ubiquitous Cloud Learning Environments

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Internal research seminar 24/2/11
Telecom Bretagne - Computer Science Dept

Limits of current Learning environments approaches
Ubiquitous Cloud Learning Environment design

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  • First, we think it has to be taken into account a the syllabus level. The Web is a set of community spaces and communication tools that enable collaborative activities like discovering, exchanging, commenting, criticizing and building information. All that skills are prerequisite Image de soutien au discours DL is a now a fundamental component for …
  • For Creativity, innovation, entrepreneurship All those skills exist in the CDIO list, but managing it in a digital environment is slightly different and has to be taken into account, as it is the pervasive environment of our XXIth Century society. As CAD, simulation and visualization tools have changed the way we design systems, Wikis and other social tools will change the way we imagine and conceive systems. Innovation is based on knowledge and collaboration. Internet is by no doubt the infrastructure for knowledge. So is Web2.0, or read write web, is the architecture of participation Slide suivant : Lego a plusieurs team group / project
  • Secondly, we have noticed that the use of web tools like blogs, wikis and others helps students to engage themselves in learning. Use of such tools encourage exchange between students, going up to collaboration. You can see here an exercise where students have to present web 2.0 tools and usage to all people crossing the main hall of our school. We call it ExplorCamp ! pbe : passer de digital literacy à digital tools L’un renforce l’autre : 2 flèches
  • Activities suggested 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
  • Vestige, remainder
  • 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
  • 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
  • ubiquitous Cloud Learning Environments

