio-constructivist learning approaches<...
WEB 2.0: Emerging Paradigm<br />ISC Conference 2011                                Futures Learning Landscapes<br />How to...
Mobile, Pervasive, Ubiquitous Learning<br />
Mobile, Pervasive, Ubiquitous Learning<br />Is-it a technologicalproblem?<br />ISC Conference 2011                        ...
Mobile, Pervasive, Ubiquitous Learning<br />A first definition<br />Learning with portable technology: PDA, smartphones, P...
Mobile, Pervasive, Ubiquitous Learning<br />Mobile Computing<br />Mobile computing: increasingourcapability to physically ...
Mobile, Pervasive, Ubiquitous Learning<br />Ubiquitous Computing<br />Integrating large-scale mobility with pervasive comp...
Mobile, Pervasive, Ubiquitous Learning<br />Bomsdorf2005<br />« Ubiquitous learning is the next step in performing e-learn...
Mobile, Pervasive, Ubiquitous Learning<br /> (Hundebol and Helms 2006)<br />« Pervasive learning environment is a context ...
Mobile, Pervasive, Ubiquitous Learning<br />Mobility<br />Portable Technologies<br />Spatial Mobility<br />Learnersmovingb...
Mobile, Pervasive, Ubiquitous Learning<br />Social Community<br />Learning is a social processwhich links learners to comm...
Mobile, Pervasive, Ubiquitous Learning<br />Enable learningactivities difficult before, sometimes impossible<br />Learning...
Mobile, Pervasive, Ubiquitous Learning<br />ISC Conference 2011                                Futures Learning Landscapes...
Mobile, Pervasive, Ubiquitous Learning<br />ISC Conference 2011                                Futures Learning Landscapes...
Mobile, Pervasive, Ubiquitous Learning<br />Is-it possible to manage <br />ContextAwareness, <br />Adaptation<br />Seamles...
Mobile, Pervasive, Ubiquitous Learning<br />ISC Conference 2011                                Futures Learning Landscapes...
Semantic Web & Linked Data<br />
Semantic Web & Linked Data<br />Who is teaching at Telecom Bretagne<br /> and riding a motorcycle across Europe?<br />ISC ...
Semantic Web & Linked Data<br />Find the movies of type « thriller » <br />And classified<br />And appreciated by at least...
ISC Conference 2011                                Futures Learning Landscapes<br />Semantic Web & Linked Data<br />Goals<...
Semantic Web & Linked Data<br />Description of Telecom Bretagne website<br />SubjectVerbObject<br />Telecom Bretagne   has...
Semantic Web & Linked Data<br />In DBpedia<br />Telecom Bretagnedbpprop:presidentPaul Friedel(en)<br />Telecom Bretagnedbp...
Semantic Web & Linked Data<br />LinkedData<br />Published data according to standards<br />RDF / RDFS / OWL<br />SPARQL Ac...
Convergence<br />
Convergence<br />A global, distributed and open architecture perspective <br />Composed of social web environments, instit...
Convergence<br />Reuse, analyze and manage content across web application sources<br />Monitor and analyze user activities...
Inquiry-Based Science Teaching V. 1<br />
Inquiry Based Science Teaching: IBST V. 1<br />IBST features<br />Authentic and problem-based learning activities which ar...
Inquiry Based Science Teaching: IBST V. 1<br />The complete problem  <br />Problem 1: understand the industrial landscape ...
Inquiry Based Science Teaching: IBST V. 1<br />Vestige<br />ISC Conference 2011                                Futures Lea...
Inquiry Based Science Teaching: IBST V. 1<br />Prototypical Scenario<br />Problem analysis in small groups<br />Activation...
Inquiry Based Science Teaching:IBST V. 1<br />Historical reading and understanding of an industrial landscape (scenario st...
Inquiry-Based Science Teaching V. 2<br />
Inquiry Based Science Teaching: IBST V. 2<br />Prototypical Scenario<br />Problem analysis in small groups<br />Activation...
Inquiry Based Science Teaching:IBST V. 2<br />Smartphones <br />Camera, <br />GPS <br />Network access<br />Three groups <...
