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

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 Presentation Transcript

  • 1. Future Learning LandscapesTowards the Convergence of Pervasive and Contextual Computing, Global Social Media and Semantic Web in Technology Enhanced Learning
    Serge Garlatti
  • 2. 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
  • 3. 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
  • 4. WEB 2.0
  • 5. Web 2.0
    Source: Dion Hincliffe
    ISC Conference 2011 Futures Learning Landscapes
    page 4
  • 6. 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
  • 7. 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
  • 8. 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
  • 9. 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
  • 10. 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
  • 11. 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
  • 12. 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
  • 13. 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
  • 14. 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
  • 15. WEB 2.0: Emerging Paradigm
    ISC Conference 2011 Futures Learning Landscapes
    How to access Data?
    PLE
    page 14
  • 16. Mobile, Pervasive, Ubiquitous Learning
  • 17. Mobile, Pervasive, Ubiquitous Learning
    Is-it a technologicalproblem?
    ISC Conference 2011 Futures Learning Landscapes
    page 16
  • 18. 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
  • 19. 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
  • 20. 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
  • 21. 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
  • 22. 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
  • 23. 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
  • 24. 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
  • 25. 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
  • 26. Mobile, Pervasive, Ubiquitous Learning
    ISC Conference 2011 Futures Learning Landscapes
    page 25
  • 27. Mobile, Pervasive, Ubiquitous Learning
    ISC Conference 2011 Futures Learning Landscapes
    Display
    According to resourcecategory!
    page 26
  • 28. Mobile, Pervasive, Ubiquitous Learning
    Is-it possible to manage
    ContextAwareness,
    Adaptation
    Seamless Learning
    By Searchenginelike
    ISC Conference 2011 Futures Learning Landscapes
    page 27
  • 29. Mobile, Pervasive, Ubiquitous Learning
    ISC Conference 2011 Futures Learning Landscapes
    Weneeda kind of
    page 28
  • 30. Semantic Web & Linked Data
  • 31. Semantic Web & Linked Data
    Who is teaching at Telecom Bretagne
    and riding a motorcycle across Europe?
    ISC Conference 2011 Futures Learning Landscapes
    page 30
  • 32. 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
  • 33. 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
  • 34. 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
  • 35. 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
  • 36. 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
  • 37. Convergence
  • 38. 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
  • 39. 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
  • 40. Inquiry-Based Science Teaching V. 1
  • 41. 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
  • 42. 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
  • 43. Inquiry Based Science Teaching: IBST V. 1
    Vestige
    ISC Conference 2011 Futures Learning Landscapes
    page 42
  • 44. 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
  • 45. 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
  • 46. Inquiry-Based Science Teaching V. 2
  • 47. 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
  • 48. 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
  • 49. 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
  • 50. 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
  • 51. 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
  • 52. Inquiry Based Science Teaching: IBST V. 2
    ISC Conference 2011 Futures Learning Landscapes
    page 51
  • 53. Inquiry Based Science Teaching: IBST V. 2
    ISC Conference 2011 Futures Learning Landscapes
    page 52
  • 54. 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
  • 55. 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
  • 56. 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
  • 57. A Cloud Learning Environment
    ISC Conference 2011 Futures Learning Landscapes
    page 56
  • 58. A Cloud Learning Environment
    ISC Conference 2011 Futures Learning Landscapes
    page 57
  • 59. 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
  • 60. Conclusions
    Technical issues
    Context management
    Distributed user model
    Ontology management
    Tags versus Ontologies
    etc.
    ISC Conference 2011 Futures Learning Landscapes
    page 59