Bridging the gap between PLE and LMS

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Presentation given at IEEE International Conference on Learning Technologies (ICALT) 2011, Athens GA, USA

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Bridging the gap between PLE and LMS

  1. 1. Bridging the gap between PLE and LMS Francesco Di Cerbo, Gabriella Dodero, Cerbo Teresa Liew Bao Yng° Center for Applied Software Engineering Free University of Bolzano-Bozen, Italy {name.surname}@unibz.it °teresalby@gmail.com Creative Commons LicenseThis work is licensed under a Creative Commons Attribution- ShareAlike 3.0 Unported License.
  2. 2. Overview The paper illustrates how to combine the LMS and PLE worlds, making use of Web 2.0 and 3D Web technologies. This synthesis is created using DIEL, a collaborative environment  powered by Web 2.0;  based on widely used technology, Moodle.July 6, 2011 Bridging the gap between PLE and LMS 2
  3. 3. “Industrial Age” Education “Traditional” teaching processes are generally content-based.  Same contents for everyone, and at the same pace. Many research efforts innovate “industrial age” approaches, to become (more) learner-centered.July 6, 2011 Bridging the gap between PLE and LMS 3
  4. 4. LMS Learning Management Systems have been around since many years. While their contribution is being questioned by a number of researchers, their historical value in easing the interactions between educational institutions and students stands. Why are they criticized?July 6, 2011 Bridging the gap between PLE and LMS 4
  5. 5. LMS LMS are generally more focused on supporting structured (compartmented) teaching activities, rather than emphasizing on individual needs. To date many institutional e-learning sites and systems lack of user-centered approach, social interaction and collaboration. Despite a 5% increment of students that attended at least one online course from 2007 to 2010, their LMS user satisfaction drops from 77% to 51%. (ECAR 2010).July 6, 2011 Bridging the gap between PLE and LMS 5
  6. 6. The Walled Garden Effect It is the creation of a specific (and isolated) environment, where materials and interactions take place on a specific topic or subject. Authors and bloggers on education often underline the walled garden as one of the major issues connected with institutional LMS. An isolated system is valuable for keeping authoritative information and focusing its community, but it does not foster social collaboration in the large scale.July 6, 2011 Bridging the gap between PLE and LMS 6
  7. 7. Nice Walled Gardens...July 6, 2011 Bridging the gap between PLE and LMS 7
  8. 8. Nice Walled Gardens...July 6, 2011 Bridging the gap between PLE and LMS 8
  9. 9. Walled Garden as Drawback Knowledge splitting inside LMS does not help students in making logical connections between different topics. It does not help to establish inter- community interactions, as well! Many researchers point out the role of social media (Facebook, Twitter and so on) in supporting students interactions for educational purposes, such as finding resources and explanations (B. Smith 2009).July 6, 2011 Bridging the gap between PLE and LMS 9
  10. 10. Instead, with PLE... From Weller, M.: The ed techie: My personal work/leisure/learning environment. Online.July 6, 2011 Bridging the gap between PLE and LMS 10
  11. 11. PLE Personal Learning Environments (PLE) are websites or services where learners are able to produce learning content and considerations through:  storing documentation  aggregating data from external communities (RSS and blogs) PLEs are the combination of social software applications and web services in a platform or portal, for the purpose of learning.July 6, 2011 Bridging the gap between PLE and LMS 11
  12. 12. An User-Centered Environment A PLE :  is user-centric per design  is devoted to mash-ups  can be used as a portfolio of knowledge and resources  is valuable as Life-Long Learning support tool, independent from any institution or experience. On the other hand, it is not well-suited as support for structured interactions, like for instance assignment management.July 6, 2011 Bridging the gap between PLE and LMS 12
  13. 13. Our idea Considering the advantages of both systems, we tried to combine them in a single product. We designed a specific support for PLE interactions, that is embedded in a LMS 3D system, DIEL. 3D is the integration key we adopted, to exploit spatial organization of contents and support for social PLE interactions.July 6, 2011 Bridging the gap between PLE and LMS 13
  14. 14. What is DIEL? It stays for “Dynamic Interactive E- Learning” software. Key points:  Highest flexibility for instructors use.  Possibility to implement “Learning by Doing” approaches in a virtual collaborative environment. ➔ Comprehension and co-construction of educational contents.  Social translucence to allow immediate and intuitive virtual interactions.July 6, 2011 Bridging the gap between PLE and LMS 14
  15. 15. DIEL PLE VisionJuly 6, 2011 Bridging the gap between PLE and LMS 15
  16. 16. PLE in DIEL A number of components take part in DIELs PLE implementation. Communication and Bookmarking tools are implemented and currently available.July 6, 2011 Bridging the gap between PLE and LMS 16
  17. 17. CommunicationsJuly 6, 2011 Bridging the gap between PLE and LMS 17
  18. 18. BookmarksJuly 6, 2011 Bridging the gap between PLE and LMS 18
  19. 19. Usability Test The usability tests involved 12 university and 12 high school students. The collected results are encouraging, especially with respect to user satisfaction.July 6, 2011 Bridging the gap between PLE and LMS 19
  20. 20. Upcoming: Going social... It is planned to extend 3D PLE support, showing also shared PLE resources of other users.➔ Valuable information on user collaboration levels in a community.July 6, 2011 Bridging the gap between PLE and LMS 20
  21. 21. Conclusions PLE support can be considered one promising perspective introducing learning- centered features into well-structured LMS, combining benefits of both platforms. DIEL provides an initial support for PLE, allowing users to keep their resources and social interactions in a private and self- organized space. As future work, we shall extend PLE, adding specific social interaction features.July 6, 2011 Bridging the gap between PLE and LMS 21
  22. 22. References Smith, B., “Use of Online Educational Social Networking in a School Environment” http://repository.lib.ncsu.edu/ir/handle/1 840.16/900 ECAR report 2010, S. D. Smith and J. B. Caruso, “ECAR study of undergraduate students and information technology, 2010,” Tech. Rep., Oct. 2010. http://www.educause.edu/July 6, 2011 Bridging the gap between PLE and LMS 22
  23. 23. Thank you! Questions? francesco.dicerbo@unibz.it DIEL is available at: diel.case.unibz.itJuly 6, 2011 Bridging the gap between PLE and LMS 23
  24. 24. Social Translucence Design of social infrastructures, making collective activities visible The community adapts interactions based on knowledge of respective positions and activitiesJuly 6, 2011 Bridging the gap between PLE and LMS 24
  25. 25. Social Translucence Design of social infrastructures, making collective activities visible The community adapts interactions based on knowledge of respective positions and activitiesJuly 6, 2011 Bridging the gap between PLE and LMS 25

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