Inquiry Based Science Teaching: IBST V. 2<br />Recommend suitable entities 	Resources, activities, tools, persons, … <br /...
Inquiry Based Science Teaching: IBST V. 2<br />Three Push modes<br />Recommend information from Navy museum and local publ...
Inquiry Based Science Teaching: IBST V. 2<br />Pull Mode<br />A query filters concepts, resources, activities and persons<...
Inquiry Based Science Teaching: IBST V. 2<br />ISC Conference 2011                                Futures Learning Landsca...
Inquiry Based Science Teaching: IBST V. 2<br />ISC Conference 2011                                Futures Learning Landsca...
Inquiry Based Science Teaching: IBST V. 2<br />Models enable us to have common vocabularies to ensure exchange, reuse and ...
Inquiry Based Science Teaching: IBST V. 2<br />Some metadata can be generated automatically (sometimes on the fly) <br />f...
A Cloud Learning Environment<br />World<br />Of<br />Widgets<br />Widget<br />Model<br />Course Cloud<br />Component<br />...
A Cloud Learning Environment<br />ISC Conference 2011                                Futures Learning Landscapes<br />    ...
A Cloud Learning Environment<br />ISC Conference 2011                                Futures Learning Landscapes<br />    ...
Conclusions <br />Convergence of <br />PersonalLeaningenvironment, <br />Ubiquitouslearningenvironment<br />Semantic Web<b...
Conclusions<br />Technical issues<br />Context management<br />Distributed user model<br />Ontology management<br />Tags v...
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Future Learning Landscapes

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Future Learning Landscapes Towards the Convergence of Pervasive and Contextual Computing, Global Social Media and Semantic Web in Technology Enhanced Learning

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  1. 1. Future Learning LandscapesTowards the Convergence of Pervasive and Contextual Computing, Global Social Media and Semantic Web in Technology Enhanced Learning<br />Serge Garlatti<br />
  2. 2. Outline<br />Introduction<br />Web 2.0<br />Mobile, Pervasive, Ubiquitous Learning<br />Semantic Web, Linked Data<br />Convergence<br />Inquiry Based Science Teaching: IBST V. 1<br />Inquiry Based Science Teaching: IBST V. 2<br />An Ubiquitous Cloud Learning Environment<br />Models, architecture and tools<br />Conclusion<br />ISC Conference 2011 Futures Learning Landscapes<br />page 1<br />
  3. 3. Introduction<br />Contributors<br />JM Gilliot, Telecom Bretagne, l’un de ses Blogs <br />C. Pham Nguyen, Telecom Bretagne<br />S. Laubé, UBO, PAHST<br />Yan Peter, LIFL<br />A. Bouzeghoub, Telecom SudParis<br />Somereferences<br />http://conferences.telecom-bretagne.eu/futurelearning2010/<br />http://molene.enstb.org/futurelearning/<br />http://molene.enstb.org/mlearning09/<br />ISC Conference 2011 Futures Learning Landscapes<br />page 2<br />
  4. 4. WEB 2.0<br />
  5. 5. Web 2.0<br />Source: Dion Hincliffe<br />ISC Conference 2011 Futures Learning Landscapes<br /> page 4<br />
  6. 6. Web 2.0 - Applications<br />Blogs<br />Personal publication + comments by others<br />Linking facilities at the level of information & people<br />For education<br />Reflection, diary, assignment publishing<br />Course information & follow up (answering questions…)<br />ISC Conference 2011 Futures Learning Landscapes<br />page 5<br />
  7. 7. Web 2.0 - Applications<br />Wikis<br />Collaborative writing & content organisation<br />For education<br />Supporting group and project work, Annotated reading list, Practicing writing skills<br />Collaborative editing<br />Web tools are used collaboratively to design, construct and distribute some digital product<br />Google Docs, Etherpad<br />ISC Conference 2011 Futures Learning Landscapes<br />page 6<br />
  8. 8. Web 2.0 - Applications<br />ConversationalArenas<br />One-to-one or one-to-many conversations between internet users<br />Online Games and virtual world<br />Rule-governed games or themed environments that invite live interaction with other internet user<br />ISC Conference 2011 Futures Learning Landscapes<br />page 7<br />
