Making it rich and personal:the personal path to institutional learning environments <br />Su White<br />Web and Internet ...
The world is changing?<br />Su White, University of Southampton @suukii<br />
Su White, University of Southampton @suukii<br />
stories<br />Su White, University of Southampton @suukii<br />
Pythagoras … a mythical past?<br />Su White, University of Southampton @suukii<br />Ooh, no women…. #ALD11!<br />
Napier’s bones<br />Devices to overcome limited literacy<br />Su White, University of Southampton @suukii<br />
The library at Alexandria <br />Papyrus scrolls, and a reading room<br />Su White, University of Southampton @suukii<br />
The Nurnberg Funnel<br />Lets pour the knowledge in…HoHo<br />Su White, University of Southampton @suukii<br />
The Analytic Engine <br />When computers were human<br />And later, in the early 20th century mostly women<br />Su White, ...
Early CAL?<br />Su White, University of Southampton @suukii<br />
The old problem of change<br />“There is nothing more difficult to plan, more doubtful of success, nor more dangerous to m...
The world has been changing<br />http://imgs.xkcd.com/comics/online_communities_small.png<br />Su White, University of Sou...
Su White, University of Southampton @suukii<br />
teacherdirected<br />(Instructivist?)<br />1997<br />knowledge exists independently of the learner,and is<br /> ‘transferr...
Web 1.0 (mid 1990s)<br />But what model of learning does this assume?<br />Html static web pages<br />ftp<br />http<br />+...
Enter the VLEVirtual Learning Environment<br />VLEs replicated (a perception of) traditional teaching <br />by enabling ‘c...
But why VLEs?<br />Historical artefact<br />Mostteachers did not do (or even understand) html or FTP<br />Manyteachers and...
why VLEs? (2)<br /> VLEs are ultimately supportable<br />In summary:<br />VLEs = toolkit<br />VLEs enable teachers to: <br...
files, email and announcements
run chats and forums</li></ul>…all in a safe controlled environment<br />
The Read/Write Web and the (Social) Network – early 2000’s<br />O’Reilly 2005, 2007<br />
Some failures of VLEs<br />VLEs<br />embody outdated(static) views of teaching as “push”<br />put the teacher and knowledg...
Su White, University of Southampton @suukii<br />We want to climb over the walls…<br />With apologies….Adapted from image ...
CC Leigh Blackall<br />23<br />
Where the future lies…<br />The data.gov model…<br />Exposed data, good enough (“raw data now”)<br />If possible using sta...
Towards a digital academy?<br />Expose and share public and private capital across departments and institutions….(to)enabl...
We want to climb over walls<br />Su White, University of Southampton @suukii<br />With apologies….Adapted from image used ...
We want to work with our learners<br />Su White, University of Southampton @suukii<br />
discovery<br />collaboration<br />practicals<br />practice<br />people networks<br />social<br />blended<br />links<br />m...
ChangesUnderstanding Learning<br />In formalising our understanding of learning in a digital world there is increasing rec...
Digital Literacies<br />Stuff! Call that learning?<br />Is part of the network<br /><ul><li>Contributes stuff
Creates an ontology</li></ul>finds stuff <br /><ul><li>on the network
from the network (of people)</li></ul>is given the stuff <br /><ul><li>via the network</li></ul>Increasing (digital) liter...
Digital literacies <br />Are a part of literacies in a digital world<br />Essential skillset for the thought leaders and d...
What is a PLE?<br />A personal toolkit<br />✗<br />Facilities to personalise the desktop?<br />Learners choose They are re...
who they interact with
the content they view
sense making</li></li></ul><li>The /Institutional PLE (iPLE)<br />Oxymoron”“union of two apparent contraries”<br />e.g. ‘E...
Towards an eLearning 2.0 provisioning strategy for universities, Oskar Casquero (oskar.casquero@ehu.es) University of the ...
Some Issues for HEIs<br />In the virtual classroom<br />New pedagogic approaches<br />making authentic use of technology<b...
