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Deconstructing Technology Enhanced Learning: from platforms to the cloud

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Deconstructing Technology Enhanced Learning: from platforms to the cloud

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Miguel Rodríguez Artacho from UNED gave a presentation about Deconstructing Technology Enhanced Learning: from platforms to the cloud as part of the online events by expert pool Institutional Support within EMPOWER.

Miguel Rodríguez Artacho from UNED gave a presentation about Deconstructing Technology Enhanced Learning: from platforms to the cloud as part of the online events by expert pool Institutional Support within EMPOWER.

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Deconstructing Technology Enhanced Learning: from platforms to the cloud

  1. 1. Deconstructing Technology Enhanced learning: from platforms to the cloud Miguel Rodríguez Artacho (UNED) miguel@lsi.uned.es @martacho
  2. 2. pre-TEL education Teacher Educational Material Student
  3. 3. LMS-based Learning Teacher Educative Material Student/Learner
  4. 4. LMS-based learning • Communities • Tracking • Authoring • Learning Objects • Assessment • Standards
  5. 5. Teacher Educational material Student Profesor Material Educativo Estudiante Teacher Educational Material Student
  6. 6. Teacher Educational Material Student Reshaping education
  7. 7. • Do It Yourself model • Flexibility • Based on Competences • Student driven Autonomous learning
  8. 8. • Peer to peer education • Non centralized environments • New interactions Social learning
  9. 9. • From package to open content • From local content to semantic search for suitable content • OER + Linked data New e-learning standards S o u r c
  10. 10. Semantic authoring
  11. 11. • Not in the traditional ITS model • Coacher, not teacher • Emotive computing • Reputation Reshaping AI in Education
  12. 12. 3 examples • ePub interactivity • Online laboratories integration • Educational resources reputation in MOOCs
  13. 13. ePub3 Source: The IEEE Actionable Data Book and EPUB 3 Tyde Richards, John Costa, Avron Barr
  14. 14. ePub3 (Javascript) <script type="text/javascript"> alert("Name: " + navigator.epubReadingSystem.name + " / version: " + navigator.epubReadingSystem.version + " / layoutStyle " + navigator.epubReadingSystem.layoutStyle); </script>
  15. 15. LRS statements I did THIS
  16. 16. ePub3 Interactions Source: http://www.slideshare.net/JohnBCosta/adb-brief-for-edupub-2014
  17. 17. Activity example <john> <launched> <cool book> <john> <read> <page 1> ( d: "PT45S" ) { p: ["chapter 1"], g: ["cool book", "cool class"] } <john> <read> <page 2> ( d: "PT15S" ) { p: ["chapter 1"], g: ["cool book", "cool class"] } <john> <read> <page 3> ( d: "PT55S" ) { p: ["chapter 1"], g: ["cool book", "cool class"] } <john> <read> <page 4> ( d: "PT45S" ) { p: ["chapter 1"], g: ["cool book", "cool class"] } <john> <watched> <video 1> ( d: "PT3M" ) { p: ["page 4"], g: ["chapter 1", "cool book", "cool class"] } <john> <paused> <video 1> { p: ["page 4"], g: ["chapter 1", "cool book", "cool class"] } <john> <resumed> <video 1> { p: ["page 4"], g: ["chapter 1", "cool book", "cool class"] } <john> <watch> <video 1> ( d: "PT2M" ) { p: ["page 4"], g: ["chapter 1", "cool book", "cool class"] } <john> <completed> <video 1> ( d: "PT5M" ) { p: ["page 4"], g: ["chapter 1", "cool book", "cool class"] } <john> <read> <page 5> ( d: "PT45S" ) { p: ["chapter 1"], g: ["cool book", "cool class"] }
  18. 18. New eBooks • IDPF + W3C partnership  Improve current standards • EDUPUB specification for ePub3 format • Multimedia content • Authoring tools
  19. 19. Online labs: IEEE SA P1876 Authentication Widgets definition Metadata Open Social App Smart Device approach Booking and scheduling Authorization Metadata & Vocabulary Network Protocols User Interfaces IVI Specification
  20. 20. Online Laboratories P1876 ONLINE LABORATORY REMOTE LABORATORY VIRTUAL LABORATORY PHYSICAL LABORATORY
  21. 21. Educational Perspective Laboratory as a Cloud Service (IoT) Laboratory as an Educational Service
  22. 22. LaaS LaaO Learning Experience
  23. 23. Standardization Levels Learning environments or learning object repositories Interactive Open Educational Lab (OEL) Lab as an OER (LaaO) Smart Device Lab as a Service (LaaS) Courses Scenarios Activities Support material, Personalized, user interfaces, task sequences, paths Standard: MLR extension xAPI extension Standard: Service metadata Services Protocols Online Lab = Object Actions Traces Sensor Data State log Knowledge Learning outcome LEVEL 1 Embedded Things LEVEL 2 Embedded pedagogy Apparatus, sensors, actuators, instruments, controllers, embedded server computer or microcontroller User prefs Context LTI Configuration Actuator data
  24. 24. Reputation mechanisms in social networks objective: extract reputation of entities (users, objects, …) how: gathering and aggregating opinions Examples:
  25. 25. Cuantitative vs. Comparative reviews • Potential problems of numerical oppinion – Passive  wait for users to grade – Influenciable and manipulable  viral ratings •  Reputation based on comparative reviews = Pairwise reputation mechanism (PWRM)
  26. 26. MOOC formalization M = {U,R,LR,LU} is a MOOC where: U = {u1,..,un} users (students AND teachers) R = {r1,..,rj} learning resources LR = { <ui,rj> / ui € U; rj € R }  user ui has uploaded resource rj LU = { <uk,rm> / uk € U; rm € R }  user uk has used resource rm
  27. 27. MOOC formalization • Live envorinment in term of resources • Objective  build ranking of resources within the MOOC • Asumption: Users have set of resources’ preferences on a subset • Let O set of oppinions where oi=<ri,rj> representing a pairwise query R' Í R
  28. 28. MOOC formalization
  29. 29. The cloud as e-learning provider • Distributed learner records (LRS) • Ubiquitous learning based on mobile devices • On-demand education • Oriented to competences  Badges • Flexible -> No enrolment deadlines Internet based tools
  30. 30. Top 100 tools for learning 2013 Fuente: Jane Hart http://c4lpt.co.uk/top100tools/
  31. 31. Top 100 tools for learning (2016) Fuente:JaneHarthttp://c4lpt.co.uk/top100tools/
  32. 32. Top 100 tools for learning • Fine-grain basis (atomic/full-course) • Collaborative authoring • Game based learning (Kahoot!) • Animated videos (PowToon) • Moodle is out of top-10 list engagement + richer Interactions + social
  33. 33. + + Online vs. On Campus Alternate online work with on-campus activities
  34. 34. Trends Source: Google Trends
  35. 35. Fuente: http://www.obrasweb.mx/construccion/2013/02/08/montanas-rusas-la-ingenieria-reta-a-la-ley-de-gravedad
  36. 36. Fuente: http://www.obrasweb.mx/construccion/2013/02/08/montanas-rusas-la-ingenieria-reta-a-la-ley-de-gravedad
  37. 37. Deconstructing Technology Enhanced learning: from platforms to the cloud Miguel Rodríguez Artacho (UNED) miguel@lsi.uned.es @martacho THANKS!

