Pervasive and Personal Learning Environment Yvan Peter – Université Lille 1
Use case <ul><li>Sally teaches architecture in Lille. She designs a pedagogical scenario to make her students gather infor...
Use case Isabelle Yann Activities are pushed to the learners personal services with description of the tasks to perform. A...
Use case <ul><li>Isabelle goes to Euralille and takes a photo of a cultural spot. She also retrieves a more global view of...
Relevant elements of scenario <ul><li>Mixing institutional and personal environments </li></ul><ul><ul><li>Teachers need t...
Relevant elements of scenario <ul><li>Activities and events should be visible across services and contexts </li></ul><ul><...
Relevant elements of scenario <ul><li>Pervasive access to services and (localised) information </li></ul><ul><ul><li>Enabl...
Relevant elements of scenarios <ul><li>The learning environment is no more restricted to teacher provided resources </li><...
How to support that <ul><li>At a technical level </li></ul><ul><ul><li>Open the institutional platforms </li></ul></ul><ul...
How to support that <ul><li>At an institutional / teacher level </li></ul><ul><ul><li>A change of mind is necessary </li><...
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Pervasive And Personnal Learning

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Presentation given at Future Learning Landscape Workshop held at EC-TEL 2009. Presents some elements about the convergence of pervasive learning and Personal Learning Environments

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Pervasive And Personnal Learning

  1. 1. Pervasive and Personal Learning Environment Yvan Peter – Université Lille 1
  2. 2. Use case <ul><li>Sally teaches architecture in Lille. She designs a pedagogical scenario to make her students gather information about relevant places and urbanism. </li></ul>
  3. 3. Use case Isabelle Yann Activities are pushed to the learners personal services with description of the tasks to perform. A notification of the new activity is sent to the learners. Isabelle sees the notification in her instant messaging client. Yann who is not online receives a SMS. Yann goes to the library. Isabelle goes to the city centre. On the road she sets up a Wiki to gather information. Sally and Yann are notified.
  4. 4. Use case <ul><li>Isabelle goes to Euralille and takes a photo of a cultural spot. She also retrieves a more global view of the place. She uploads that to the Wiki and advise Yann to gather information on the place. </li></ul><ul><li>Yann finds that a group of citizens has already gathered information about the history of the place. </li></ul><ul><li>Sally which is notified posts a comment about a useful architectural reference… </li></ul>
  5. 5. Relevant elements of scenario <ul><li>Mixing institutional and personal environments </li></ul><ul><ul><li>Teachers need to design the pedagogical setting </li></ul></ul><ul><ul><li>Learners may choose the services that support their learning activities </li></ul></ul><ul><ul><li>Information and events should flow easily between the institutional and personal services </li></ul></ul>
  6. 6. Relevant elements of scenario <ul><li>Activities and events should be visible across services and contexts </li></ul><ul><ul><li>Teachers need to monitor their students progress and to be able to help them. </li></ul></ul><ul><ul><li>Awareness of the others activities supports collaboration and coordination </li></ul></ul>
  7. 7. Relevant elements of scenario <ul><li>Pervasive access to services and (localised) information </li></ul><ul><ul><li>Enables the continuity of the activities across contexts </li></ul></ul><ul><ul><li>Supports situated activities </li></ul></ul>
  8. 8. Relevant elements of scenarios <ul><li>The learning environment is no more restricted to teacher provided resources </li></ul><ul><ul><li>Social networks, sharing facilities provide other sources </li></ul></ul>
  9. 9. How to support that <ul><li>At a technical level </li></ul><ul><ul><li>Open the institutional platforms </li></ul></ul><ul><ul><ul><li>Provide Rest interfaces, use OpenID… </li></ul></ul></ul><ul><ul><li>Use mashup technologies at the service and data level </li></ul></ul><ul><ul><ul><li>Provide user oriented facilities to build the environment </li></ul></ul></ul><ul><ul><li>Mashup activity traces and events to provide monitoring and awareness support </li></ul></ul><ul><ul><ul><li>RSS, semantic web technologies </li></ul></ul></ul><ul><ul><li>Use pervasive technologies </li></ul></ul><ul><ul><ul><li>Interface level, location based services… </li></ul></ul></ul>
  10. 10. How to support that <ul><li>At an institutional / teacher level </li></ul><ul><ul><li>A change of mind is necessary </li></ul></ul><ul><ul><ul><li>What about the effort put in the LMS </li></ul></ul></ul><ul><ul><ul><li>Change of teacher role : facilitator </li></ul></ul></ul><ul><ul><ul><li>Lose of control upon learning </li></ul></ul></ul><ul><ul><li>A change of pedagogy </li></ul></ul><ul><ul><ul><li>Situated learning </li></ul></ul></ul><ul><ul><ul><li>Use of social networks… </li></ul></ul></ul>

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