Future Environments Gilliot Garlatti Pahst2010 2
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Future Environments Gilliot Garlatti Pahst2010 2

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Workshop at Brest http://pahst.bretagne.iufm.fr/?p=84

Workshop at Brest http://pahst.bretagne.iufm.fr/?p=84

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  • The focus of this presentation is not to propose a real architecture, but rather to focus on requirements of future pervasive social learning environments. We will expose some key elements to be included in future models needed to handle such environments The main point is that this architecture will be an open pervasive social web environment.
  • LMS : good for administrative support and some relevant activities PLE : web view of activities Access through many devices Collaborate with many people This environment is distributed, heterogeneous, open dynamic, chosen environment, in everyday life pervasive, social. Learning IS a social process --------------------------- Activities proposed across environments -inscription – course space - resources reading – comments – additional resarch – discussion – data production Teacher Activities suggested Learner Chosen actvities Context Teacher want to follow and asses some parts of way of learning
  • Activities proposed : -inscription – course space - resources reading – comments – additional resarch – discussion – data production -assesment Activities suggested classical view of course management give options, alternatives but may be driven by situation Models for learning in a full web context Assessment could include Production as a result Proof of competency achievment key points in learning process ---------------------------------------------------------------- Chosen activities Access through many devices Context Teacher want to follow and asses some parts of way of learning
  • Activities suggested – situated learning Mobile / pervasive learning But also: Chosen actvities Learner should be able to chose whether he includes or not some activities in his learning track E-portfolio Access through many devices – during different situations Context management shoudl help the student and propose some document, tool, activitiy, alternatives. Teacher may want to follow and asses some parts of learning process
  • Activities proposed : -inscription – course space - resources reading – comments – additional resarch – discussion – data production -assesment Activities suggested classical view of course management give options, alternatives but may be driven by situation Models for learning in a full web context Assessment could include Production as a result Proof of competency achievment key points in learning process ---------------------------------------------------------------- Chosen activities Access through many devices Context Teacher want to follow and asses some parts of way of learning
  • State of the art of PLEs
  • Learning resource Need for indexing Activity monitoring and modelling All the component should be open interoperable Context modelling should be defined at a comprehensive level Adaptive behavior : according situation, achievment, objectives, => key abstractions should be defined at a web level
  • Access to relevant resources
  • Initially, the Web consisted of many Websites containing only unstructured/textual content. The Web 2.0 extended this traditional Web with few extremely large Websites specializing on certain specific content types. Examples are: Wikipedia for encyclopedic articles Del.icio.us for Web links Flickr for pictures YouTube for Videos Digg for news … These websites provide specialized searching, querying, sharing, authoring specifically adopted to the content type of their concern.
  • Activities proposed : -inscription – course space - resources reading – comments – additional resarch – discussion – data production Activities suggested Chosen actvities Access through many devices Context Teacher want to follow and asses some parts of way of learning
  • The RDF data model is based upon the idea of making statements about resources (in particular Web resources ) in the form of subject-predicate-object expressions.

Future Environments Gilliot Garlatti Pahst2010 2 Future Environments Gilliot Garlatti Pahst2010 2 Presentation Transcript

