Constructing PLEs by educaching in smart cities


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Constructing PLEs by educaching in smart cities

  1. 1. Constructing Personal Learning Environments by Educaching in Smart Cities Ilona Buchem Beuth University of Applied Sciences Berlin. Luxemburger Str. 10, 13353 Berlin, Germany Mar Pérez-Sanagustín Telematics Engineering Department, Universidad Carlos III de Madrid, Av. Universidad, 30, E-28911 Leganés, Spain Session No. 11/1 : PLEs and smart cities : #SC01 11th July 2013, Berlin
  2. 2. Smart cities are complex organic ecosystems supported by a technological infrastructure that is transforming the way we engage with the city (Woods & Bloom, 2011). smart cities
  3. 3. In smart city ecosystems, digital media has become the connection of our global identities with our local identities extending the boundaries of our urban experiences and opening up new opportunities for personal learning. glocality ”We live in glocalities, where the local and the global coexists” (Meyrowitz, 2005)
  4. 4. Personal Learning Environments (PLE) as permeable physical and virtual spaces, which are dynamically constructed through the subject’s practice of movements across physical and virtual space. personal learning environments
  5. 5. educaching involves appropriation of tools and resources by the learner, who constructs own spaces for learning by selecting, aggregating and creating resources, combining elements from the physical and virtual space. educaching
  6. 6. Educaching ::: ubiquitous, playful and exploratory learning in outdoor settings ::: learners can discover and dynamically construct learning spaces. PLEs and educaching Educaching ::: an approach to constructing Personal Learning Environments (PLE) by connecting local and global (glocality) and moving across different physical and virtual places (spaces) ::: crossing the boundaries of learning contexts. AR Flashmob:
  7. 7. Digital tags (QR codes), when attached to a particular object or location, add a digital layer of information that extends and transforms physical spaces into digitally augmented spaces. etiquetAR
  8. 8.
  9. 9. 5 teachers 2 Universities: UPF & UVA Teachers propose their own PLE educaching scenario using etiquetAR. Evaluation Preliminary results ● Outdoor & indoor spaces ● Tags for getting information and adding information ● Promoting discussion, active learning, adaptive learning
  10. 10. scenario 1 SETTINGS CONTEXT OBJECTIVES RESULTS I'd like to design and run a connectivist MOOC (cMOOC) on learning technologies. As part of the MOOC logo there will be a QR code generated with etiquetAR. Every week I'd suggest a topic for discussion. Students may discuss online but also gather physically in groups at different locations/cities. One of those participating in the physical meetings will print the logo of the course and use it at a banner stuck on the wall at the meeting place (e.g. cafeteria, pub). After the discussion one of the participants will scan the QR code, adding the main conclusions of that meeting as a comment to the question posed by the instructor. That will happen in all cities where learners gather F2F. PLE DESIGN PLATTFORM COMPONENTS INTERACTIONS There is no central platform. Contributions are distributed in Web 2.0. We can use Foursquare and meetup for organizing the meetings; Facebook and Twitter for further online discussions. Students may add other tools by their own initiative, e.g. Wordpress, Instagram.
  11. 11. How does glocality affect our PLEs? How will future PLEs in smart cities look like? How to design personal learning in smart cities? discussion
  12. 12. Ilona Buchem Professor digital media & diversity Beuth University Berlin, Germany thank you! Mar Perez-Sanaugustin Researcher at Gradient Lab UC3M University Carlos III Madrid, Spain