  9. 9. Web 2.0 - Applications<br />Social bookmarking<br />Keep reference of interesting material<br />Organising information with tags<br />Taking benefit from resources found by others<br />ISC Conference 2011 Futures Learning Landscapes<br />page 8<br />
  10. 10. Web 2.0 - Applications<br />Media sharing and manipulation<br />Tools to upload, download, design and edit digital media files<br />For education<br />Images & videos can be provided<br />Annotation on the images or video can support specific explanations<br />ISC Conference 2011 Futures Learning Landscapes<br />page 9<br />
  11. 11. Web 2.0 - Applications<br />Social networking<br />Keeping in touch with relations, forming and supporting social communities<br />For education<br />Course animation outside the class<br />ISC Conference 2011 Futures Learning Landscapes<br />page 10<br />
  12. 12. Web 2.0 - Applications<br />Syndication & Notifications<br />Users can ‘subscribe’ to RSS feed enabled websites so that they are automatically notified of any changes or updates in content via an aggregator.<br />Easy notification of updates, automatic media distribution (podcast episodes)<br />For education<br />A way to keep an eye on learners’ progress<br />A way to distribute course content automatically<br />ISC Conference 2011 Futures Learning Landscapes<br />page 11<br />
  13. 13. WEB 2.0: Emerging Paradigm<br />Personal Learning Environment<br />Definition (M. A. Chatti)<br />A PLE is characterized by the freeform use of a set of lightweight services and tools (Web 2.0) that belong to and are controlled by individual learners.<br />Built by the learner for a specific & personal learning goal<br />Mashing up the services that will support best the goal<br />No institutional drive or control<br />ISC Conference 2011 Futures Learning Landscapes<br />page 12<br />
  14. 14. WEB 2.0: Emerging Paradigm<br />Personal Learning Environment<br />Fit well with socio-constructivist learning approaches<br />Foster collaborative knowledge sharing and building and reflective practices ina social context<br />Foster self-regulated learning sequences by student and discursive argumentation and communication with peer<br />ISC Conference 2011 Futures Learning Landscapes<br />page 13<br />
  15. 15. WEB 2.0: Emerging Paradigm<br />ISC Conference 2011 Futures Learning Landscapes<br />How to access Data?<br />PLE<br />page 14<br />
  16. 16. Mobile, Pervasive, Ubiquitous Learning<br />
  17. 17. Mobile, Pervasive, Ubiquitous Learning<br />Is-it a technologicalproblem?<br />ISC Conference 2011 Futures Learning Landscapes<br />page 16<br />
  18. 18. Mobile, Pervasive, Ubiquitous Learning<br />A first definition<br />Learning with portable technology: PDA, smartphones, PSP, PDA phones, mobile phones, Ipods, Iphones, MP3 players, labtop, UMPC, etc. everytime, everywhere. <br />ISC Conference 2011 Futures Learning Landscapes<br />page 17<br />
  19. 19. Mobile, Pervasive, Ubiquitous Learning<br />Mobile Computing<br />Mobile computing: increasingourcapability to physically move computing services with us.<br />The computingdevicecannotseamlessly and flexiblyobtain information about the context in which the computingtakes place and adjustitaccordingly.<br />Pervasive Computing<br />Capability to obtaininformation from the environment in whichitisembedded and use it to dynamicallybuildmodels of computing.<br />Acquisition /management of contextmodels and adaptations<br />ISC Conference 2011 Futures Learning Landscapes<br />page 18<br />
  20. 20. Mobile, Pervasive, Ubiquitous Learning<br />Ubiquitous Computing<br />Integrating large-scale mobility with pervasive computing features<br />Features of mobile, pervasive, ubiquitous computing belong to those of mobile, pervasive, ubiquitous learning<br />ISC Conference 2011 Futures Learning Landscapes<br />page 19<br />