Guarantee accessibility
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Making it rich and personal: The personal path to institutional learning environments

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Dr Su White looks at how the world is changing and universities must respond to students’ needs and expectations in agile and effective ways. Learners enter university with an inevitable diversity of technological familiarity and a mix of naïve and sophisticated approaches to using technology as a part of their learning.
The University of Southampton has designed and is implementing a holistic learning environment radically different from the VLEs which have gained widespread use since the late 1990s. Starting from the concept of rich learning environment it became “more than a system, it’s a mindset”. Social software, open data, co-creation and co-evolution are some of its hallmarks. Dr Su White proposes a framework for a digital cognitive apprenticeship to meet the combined challenges of ‘living and learning in a digital age’.
This presentation examines the roots of personal learning environments and considers the interplay of organisational ambitions and requirements needed to support personal learning in a university context.

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  • O&apos;Reilly, T. (2005). What Is Web 2.0 – Design Patterns and Business Models for the Next Generation of Software retrieved March 2011 from http://oreilly.com/web2/archive/what-is-web-20.html.&quot;  O&apos;Reilly, T. (2007). What is Web 2.0: Design Patterns and Business Models for the Next Generation of Software, Communications &amp; Strategies, 1(1),17-37.retrieved March 2011 from http://papers.ssrn.com/sol3/papers.cfm?abstract_id=1008839
  • The whole affordances argument, why making data open is good for education too – points to be made about relevance to publishing communities – take cues from previous presentations
  • Explain about the academic process, strength in consistency of approaches cf edshare and eprints
  • We are not the only ones who do this
  • Externa;l sertvices (DropBox, TurnutIn, Live at Edu Google Docs, Delicious
  • http://shirleyknot.blogspot.com/2009/12/rich-learning-environments.html
  • Making it rich and personal: The personal path to institutional learning environments

    1. 1. Making it rich and personal:the personal path to institutional learning environments <br />Su White<br />Web and Internet Science Research GroupECS, University of Southampton<br />
    2. 2. The world is changing?<br />Su White, University of Southampton @suukii<br />
    3. 3. Su White, University of Southampton @suukii<br />
    4. 4. stories<br />Su White, University of Southampton @suukii<br />
    5. 5. Pythagoras … a mythical past?<br />Su White, University of Southampton @suukii<br />Ooh, no women…. #ALD11!<br />
    6. 6. Napier’s bones<br />Devices to overcome limited literacy<br />Su White, University of Southampton @suukii<br />
    7. 7. The library at Alexandria <br />Papyrus scrolls, and a reading room<br />Su White, University of Southampton @suukii<br />
    8. 8. The Nurnberg Funnel<br />Lets pour the knowledge in…HoHo<br />Su White, University of Southampton @suukii<br />
    9. 9. The Analytic Engine <br />When computers were human<br />And later, in the early 20th century mostly women<br />Su White, University of Southampton @suukii<br />PS. Its Ada  #ALD11<br />
    10. 10. Early CAL?<br />Su White, University of Southampton @suukii<br />
    11. 11. The old problem of change<br />“There is nothing more difficult to plan, more doubtful of success, nor more dangerous to manage than the creation of a new system. For the initiator has the enmity of all who would profit by the preservation of the old system, and merely lukewarm defenders in those who should gain by the new one”<br />Niccolo Machiavelli 1513<br />Su White, University of Southampton @suukii<br />
    12. 12. The world has been changing<br />http://imgs.xkcd.com/comics/online_communities_small.png<br />Su White, University of Southampton @suukii<br />
    13. 13. Su White, University of Southampton @suukii<br />
