A human potentiality for action in challenging situations or its underlying dispositions. Factual knowledge, procedural skills, internalized orientations, values, attitudes and volitional aspects constitute dispositions.
Coming from modern project management and software development methods (agile, XP, ...) Via User-centred design from HCI: dates back at least to the 1970ies dedicates extensive attention to the user in each step of the design process, but no development Rather recent research stream (cf. Lieberman et al., 2006)
The university in a box
The university in a box Fridolin Wild, Lucas Anastasiou, Alexander Mikroyannidis KMi, The Open University [email_address]
This talk <ul><li>Part 1: Why are we doing this? The big picture </li></ul><ul><li>Part 2: What are we doing? Project history and edukapp </li></ul>
<ul><li>… is development of competence. </li></ul>(more or less planful )
21 st century learning skills & Competences <ul><li>“ A competence is defined as the ability to successfully meet complex demands in a particular context through the mobilization of psycho- social prerequisites (including both cognitive and non-cognitive aspects) ” </li></ul><ul><li>(Rychen & Salganik, 2003b, p. 43) </li></ul><ul><li>Professional </li></ul><ul><ul><li>basic and specialized general knowledge, basic psychomotor and mechanical skills, and disciplinary and interdisciplinary knowledge (Jäger, 2001) </li></ul></ul><ul><li>Methodological </li></ul><ul><ul><li>ability to independently acquire, structure, critically evaluate, and exploit knowledge in a creative way (Kauffeld et al., 2003) </li></ul></ul><ul><li>Personal </li></ul><ul><ul><li>concerned with those attitudes and character attributes required to perceive and utilize one ’ s own competencies and to act in a reflective and self-reflective way (Erpenbeck, 2003) </li></ul></ul><ul><li>Social </li></ul><ul><ul><li>“ facilitate communicative and cooperative action that aim at identifying, managing and mastering conflicts ” (Erpenbeck, 2003) </li></ul></ul>
<ul><li>… takes place in a distributed (eco-)system. </li></ul>
<ul><li>... PLEs have probably been around us ever since the ‚homo habilis ‘ started to use more sophisticated stone tools at the beginning of the Pleistocene some two million years ago. </li></ul>It ’ s not new, but it ’ s a fairly recent discovery :) Tools that bring together people and content artefacts in activities that support in constructing and processing information and knowledge. Creating a personal learning environment: capturing hunting experiences on the cave walls.
Personal Learning Environment A network of people surrounding an individual with the persons in this network making use of artefacts and tools while they engage in isolated or collaborative activities of more or less planful (co-) construction of knowledge and information (Wild et al., 2011). Actions modify this environment Aim: positively influence competence development (i.e. building up potential for future action) Ecosystem: lack of control of the individual, characteristics of all agents moderate performance and behaviour
Methodical Culturalism <ul><li>Methodical culturalism is a form of (radically social) constructivism. </li></ul><ul><li>Understanding is by nature social as it is grounded in human action (Janich, 1998; Hesse et al., 2009) </li></ul><ul><li>Therefore: understanding is always constituted (and restricted) by a culture of shared understanding </li></ul>Logical abstractor = a release mechanism. Quality of a signal (96dpi)
>> Meaning is SOCIAL <ul><li>Douglas Adams’ ‘meaning of liff’: </li></ul><ul><ul><li>Epping : The futile movements of forefingers and eyebrows used when failing to attract the attention of waiters and barmen. </li></ul></ul><ul><ul><li>Shoeburyness : The vague uncomfortable feeling you get when sitting on a seat which is still warm from somebody else's bottom </li></ul></ul>
… and so is knowledge. Learning = social interaction
Activity Theory <ul><li>A form of (socio-) constructivism. </li></ul><ul><li>Mediated action: Tools appropriate collective experience and therefore mediate between subjects and objects. </li></ul>(Engestroem, 2008) <ul><li>In internalisation, “ social interaction turns into mental activity ” (Fjeld et al., 2002). </li></ul><ul><li>In objectification, individual ’ s mental processes result in the production of a new tool, which again can be involved in social interactions. </li></ul>
This is a ‘widget’ A ‘widget’ is a use-case sized mini (web) application When it was ‘easy to build’, we call it a mash-up ;) A widget-based environment is a flexible and harmonic arrangement of interoperable mini apps, that supports in a particular practice. It’s personal, but we can share it.
PLE practices and the competences motivated # <ul><li>Planning competence refers to those skills, abilities, habits, attitudes, and knowledge that fix how goals, schedules, and paths are set. </li></ul><ul><li>Reflection is creative sense making of the past and enables planning. </li></ul><ul><li>Monitoring refers to how progress control is performed. </li></ul><ul><li>Last but not least, the pair acting and interacting group social & collaboration and information & tool competences. </li></ul>(Wild et al., 2009) Qualitative Interviews: 15 persons in 5 sessions (each 40 min to 1 hour) plan reflect monitor act interact
<ul><li>ENOUGH WITH THIS #?%£! </li></ul><ul><li>WHAT ABOUT SOMETHING REAL? </li></ul><ul><li>… Part 2: Project history and edukapp </li></ul>
Mash-Up Personal Learning Environment using delicious using piratepad.net/art1 using www.objectspot.org share bookmarks find papers summarize papers Recommendations: tools, activities, … Recommendations: patterns Analytics: Tracking: interactions & usage Widgets & web applications
Users involve in use-cases . Each case deploys widgets in support of the given task. Widgets use infrastructure services & data (from within the PLE container or from a web 2.0). A directory serves the management and deployment of the portfolio. Interoperability standards secure the flexible recombination of widgets, services, and data. #
ROLE Widget Enchantment More information at: http://role-project.eu/WidgetCompetition Join and Win! Round 1 - Widget Specification Round 2 - Widget Development Winners of the first round will each receive a 500€ prize after the specifications are implemented. IMPORTANT DATES Submission Start: 03 February Submission Deadline (Widget Specifications): 02 March Winners Announcement (Round 1): 12 March Submission Deadline (Widgets): 11 May Winner Announcement (Round 2): 21 May
ROLE Widget Store <ul><li>http://www.role-widgetstore.eu/ </li></ul>
EDUKApp <ul><li>Drawing from EU projects ROLE, iTEC, LTfLL … </li></ul><ul><li>A cross-university widget store to facilitate VLEs, PLEs MUPPLEs </li></ul><ul><ul><li>Social annotation / social driven development </li></ul></ul><ul><ul><li>Recommendation engine / usage tracking </li></ul></ul><ul><ul><li>Widget bundles / affordances </li></ul></ul><ul><li>Open Source (Apache License 2.0) </li></ul>http://code.google.com/p/edukapp http://widgets.open.ac.uk/
Edukapp components <ul><li>W3c widget renderer: apache wookie </li></ul><ul><li>Open social gadget renderer: apache shindig </li></ul><ul><li>Discovery service: apache solr </li></ul><ul><li>Edukapp binds these together and complement with a store interface </li></ul>