  21. 21. Mobile, Pervasive, Ubiquitous Learning<br />Bomsdorf2005<br />« Ubiquitous learning is the next step in performing e-learning and by some groups it is expected to lead to an educational paradigm shift, or at least, to new ways of learning. The potential of ubiquitous learning results from the enhanced possibilities of accessing learning content and computer-supported collaborative learning environments at the right time, at the right place, and in the right form. Furthermore, it enables seamless combination of virtual environments and physical spaces ». <br />ISC Conference 2011 Futures Learning Landscapes<br />page 20<br />
  22. 22. Mobile, Pervasive, Ubiquitous Learning<br /> (Hundebol and Helms 2006)<br />« Pervasive learning environment is a context (or state) for mediating learning in a physical environment enriched with additional site-specific and situation dependent elements – be it plain data, graphics, information -, knowledge -, and learning objects, or, ultimately, audio-visually enhanced virtual layers“.<br />ISC Conference 2011 Futures Learning Landscapes<br />page 21<br />
  23. 23. Mobile, Pervasive, Ubiquitous Learning<br />Mobility<br />Portable Technologies<br />Spatial Mobility<br />Learnersmovingbetweendifferentlearningsettings<br />Tool and ThematicMobility<br />Learnersalternatingbetweendifferenttools and topics<br />Temporal Mobility<br />Learning iscumulative, currentlearningbuilds on previouslearning and are the basis for future learning. <br />ISC Conference 2011 Futures Learning Landscapes<br />page 22<br />
  24. 24. Mobile, Pervasive, Ubiquitous Learning<br />Social Community<br />Learning is a social processwhich links learners to communities, people and situations<br />Learners are not taught by one teacher, but rather by a community<br />Collaborative learning<br />Learning happens in collaboration between people and technology<br />ISC Conference 2011 Futures Learning Landscapes<br />page 23<br />
  25. 25. Mobile, Pervasive, Ubiquitous Learning<br />Enable learningactivities difficult before, sometimes impossible<br />Learning may occur in location and time which are significant and relevant for learners<br />Learning occurs in the context of activities involving an authentic task or problem, a location, a time, an environment, a social community, etc.<br />Learning in context and across contexts<br />ISC Conference 2011 Futures Learning Landscapes<br />page 24<br />
  26. 26. Mobile, Pervasive, Ubiquitous Learning<br />ISC Conference 2011 Futures Learning Landscapes<br />page 25<br />
  27. 27. Mobile, Pervasive, Ubiquitous Learning<br />ISC Conference 2011 Futures Learning Landscapes<br />Display<br />According to resourcecategory!<br />page 26<br />
  28. 28. Mobile, Pervasive, Ubiquitous Learning<br />Is-it possible to manage <br />ContextAwareness, <br />Adaptation<br />Seamless Learning<br />By Searchenginelike<br />ISC Conference 2011 Futures Learning Landscapes<br />page 27<br />
  29. 29. Mobile, Pervasive, Ubiquitous Learning<br />ISC Conference 2011 Futures Learning Landscapes<br />Weneeda kind of<br />page 28<br />
  30. 30. Semantic Web & Linked Data<br />
  31. 31. Semantic Web & Linked Data<br />Who is teaching at Telecom Bretagne<br /> and riding a motorcycle across Europe?<br />ISC Conference 2011 Futures Learning Landscapes<br />page 30<br />
  32. 32. Semantic Web & Linked Data<br />Find the movies of type « thriller » <br />And classified<br />And appreciated by at least four friends on<br />Or thosefollowing me on <br />And withoutLeonardi Di Caprio as Actor<br />ISC Conference 2011 Futures Learning Landscapes<br />page 31<br />
  33. 33. ISC Conference 2011 Futures Learning Landscapes<br />Semantic Web & Linked Data<br />Goals<br />Reuse and sharing of data<br />Interoperabilityatsemanticlevel<br />How?<br />Associatesemanticmetadata to resources<br />Linked data silos by thesesemanticmetadata<br />page 32<br />
  34. 34. Semantic Web & Linked Data<br />Description of Telecom Bretagne website<br />SubjectVerbObject<br />Telecom Bretagne has a presidentPaul Friedel<br />Telecom Bretagne is a French Grande Ecole<br />Telecom Bretagne has a websitehttp://www.tele...<br />ISC Conference 2011 Futures Learning Landscapes<br />page 33<br />
