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eLearning 2.0 in Universities: a software
architecture approach

Oskar Casquero (*), Javier Portillo, Ramon Ovelar, Jesus ...
eLearning 2.0 in Universities: a software
architecture approach

eLearning 2.0 & European Higher Education Area (EHEA)

 ...
eLearning 2.0 in Universities: a software
architecture approach

Learner-centered Proactive Process

 eLearning 2.0 and E...
eLearning 2.0 in Universities: a software
architecture approach

From PLE to iPLE

 A PLE is an attempt to build a suitab...
eLearning 2.0 in Universities: a software
architecture approach

                                       • iWidgets: small ...
eLearning 2.0 in Universities: a software
architecture approach
                                       Content and social ...
eLearning 2.0 in Universities: a software
architecture approach

Conclusions

 Personal Learning Environments constitute ...
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eLearning 2.0 in Universities: a software architecture approach

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eLearning 2.0 in Universities: a software architecture approach

  1. 1. eLearning 2.0 in Universities: a software architecture approach Oskar Casquero (*), Javier Portillo, Ramon Ovelar, Jesus Romo and Manuel Benito (*) oskar.casquero@ehu.es CcITA 2009
  2. 2. eLearning 2.0 in Universities: a software architecture approach eLearning 2.0 & European Higher Education Area (EHEA)  eLearning 2.0: many researchers think Web 2.0 apps could be beneficial to the way we teach and learn - digital natives demand the use of these new technologies. - educational Institutions should be aware of the benefits they can obtain by embracing Web 2.0 and Social Networks.  European Higher Education Area (EHEA) - Technology plays an important role: mobility, non-formal and informal learning, life-long learning, making learning attractive and strengthening links with society.  Timing may be perfect if EHEA is accompanied by a technological move towards the adoption of eLearning 2.0. CcITA 2009 Page 2
  3. 3. eLearning 2.0 in Universities: a software architecture approach Learner-centered Proactive Process  eLearning 2.0 and EHEA agree in the introduction of a new model where learning is understood as a "learner-centered proactive process". - process: it can take place during a whole life (life-long learning) in geographically distributed locations (mobility), in organizations with a mixture of formal and informally structured contents, and from very diverse people. - proactive: develop new competences 'by doing'. - learner-centered: not only educational institutions, but social, co-workers, familiars and friends spheres (social networks) are also important. CcITA 2009 Page 3
  4. 4. eLearning 2.0 in Universities: a software architecture approach From PLE to iPLE  A PLE is an attempt to build a suitable learner-centered environment - It embeds every service, content, evidence and person involved in the digital part of the learning process.  Some authors describe PLEs as strictly self-built environments that must be seen as a result of the learning process. - Risk of building two separate and sparsely connected spheres: the institutional and the personal one.  Institutionally powered PLE (iPLE) is the name of the approach that tries to merge personal and institutional interests. - It is a pre-configured PLE that offers a minimum base which learners could start working with and from which they could build and customize their own learning environment. CcITA 2009 Page 4
  5. 5. eLearning 2.0 in Universities: a software architecture approach • iWidgets: small hooks created by the institution and used by learners from their (i)PLEs in order to pull relevant information or services that university hosts. • iPLE is loosely coupled with the institutional services, but highly customizable by adding uWidgets that connect to external services. • Advanced users may prefer using iWidgets from own-configured PLE (a web site, a starting page, a widget-enabled email account -like Gmail-, ...). • iPLE Network: grid of learning units cooperating to share learning resources across multiple administrative and learning contexts  collective intelligence CcITA 2009 Page 5
  6. 6. eLearning 2.0 in Universities: a software architecture approach Content and social networks are intertwined. Content • CMS: VLEs with Blogs and Wikis. • Institutional accounts in the most suitable repository services. • rgCMS makes simple repository invocation from any CMS Social Networks • Sit on top of CMS and repositories, providing interfaces that allow people to interact. • Learn-Streaming: publishing and sharing within your social networks daily learning activities that constitute life-long learning CcITA 2009 Page 6
  7. 7. eLearning 2.0 in Universities: a software architecture approach Conclusions  Personal Learning Environments constitute the single interface to interact with institutional and external web services.  iPLE: institutional Personal Learning Environment - Allows the institution to guide the learning process of the student - It can be provided: it is delivered by the institution in the same way as a VLE - It can be construted: it is customizable and flexible to host every widget students need - out of the box: gives access to information and services coming from the institution that are relevant for the learning process  Conceptual architecture of a iPLE - CMS: traditional VLE are enforced by wikis and blogs; - Web 2.0 resource repositories are seamlessly integrated in CMS - Learn-Streaming is a new concept that gives the control of the learning evidences to the learner. CcITA 2009 Page 7

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