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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

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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    Future Learning Landscapes Future Learning Landscapes Presentation Transcript

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