  35. 35. Semantic Web & Linked Data<br />In DBpedia<br />Telecom Bretagnedbpprop:presidentPaul Friedel(en)<br />Telecom Bretagnedbpprop:typeFrench Grande Ecole(en)<br />Telecom Bretagnedbpprop:websitehttp://www.tele...<br />Question <br />French Grande Ecole whose Paul Friedel is a President?<br />?Grande_Ecoledbpprop:presidentPaul Friedel (en)<br />?Grande_Ecoledbpprop:typeFrench Grande Ecole (en)<br />ISC Conference 2011 Futures Learning Landscapes<br />page 34<br />
  36. 36. Semantic Web & Linked Data<br />LinkedData<br />Published data according to standards<br />RDF / RDFS / OWL<br />SPARQL Access Point<br />Querylanguage + Access protocol<br />The Web willbe<br />a Tremendous Global Database<br />ISC Conference 2011 Futures Learning Landscapes<br />page 35<br />
  37. 37. Convergence<br />
  38. 38. Convergence<br />A global, distributed and open architecture perspective <br />Composed of social web environments, institutional learning environments and personal learning environments exposing, sharing, and connecting data on the Web. <br />ISC Conference 2011 Futures Learning Landscapes<br />page 37<br />
  39. 39. Convergence<br />Reuse, analyze and manage content across web application sources<br />Monitor and analyze user activities and content production, to get user traces and to provide guidance and advices according to user activities and needs<br />Combination of all these resources and techniques allow getting contextual data from web environments and sensors<br />ISC Conference 2011 Futures Learning Landscapes<br />page 38<br />
  40. 40. Inquiry-Based Science Teaching V. 1<br />
  41. 41. Inquiry Based Science Teaching: IBST V. 1<br />IBST features<br />Authentic and problem-based learning activities which are ill-defined and have several answers<br />A certain amount of experimental procedures, experiments and activities involving practical experience of equipment and including searching for information;<br />Self regulated learning sequences where student autonomy is emphasized;<br />Discursive argumentation and communication with peers ("talking science").<br />ISC Conference 2011 Futures Learning Landscapes<br />page 40<br />
  42. 42. Inquiry Based Science Teaching: IBST V. 1<br />The complete problem  <br />Problem 1: understand the industrial landscape in the area of the bridge (Brest is a shipbuilding arsenal for the Navy).<br />Problem 2: understand what is the historical and technological method of problem solving that led to the construction of the swinging bridge.<br />Problem 3: understand the rotating mechanism of the swinging<br />http://plates-formes.iufm.fr/ressources-ehst/spip.php?rubrique17<br />ISC Conference 2011 Futures Learning Landscapes<br />page 41<br />
  43. 43. Inquiry Based Science Teaching: IBST V. 1<br />Vestige<br />ISC Conference 2011 Futures Learning Landscapes<br />page 42<br />
  44. 44. Inquiry Based Science Teaching: IBST V. 1<br />Prototypical Scenario<br />Problem analysis in small groups<br />Activation of prior knowledge<br />Elaboration of a strategy to find needed information (define collaborative and cooperative activities)<br />Collaborative work and exploitation<br />Collaborative report writing<br />Institutionalization / discussion<br />ISC Conference 2011 Futures Learning Landscapes<br />page 43<br />
  45. 45. Inquiry Based Science Teaching:IBST V. 1<br />Historical reading and understanding of an industrial landscape (scenario stage 4)<br />Photograph all elements of the current landscape with historical aspects about cranes and bridges of the arsenal,<br />Locate the different elements on a current map of Brest,<br />Identify and photograph the actual bridges and cranes linked existing bridges and cranes from previous: what continuities ? What ruptures?<br />Store and publish information on the corresponding tools.<br />ISC Conference 2011 Futures Learning Landscapes<br />page 44<br />
  46. 46. Inquiry-Based Science Teaching V. 2<br />
  47. 47. Inquiry Based Science Teaching: IBST V. 2<br />Prototypical Scenario<br />Problem analysis in small groups<br />Activation of prior knowledge<br />Elaboration of a strategy to find needed information (define collaborative and cooperative activities)<br />Collaborative work and exploitation<br />Collaborative report writing<br />Institutionalization / discussion<br />ISC Conference 2011 Futures Learning Landscapes<br />page 46<br />