    1. 1. Is Learning… A Technical Problem ?
    2. 2. Ubiquitous Cloud Learning Environments Jean-Marie Gilliot Serge Garlatti
    3. 3. Few Claims
    4. 4. Why consider Digital Literacy ? <ul><li>A prerequisite … </li></ul>
    5. 5. <ul><li>For Creativity, Innovation, Entrepreneurship, Leadership in XXIth Century Society </li></ul>
    6. 6. Learners will need new ‘literacies’ <ul><li>Social networking </li></ul><ul><li>Privacy maintenance </li></ul><ul><li>Identity management </li></ul><ul><li>Creating content </li></ul><ul><li>Organising content </li></ul><ul><li>Reusing and repurposing </li></ul><ul><li>Filtering and selecting </li></ul><ul><li>Self broadcasting </li></ul>The new web environments are game changers. learners now need new (digital) literacies http://www.mopocket.com/ Steve Wheeler, University of Plymouth, 2011
    7. 7. Formal and Informal learning Formal Learning Informal Learning 20% 80% Source: Cofer, D. (2000). Informal Workplace Learning . Shouldn’t we now start to blend formal and informal learning? Steve Wheeler, University of Plymouth, 2011
    8. 8. Web 2.0 usage: A good approach for Learning <ul><li>Active </li></ul><ul><li>Social </li></ul><ul><li>Between Peers </li></ul>
    9. 9. But … <ul><li>What are we doing? </li></ul><ul><li>Yet Another Explanation: … </li></ul><ul><ul><li>Slideshare : </li></ul></ul><ul><ul><ul><li>Web 2.0 Education : 8150 pages (12 pres/page) </li></ul></ul></ul><ul><ul><ul><li>Web2 learning : 11248 pages </li></ul></ul></ul><ul><li>If you want to view a good one: </li></ul><ul><ul><li>inquiry based learning with Web2.0 </li></ul></ul>
    10. 10. Limits … 1 <ul><li>Acting out : </li></ul><ul><li>”I’ll use technology in classroom, when I’ll master it better than my students!” </li></ul><ul><li>Issue: where to start? </li></ul><ul><ul><li>Find the attainable activity for a specific teacher in her classroom </li></ul></ul>
    11. 11. Limits… 2 <ul><li>Learn with web 2.0 </li></ul><ul><ul><li>Written Culture? </li></ul></ul><ul><ul><li>Which basic information ? </li></ul></ul><ul><li>Don’t forget </li></ul><ul><ul><li>Medias in the broad: </li></ul></ul><ul><ul><ul><li>Pictures, sound, vids… </li></ul></ul></ul><ul><li>What about real life? Our environment? </li></ul>
    12. 12. Media Sharing http://flickr.com/photos/22409393@N03/4348233990/ Video, audio and images ... ... all contribute to the richness of the narrative. Steve Wheeler, University of Plymouth, 2011
    13. 13. Mobile? <ul><li>Go-between </li></ul><ul><ul><li>Record its own traces, its lifestream </li></ul></ul><ul><li>Communicating,available, geo-localized device </li></ul><ul><ul><li>High equipment rate </li></ul></ul><ul><li>Access to Information everywhere & at right time </li></ul><ul><ul><li>New interfaces: augmented reality, QR-code, voice… </li></ul></ul><ul><li>Issues: </li></ul><ul><ul><li>Killer activities </li></ul></ul><ul><ul><li>Get acceptance by teachers , and others </li></ul></ul>
    14. 14. Limits… 3 Which tool(s)? <ul><li>Institutional LMS </li></ul><ul><li>The tool I (teacher) choose, given my protocol </li></ul><ul><li>Negociated </li></ul><ul><li>Different tools for different activities </li></ul><ul><ul><li>Several tools and device </li></ul></ul><ul><li>Open choice (to learner) </li></ul>
    15. 15. LME’s OR PLE’s? LMS administration Activities PLE
    16. 16. Context : Web Polarization Consumer Citizen <parenthesis> </parenthesis>
    17. 17. Limits …4 <ul><li>Tutor’s Rôle </li></ul><ul><ul><li>CQFD (french reminder) </li></ul></ul><ul><li>To know what is happening </li></ul><ul><li>To help learners </li></ul><ul><li>Suggest ways, hints </li></ul><ul><li>… assessment </li></ul><ul><li>Issues </li></ul><ul><ul><li>Global view </li></ul></ul><ul><ul><li>Recommandations </li></ul></ul>And learners as well
    18. 18. In short… <ul><li>Changing teachers </li></ul><ul><li>Identify and disseminate the use of mobile </li></ul><ul><li>Open Environment « Cloud » </li></ul><ul><li>Seamless global interactions </li></ul>
    19. 19. « scenarios » based approach
    20. 20. Context <ul><li>Teacher / researcher </li></ul><ul><li>Communauties of Practice </li></ul><ul><li>Evolutions thanks IBST </li></ul><ul><ul><li>Teaching practices </li></ul></ul><ul><ul><li>Digital literacy </li></ul></ul><ul><li>How to amplify the development of practice </li></ul>
    21. 21. Scenarios <ul><li>Not a fixed one </li></ul><ul><li>Paradigmatic example </li></ul><ul><li>Help to construct all possible </li></ul><ul><li>Evolution hints </li></ul><ul><li>Leave all possible degrees of freedom </li></ul>
    22. 22. Exploring rich scenario: IBST example Vestige
    23. 23. Original Scenario <ul><li>Historical reading and understanding of an industrial landscape </li></ul><ul><ul><li>Photograph all elements of the current landscape with historical aspects about cranes and bridges of the arsenal, </li></ul></ul><ul><ul><li>Locate the different elements on a current map of Brest, </li></ul></ul><ul><ul><li>Identify and photograph the actual bridges and cranes linked existing bridges and cranes from previous: what continuities ? What ruptures? </li></ul></ul><ul><ul><li>Store and publish information on the corresponding tools. </li></ul></ul>