    14. 14. teacherdirected<br />(Instructivist?)<br />1997<br />knowledge exists independently of the learner,and is<br /> ‘transferred’ to the student by the teacher.<br />Ateacher-centered model<br />epitomized by the lecture.<br />1990<br />The Web<br />The learner constructsnew knowledge through a process of analyzing new informationand comparing it to previous knowledge. Student<br />responsible for their own learning<br />Vicarious Learning<br />Social <br />Constructivism<br />2000<br />Web 2.0<br />Communities of practice<br />Semantics<br />Informal Learning<br />Linked Data<br />Studentcentred<br />Constructivist?<br />2010<br />Connectivism<br />A vague track of more recent views<br />Su White, University of Southampton @suukii<br />
    15. 15. Web 1.0 (mid 1990s)<br />But what model of learning does this assume?<br />Html static web pages<br />ftp<br />http<br />+ Teacher<br />
    16. 16. Enter the VLEVirtual Learning Environment<br />VLEs replicated (a perception of) traditional teaching <br />by enabling ‘content delivery’ on-line<br />
    17. 17. But why VLEs?<br />Historical artefact<br />Mostteachers did not do (or even understand) html or FTP<br />Manyteachers and students did not do email (or other communication tools)<br />Information literacy was not high<br />Some teachers were reluctant to allow their online work to be widely seen<br />Or were constrained by licences which controlled the distribution of resources<br />
    18. 18. why VLEs? (2)<br /> VLEs are ultimately supportable<br />In summary:<br />VLEs = toolkit<br />VLEs enable teachers to: <br /><ul><li>create and distribute
    19. 19. files, email and announcements
    20. 20. run chats and forums</li></ul>…all in a safe controlled environment<br />
    21. 21. The Read/Write Web and the (Social) Network – early 2000’s<br />O’Reilly 2005, 2007<br />
    22. 22. Some failures of VLEs<br />VLEs<br />embody outdated(static) views of teaching as “push”<br />put the teacher and knowledge/content at the centre rather than the student/process or the network<br />are fundamentally closed<br />lock you in<br />Do not incorporate any understanding of network learning<br />do not integrate with the tools and environments students or lecturers use<br />Do not enable or support learners to take responsibility for their own learning, tools or digital literacy<br />
    23. 23.
    24. 24. Su White, University of Southampton @suukii<br />We want to climb over the walls…<br />With apologies….Adapted from image used by tbl, originally from the economist I think<br />
    25. 25. CC Leigh Blackall<br />23<br />
    26. 26. Where the future lies…<br />The data.gov model…<br />Exposed data, good enough (“raw data now”)<br />If possible using standards (like XCRI or RDFa…)<br />Be a semantic squirrel <br />Use the social web<br />Crowd sourcing<br />Shared development<br />Social communities<br />“The people who will do cool stuff with your data…<br /> will not be you”<br />http://semantic-squirrel.org/<br />‘let computers do the tedious stuff’ <br />Su White, University of Southampton @suukii<br />
    27. 27. Towards a digital academy?<br />Expose and share public and private capital across departments and institutions….(to)enable workflows and collaboration<br />Reportanalysingresearch returns<br />Disseminate<br />share and reusefindings<br />Attract funding<br />Integrate knowledge capital<br />Facilitate inter-disciplinaryinitiatives<br />Remove/reduceoverheads (e.g. time to publication)<br />Reportanalysingretention and progression<br />Student recruitment<br />Admission tariffs and course requirements<br />Publish module specifications<br />Publish <br />accreditation data<br />Dynamic data exchange between departments<br />A<br />D<br />M<br />I<br />N<br />I<br />S<br />T<br />R<br />A<br />T<br />I<br />O<br />N<br />R<br />E<br />S<br />E<br />A<br />R<br />C<br />H<br />E<br />D<br />U<br />C<br />A<br />T<br />I<br />O<br />N<br />R<br />E<br />S<br />E<br />A<br />R<br />C<br />H<br />Common data-> exposed -> shared ->RDF<br />Su White, University of Southampton @suukii<br />
    28. 28. We want to climb over walls<br />Su White, University of Southampton @suukii<br />With apologies….Adapted from image used by tbl, originally from the economist I think<br />
    29. 29. We want to work with our learners<br />Su White, University of Southampton @suukii<br />
