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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ubiquitous Cloud Learning Environments
- 1. Scenarios for Ubiquitous Cloud Learning Environments Jean-Marie Gilliot Serge Garlatti Sylvain Laubé Find this presentation on /jm.gilliot
- 2. Few Claims
- 6. 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
- 11. 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
- 15. Context : Web Polarization Consumer Citizen <parenthesis> </parenthesis>
- 22. Exploring rich scenario: IBST example Vestige
- 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. 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
- 29. Learning process: opportunistic LMS Activity flow administration Activities PLE Context Mgt Learner
- 30. Semantic Web LMS Activity flow administration Activities PLE Context Mgt Learner Teacher
- 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
- 38. Is Learning… A Technical Problem ?
Editor's Notes
- 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