    24. 24. Problem Based Learning basic sequence in groups <ul><li>Problem analysis </li></ul><ul><li>Activation of prior knowledge </li></ul><ul><li>Acquire new knowledge </li></ul><ul><li>Construct an argumented solution </li></ul><ul><li>Solve the problem </li></ul><ul><li>Institutionalization / discussion </li></ul><ul><li>With options </li></ul><ul><ul><li>Data Sharing among groups </li></ul></ul><ul><ul><li>Peer reviews </li></ul></ul>
    25. 25. Proposed PBL scenario with communicating, mobile devices <ul><li>Central activity cooperation within 3 groups </li></ul><ul><ul><li>Site visit </li></ul></ul><ul><ul><li>Information seeking in navy museum </li></ul></ul><ul><ul><li>Information seeking in local public records </li></ul></ul><ul><ul><li>Coordination through communication </li></ul></ul><ul><ul><ul><li>Drive other’s work </li></ul></ul></ul><ul><ul><li>Real Time Data sharing: </li></ul></ul><ul><ul><ul><li>Geolocalization and relating </li></ul></ul></ul>
    26. 26. Tools according to activities Real-time information sharing for work group coordination. Chat, Microblogging, Voice, Video, etc. Group communication Geo-localised text, pictures, videos. Smart terminal with Camera, GPS and CMS Site visit Shared bibliography Annotations, Notes, images, videos, etc., potentially geo-localised. Search engines, Social book-marking, Blogs, Wikis, etc. Searching information Content produced Tool families Activities
    27. 27. Tools according to activities Quality analysis, Hints, Rating based on an assessment scheme Collected Group work Peer assessment Final report : knowledge construction Shared bibliography Annotations, Notes, Images, Videos, etc. and Collaborative Writing Tools Collaborative Report writing Knowledge restructuration Maps Mind map tools. Collaborative Collected Data analysis Content produced Tool families Activities
    28. 28. Cloud Learning Environment
    29. 29. Learning process: opportunistic LMS Activity flow administration Activities PLE Context Mgt Learner
    30. 30. Semantic Web LMS Activity flow administration Activities PLE Context Mgt Learner Teacher
    31. 31. Needed integrated views among tools <ul><li>Different tools – a common work </li></ul><ul><ul><li>Data sharing among tools </li></ul></ul><ul><ul><li>Tools are Data silos </li></ul></ul><ul><li>A common work – different views </li></ul><ul><ul><li>Data access according interest, </li></ul></ul><ul><ul><li>Concept scan </li></ul></ul><ul><ul><li>Group work progress </li></ul></ul><ul><ul><li>Individual assessment </li></ul></ul>
    32. 32. A Cloud Learning Environment My CLE Course Cloud Component Notifications RSS/SParQL & Queries Notification Widget Information Widget Self-defined Widget World Of Widgets Widget Model Queries Push/Pull flow WebApps
    33. 33. Technical Convergence <ul><li>IBST => group work </li></ul><ul><ul><li>Collaboration => web2.0 </li></ul></ul><ul><ul><li>Multiplication of tools: interoperability </li></ul></ul><ul><li>Personalization </li></ul><ul><ul><li>PLE </li></ul></ul><ul><li>HBST => in situation </li></ul><ul><ul><li>Mobile & pervasive </li></ul></ul><ul><ul><ul><li>Or museology ? </li></ul></ul></ul><ul><ul><li>Recommandation </li></ul></ul>Aside
    34. 34. Convergences : social, PKM & PLE … <ul><li>KM & LM </li></ul><ul><ul><li>Knowlede management </li></ul></ul><ul><ul><li>Inital Approach: predefined models </li></ul></ul><ul><li>Communauties of pratice </li></ul><ul><ul><ul><li>Enable Knowledge building, and evolution </li></ul></ul></ul><ul><ul><ul><li>Enable learning </li></ul></ul></ul><ul><ul><ul><li>The good level to approach knowledge </li></ul></ul></ul><ul><ul><ul><li>Participative Web – Natural Support </li></ul></ul></ul><ul><ul><ul><li>Integrate human factor </li></ul></ul></ul><ul><li>Personalization </li></ul><ul><ul><ul><li>PKM & PLE </li></ul></ul></ul>Aside See: The future of e-learning: a shift to knowledge networking and social software by Chatti et al.
    35. 35. Conclusions <ul><li>How to learn changes </li></ul><ul><li>How to teach has to change </li></ul><ul><li>Environnements have to be the most flexible as possible </li></ul>
    36. 36. Is Learning… A Technical Problem ?
    37. 37. Credits <ul><li>Licence Creative Commons for all pictures, except Brest landscapes : </li></ul><ul><ul><li>Wires and cables.. jACK TWO http://www.flickr.com/photos/jacktwo/36511525/ </li></ul></ul><ul><ul><li>Arguin penguins. Adam Arroyo : http://www.flickr.com/photos/nouqraz/200049988/ </li></ul></ul><ul><ul><li>Legos. Huladancer http://www.flickr.com/photos/huladancer22/530743543/ </li></ul></ul><ul><ul><li>Lego Speeder. Ella's Dad / Andy http://www.flickr.com/photos/ellasdad/373339245/ </li></ul></ul><ul><ul><li>… </li></ul></ul>

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