    30. 30. discovery<br />collaboration<br />practicals<br />practice<br />people networks<br />social<br />blended<br />links<br />memes<br />memes<br />semantics<br />lazy web<br />co-creation<br />hashtags<br />semantics<br />Wikis<br />cognitive surplus<br />tools<br />twitter<br />feeds<br />bookmarks<br />tasks<br />wild<br />VLE<br />forums<br />A (wine based) learning journey<br />Su White, University of Southampton @suukii<br />
    31. 31. ChangesUnderstanding Learning<br />In formalising our understanding of learning in a digital world there is increasing recognition of informal learning<br />
    32. 32. Digital Literacies<br />Stuff! Call that learning?<br />Is part of the network<br /><ul><li>Contributes stuff
    33. 33. Creates an ontology</li></ul>finds stuff <br /><ul><li>on the network
    34. 34. from the network (of people)</li></ul>is given the stuff <br /><ul><li>via the network</li></ul>Increasing (digital) literacies<br />The learner<br />
    35. 35. Digital literacies <br />Are a part of literacies in a digital world<br />Essential skillset for the thought leaders and decision makers of tomorrow<br />Master use and shape <br />new business models<br />emerging practices -> leading change<br />To influence people in a digital world<br />
    36. 36. What is a PLE?<br />A personal toolkit<br />✗<br />Facilities to personalise the desktop?<br />Learners choose They are responsible for:<br /><ul><li>the tools they use
    37. 37. who they interact with
    38. 38. the content they view
    39. 39. sense making</li></li></ul><li>The /Institutional PLE (iPLE)<br />Oxymoron”“union of two apparent contraries”<br />e.g. ‘Extremely Average’<br />‘Military Intelligence’<br />Southampton<br />^<br />Some might suggest that an Institutional PLE is by definition an Oxymoron<br />Our rationale for creating an iPLE: there are features we want or things we must provide<br />Organisationally we want/have to:<br /><ul><li>Provide for and support living and learning</li></ul>Ensure students find all things “Southampton” at one place (or with one search engine) <br />Accommodate people who do not wish to be seen world-wide<br />Preserve and curate educational resources<br />protect some teaching materials(e.g. privacy, legal constraints)<br />Meet legal responsibilities (e.g. accessibility)<br />Educationally : <br />A virtual guide in the learning journey<br />Supporting learners (and teachers) and providing scaffolding <br />Introducing tools (and their affordances)<br />An infrastructure for student assessment<br />traditional assessment<br />online portfolios, blogs, artefacts<br />assessing use of online tools<br />the World Wide Web is not always the right place<br />An intranet to host data and discussions<br />Technically we want to<br />be agile with our technology provision - to meet, match and exceed student expectations<br />control the availability of services and information and perhaps the Cloud is not reliable enoughdevelop services incrementally and use modern methods so we can manage costs through choice<br />
    40. 40. Towards an eLearning 2.0 provisioning strategy for universities, Oskar Casquero (oskar.casquero@ehu.es) University of the Basque Country, PLE conference 2010<br />
    41. 41. Some Issues for HEIs<br />In the virtual classroom<br />New pedagogic approaches<br />making authentic use of technology<br />How to assess online skills<br /> and what to assess?<br /><ul><li>Control suitability of content
    42. 42. Guarantee accessibility
    43. 43. Control availability of content
    44. 44. Adhere to data protection laws
    45. 45. Respect copyright
    46. 46. Preserve and curate</li></ul>New skills and knowledge?<br />
    47. 47. The Southampton Learning Environment - Goals<br />make it possible to undertake every aspect of <br /> livinglearningteaching<br />support a wide range of pedagogical approaches<br />a single place where you can go for<br />toolscommunicationcollaborationinformationresources <br />act as a vehicle for reviewing and aligning our educational processes across the University<br />provide much more flexible systems<br />single login to all university tools and repositories (and search)<br />online<br />appropriate to your role in the university<br />
    48. 48. Why are we doing this?<br />