  48. 48. Inquiry Based Science Teaching:IBST V. 2<br />Smartphones <br />Camera, <br />GPS <br />Network access<br />Three groups <br />Site visit<br />Information seeking in navy museum<br />Information seeking in local public records<br />ISC Conference 2011 Futures Learning Landscapes<br />page 47<br />
  49. 49. Inquiry Based Science Teaching: IBST V. 2<br />Recommend suitable entities Resources, activities, tools, persons, … <br />Depending on the current situation without any human interventions<br />Push mode<br />Groups or individuals can be notified according to the situation changes. <br />The group/individual can select or not one of the given recommendations. <br />ISC Conference 2011 Futures Learning Landscapes<br />page 48<br />
  50. 50. Inquiry Based Science Teaching: IBST V. 2<br />Three Push modes<br />Recommend information from Navy museum and local public records retrieved by other group members or subgroup according to the needed domain concepts identified on the port and/or the current activities<br />Recommend and provide information from subgroup visiting the port to other subgroups or group members<br />Recommend checking some domain concepts missed by students or subgroups on the port.<br />ISC Conference 2011 Futures Learning Landscapes<br />page 49<br />
  51. 51. Inquiry Based Science Teaching: IBST V. 2<br />Pull Mode<br />A query filters concepts, resources, activities and persons<br />Write queries <br />On relevant domain concepts like “crane”, “bridge”, etc. according to the current context (activities and localization), <br />On retrieved information from other group members or subgroups according to activities and/or localization<br />ISC Conference 2011 Futures Learning Landscapes<br />page 50<br />
  52. 52. Inquiry Based Science Teaching: IBST V. 2<br />ISC Conference 2011 Futures Learning Landscapes<br /> page 51<br />
  53. 53. Inquiry Based Science Teaching: IBST V. 2<br />ISC Conference 2011 Futures Learning Landscapes<br /> page 52<br />
  54. 54. Inquiry Based Science Teaching: IBST V. 2<br />Models enable us to have common vocabularies to ensure exchange, reuse and sharing of resources at semantic level (Ontologies)<br />A context model<br />including a user model, a scenario model<br />A domain model <br />A resource model (a metadata schema)<br />A Recommendation model (adaptation model), <br />ISC Conference 2011 Futures Learning Landscapes<br />page 53<br />
  55. 55. Inquiry Based Science Teaching: IBST V. 2<br />Some metadata can be generated automatically (sometimes on the fly) <br />from the tool databases according to common vocabularies like <br />Dublin Core, SKOS, SIOC, FOAF, OPO, etc. <br />Most of these vocabularies are lightweight ontologies that can fit well database schemas<br />ISC Conference 2011 Futures Learning Landscapes<br />page 54<br />
  56. 56. A Cloud Learning Environment<br />World<br />Of<br />Widgets<br />Widget<br />Model<br />Course Cloud<br />Component<br />Notifications<br />RSS/SParQL<br />& Queries<br />Queries<br />Push/Pull flow<br />My CLE<br />Notification<br />Widget<br />Information<br />Widget<br />WebApps<br />Self-defined<br />Widget<br />ISC Conference 2011 Futures Learning Landscapes<br />page 55<br />
  57. 57. A Cloud Learning Environment<br />ISC Conference 2011 Futures Learning Landscapes<br /> page 56<br />
  58. 58. A Cloud Learning Environment<br />ISC Conference 2011 Futures Learning Landscapes<br /> page 57<br />
  59. 59. Conclusions <br />Convergence of <br />PersonalLeaningenvironment, <br />Ubiquitouslearningenvironment<br />Semantic Web<br />Main Issue<br />How couldwe change our practices and/or learning scenarios to enhance the learningprocesses?<br />ISC Conference 2011 Futures Learning Landscapes<br />page 58<br />
  60. 60. Conclusions<br />Technical issues<br />Context management<br />Distributed user model<br />Ontology management<br />Tags versus Ontologies<br />etc.<br />ISC Conference 2011 Futures Learning Landscapes<br />page 59<br />
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