  • Future Learning Landscape Towards the Convergence of Pervasive and Contextual computing, Global Social Media and Semantic Web in Technology Enhanced Learning Jean-Marie Gilliot, Serge Garlatti {jm.gilliot, serge.garlatti} @ telecom-bretagne.eu 04/02/10
  • Outline
    • Backgrounds : Modales Project
    • Current Impact of Technologies
    • Learning Environnements
    • Personalised Environnements
    • Semantic Web & Issues
    • Credits and Conclusion
    page
  • Background : Modales Project
    • Goal: design an adaptive learning system for probationary teachers, based on real practices and teacher know-how.
    • Course
      • “ the air as a gas in its static and dynamic aspects: properties, theory and applications ” for different categories of probationary teachers (called PE2, PLC2 in physics)
    • Scenarios may change according to
      • Learner category, resources, distance or face to face activities, the activity distribution among teachers, learners and computers according to learner needs and learning policies, etc.
    page
  • Background : Modales Project page Inquiry-Based Learning: Modales Scenario
  • Current Impact of Technologies
    • Mobile
      • Multimedia brought the world into the classsroom …
      • Smart technologies will bring the classroom to the world
    • Search, presentation of information, resources … and tools
    • Social Networks
    • Collaborative tools
      • Blogs: reflective place
      • Wikis: collaborative place
    • Simulation, virtual worlds is a key for experiments
    page
  • Current Impact of Technologies
    • Cloud computing
      • New tools
      • New environments
      • Everyday
    • See slideshare … Wheeler
    • Open (Cloudy) Learning Environment is unavoidable
    page
  • Learning Environnements page LMS administration Activities PLE Learner
  • A Course: a flow of activities page LMS administration Activities PLE Teacher Activity flow
  • Learning process: opportunistic page LMS Activity flow administration Activities PLE learnerID Context Mgt Learner
  • Learning process: collaborative … with different tools page LMS administration Activities PLE Activity flow Learner
  • Simple Example of PLE with Netvibes page
  • Personalised Environnements
    • Self organised
    • But
      • Hand-made
      • Not interoperable
    • Not communicating between different tools
    • Solution is at another level
    page
  • Semantic Web & Issues page Activity flow PLE « LMS » Context Mgt Learner LMS administration Activities Teacher
  • page Unfortunately, Web 2.0 Tools Are Data Silos on the Web Semantic Web & Issues Source : Dr. S ö ren Auer AKSW, Institut f ü r Informatik
  • Semantic Web & Issues
    • What do we actually need?
      • Use the web like a Single Global Database
    • Computer « Capabilities »
      • Ask Complex Queries over multiples pages / web sites / data sources
      • Reuse on the fly retrieved data
        • to produce new web pages or new posts or etc.
        • to give advices, guidance …
    page
  • page Linked Data Who is teaching Thermodynamics and is using a Problem-based or Project-based Learning approach in Europe? Semantic Web & Issues
  • page Linked Data
    • Find experiments or students providing experiments about «Thermodynamics» in Blogs AND Images classified at least four star by Teachers in Thermodynamics in Flickr AND appreciated by at least four friends of mine on «  Facebook  » OR «  Linkedin  » OR those following me on Twitter in the last three months?
    Semantic Web & Issues
  • page Web 2.0 WEB 2.0 + Semantic Web Few large Web sites are specialized on specific content types Many Web sites containing & semantically Linking structured content Pictures Video Encyclopedic articles + Source : Dr. S ö ren Auer AKSW, Institut f ü r Informatik Linked Data Semantic Web & Issues
  • Semantic Web & Issues
    • Semantic Web Technologies
      • Ontologies (shared vocabularies)
        • OWL, RDF, RDFS …
      • Linked Data
        • Sparql, Sparql Endpoint …
      • W3C
    page
  • Semantic Web & Issues page Activity flow PLE « LMS » Context Mgt Learner Teacher
  • Semantic Web & Issues
    • Activity modeling and management
      • Ontologies
        • Depend on communities of practices
      • Context
        • Capture relevant learner context
        • Retrieve relevant resources
        • Recommend resources and activities
        • Etc…
    page
  • Future Learning Environments
    • Open (Cloudy) Learning Environment
      • Adaptation to student needs
      • Interoperability at Semantic Level
      • Common vocabularies: folksonomies / ontologies
      • W3C standard
    • Pedagogical challenges
      • New situated activities
      • New organisation/ coordination for learning
      • New opportunities (informal learning)
    page
  • Future Learning Environments
    • How much
    • we can be inspired …
    • by the objects around us?
    Source : Xin Chen – Telecom Bretagne see: http://www.slideshare.net/cecilechen85/apprendre-via-les-objets-xin-chen
  • Future Learning Environments How it works … with a Coffee Machine? Informal Learning About Learning Objects
  • Exploitation of information? Coffee.rdf Ubiquitous Object  Ubiquitous learning Linked Data  Linked Knowledge
    • Semantic Web Tools 
        • Query data;
        • Creat new data and
    • link it in a data graph.
    RDF: subject- predicat- object
  • Credits
    • Rochelle Tower : http://fr.wikisource.org/wiki/Dictionnaire_raisonné_de_l’architecture_française_du_XIe_au_XVIe_siècle_-_Tome_9,_Tour
    • PLE : http://scienceoftheinvisible.blogspot.com/2007/12/what-heck-is-ple-and-why-would-i-want.html
    • Smartphone : http://www.digitalworld.fr/nokia-n900-premier-mid,9229,a.html
    • Netbook : http://www.paperblog.fr/1282053/umpc-netbook-et-mid-la-mobilite-sous-d-autres-formes/
    • Elements for Constructing Social Learning Environments: http://www.upsidelearning.com/blog/index.php/2010/03/10/elements-for-constructing-social-learning-environments/
    page