    49. 49. Wikis<br />Communication tools<br />Cloud services<br />Infrastructure<br />Forums<br />Video <br />Conferencing<br />Email<br />PUBLIC<br />WORKSTATIONS<br />TurnItIn<br />DropBox<br />Presence<br />Chat<br />GoogleDocs<br />CLASSROOMS<br />Internal<br />Services<br />Podcasting<br />Live@Edu<br />Search<br />EXTRANET<br />E-Assignment<br />External RSS Feeds<br />COLLABORATIONSPACE<br />Blackboard (or other VLE?)<br />Delicious<br />PROFILES<br />Lecture Capture and Replay<br />Podcasts<br />SEARCH<br />Question Mark Perception<br />Uni/SUSU announcements<br />Push<br />WIFI<br />STORAGE<br />Module selection<br />Course Announcements<br />On-line forms<br />INTRANET<br />Internal RSS Feeds<br />INTERNALSOFTWARE<br />Resources<br />E-Books<br />HR Records<br />Student Records<br />Open Educational <br />Resources<br />Library Catalogue<br />Room Bookings<br />Timetable<br />EdShare<br />On-line Journals<br />Student Handbook<br />Fees Payment/records<br />38<br />The SRN<br />Programme/Module Catalogue<br />Institutional data<br />
    50. 50. Organizational View:A Rich Learning Environment<br />The digital cognitive apprenticeship<br />Situated and authentic learning with a community of scholars in a digital world<br />
    51. 51. Some applications we are leading on<br />Let me <br />personalise my personal timetable<br />select my module options (fully informed)<br />book an un-used classroom near me for a SEG group meeting<br />Tell me <br />what bus I need to leave home to get to my next lecture in time<br />Remind me <br />of the name of my tutee who is standing in front of me now, and let me know their current progress.<br />Create a workflow <br />to allow submission of papers and redistribute anonymously for peer review<br />
    52. 52. Bringing it all together<br />Resources<br />Collaboration<br />Learning Activities<br />My Space<br />DIGITAL LITERACIES<br />SLE<br />Public<br />Profiles<br />Communication<br />User generated<br />On-line forms<br />Mobility<br />
    53. 53. Thank you<br />Any questions?<br />Su White<br />Web and Internet Science<br />ECS<br />The University of Southampton, UK<br />www.ecs.soton.ac.uk/~saw@suukii<br />
    54. 54. Discussion Points<br />Do you buy the idea that the VLE (as manifested by BB etc.) is past its time?<br />Given the increasingly importance of Digital Literacies<br />What can and what cannot be personal in an iPLE? Maybe we need to account for institutional variation or disciplinary differences?<br />are there other ways of doing something about it <br />other than including “authentic” use of technology in the curriculum?<br />
    55. 55. refs<br />Casquero, Oskar, Portillo, Javier; Ovelar, Ramón; Benito, Manuel and Romo, Jesús. iPLE Network: an integrated eLearning 2.0 architecture from a university's perspective. (2010) Interactive Learning Environments, Volume 18, Issue 3 September 2010, pages 293 – 308<br />Fournier, Helena & Kop, Rita. (2010) Researching the design and development of a Personal Learning Environment, Proceedings of the 2010 PLE Conference, CitiLab: Barcelona http://pleconference.citilab.eu<br />O'Reilly, T. (2005). What Is Web 2.0 – Design Patterns and Business Models for the Next Generation of Softwarehttp://oreilly.com/web2/archive/what-is-web-20.html <br />O'Reilly, T. (2007). What is Web 2.0: Design Patterns and Business Models for the Next Generation of Software, Communications & Strategies, 1(1),17-37http://papers.ssrn.com/sol3/papers.cfm?abstract_id=1008839 <br />Santos C & Pedro L, (2009). SAPO Campus: a social media platform for Higher Education, paper presented to Open and Social Learning: The VI International Seminar of the UNESCO Chair in e-learning, UOC: Barcelona<br />White S. (2009) Rich Learning Environments, University of Southamptonhttp://shirleyknot.blogspot.com/2009/12/rich-learning-environments.html<br />White, Su & Davis, Hugh C. (2011). Making it rich and personal: crafting an institutional personal learning environment, International Journal of Virtual and Personal Learning Environments, In Press. http://eprints.ecs.soton.ac.uk/22030/<br />White, Su & Davis, Hugh C. (2011)Rich and personal revisited: translating ambitions for an institutional personal learning environment into a reality. In: The Second International PLE Conference: PLE_SOU, July 11-13th 2011, Southampton, UK. http://eprints.ecs.soton.ac.uk/22140/<br />Southampton’s SLE Project http://www.ecs.soton.ac.uk/research/projects/749<br />

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