Editor's Notes

  • This talk will address the question of change and evolution of learning and we will see some examples.

    We have witnessed in the last decade a big change in the educational technology that has affected many dimensions of learning

    We a¡have a question ¿In what dimensions are we movilg forward? Is education really changing? Improving?

  • We can take a look to the picture before TEL and see the ingredients that we have there. We can notice how far away we are from this scenario.

    We have actually very few ingredients. We cannot say we have fewer interactinons but we can be sure that interactions are more difficult to create and to maintain than nowadays.

    On one hand the elements that we havehere are necceesary, mandatory. But there are not generating all the motivation needed in all the situations.

    This scenario is fragil. It works well when we have the perfect ingredients, but the effor rely on the teacher and it has to be an outstanding professionalto achieve all the goals.

  • We are at the first decade of 2000.

    The first Technology Enhanced Learning system cones along with the appearance of the LMS, which introduces significative changes.

    There are here pretty much the same elements, but we have a lot of new posibilities. Because we have all the information needed centralized by the LMS.

    We can create new interactions and workspaces inside the LMS.

    There are many

    No se conocen todavía interacciones NUEVAS, aparte de la del profesor que transmite y el estudiante que recibe la información

    SE TRANSITA DE LA REPLICACION USANDO TEL DEL MODELO CLASICO HACIA LA APARICION DE NUEVAS INTERACCIONES
  • LA RED ES LA NUEVA PLATAFORMA

    ECONOMIA DE ESCALA, NUEVOS MODELOS DE NEGOCIO
    LA MASA COMO VALOR (CDK)

    A la plataforma. El centro de servicio era la plataforma y todo gira alrededor de ella

    Lo que aglutina ahora es la nube, que queda como nexo de unión intengible entre los actores.
  • NEW interactions

    Peer-to-peer

    Persolalized environments

    Learning analytics OUT of the LMS

    More personal records, we are an individual with a learning process across different environments

    New educational contexts  EDUTEINMENT, social networks, influencers, social learning

  • Social-learning, mobile-learning, big-data, adaptive-learning, peer-to-peer, MOOC, tablet, networked, google

    THE CLOUD IN EDUCATION REFERS TO THE NEW INTERACTIONS

    This time the cloud is not refering to technology, is refering to social environment.



    Elementos SOCIALES
    Estímulos

    GOOGLE is the teacher
  • We dont see “traditional” elements of LMS-based education here

    We see basic tools that indicates that tools work in a fine-grain basis

    We have NEW elements here. We provide enriched multimedia.

    GAIN ATENTION  ENGAGE
  • Educación tradicional: handout, class notes, classroom, study group, blackboard, individual

    Educación 2010-2014: VLE, metadata, repository, interoperability, tracking, platform, learning-design, SCORM

    Educación H2020: social-networks, google, tablet, MOOC, video, networked, peer-to-peer

    NO MORE DILEMMA BETWEEN ONLINE VS ON CAMPUS EDUCATION. There is not this preference any more.

  • This is a five


  • http://www.obrasweb.mx/construccion/2013/02/08/montanas-rusas-la-ingenieria-reta-a-la-ley-de-gravedad


  • http://www.obrasweb.mx/construccion/2013/02/08/montanas-rusas-la-ingenieria-reta-a-la-ley-de-gravedad

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