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Facilitating Active Learning Utilizing the Online Environment of Nfomedia

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Facilitating Active Learning Utilizing the Online Environment of Nfomedia

  1. 1. September 15 -17, 2010 Hasselt, Belgium<br />Facilitating Active Learning Utilizing the Online Environment of Nfomedia<br />MalinkaIvanova, Technical University – Sofia<br />ValentinHristov, South West University<br />
  2. 2. Aim<br /> Researching active strategies to facilitate students’ knowledge gathering, applying, distributing <br /> and analyzing the gained experience<br />
  3. 3. Outline<br />- Web 2.0 for active learning<br />- Specification of Nfomedia Learning Environment<br />- Implemented active learning strategies<br />- Prototyping in Nfomedia<br />- Conclusion<br />
  4. 4. Active Learning<br />Includes a set of activities that involve students in doing things and thinking about the things they are doing<br />Bonwell and Eisen (1991) <br />
  5. 5. Active Learning and Web 2.0<br />Active learning approaches have particular relevance and meaning to net generation learners <br />Oberlinger and Oberlinger (2005) and Prensky (2001)<br />
  6. 6. Active Learning and Web 2.0<br /><ul><li>The students embrace
  7. 7. virtualization
  8. 8. visualization
  9. 9. interactivity
  10. 10. new interfaces
  11. 11. mashupservices
  12. 12. different ways of thinking, learning and practicing</li></li></ul><li>Active Learning and Web 2.0<br />Students have preferences about:<br />digital literacy<br />experiential and engaged learning<br />interactivity, immediacy, connectivity<br />collaboration and networking<br />
  13. 13. Active Learning and Web 2.0<br />Students have experience with social applications<br />this can contribute in a classroom setting and in their future professional lives<br /> Web 2.0 technologies have the potential to<br /><ul><li>impact a learning process and outcomes
  14. 14. provide relevant skills
  15. 15. increase engagement</li></li></ul><li>Learning Management Systems and Web 2.0<br />- free hosted<br />- flexible -arrangement of activities<br />- extendibility – services, widgets <br />- openness<br />- educational community forming<br />Martin Weller, 2006<br />
  16. 16. Nfomedia<br />social software specially designed for learning management in Higher education<br />
  17. 17. Nfomedia<br /><ul><li> works like a wiki</li></li></ul><li>Nfomedia<br />pages are treated as nodes that can be linked among them-selves<br />
  18. 18. Nfomedia<br />Any content media object can be embedded and interpreted<br />
  19. 19. Nfomedia<br />possibilities for extension and external components integration<br />
  20. 20. Nfomedia<br />Social networking features include<br />user profiles<br />friends<br />discussion boards<br />text messaging<br />connection with Facebook<br />
  21. 21. Nfomedia<br />Every student can join public announced courses <br />
  22. 22. Nfomedia<br />can create and share his/her own personal learning web site<br />
  23. 23. Main Functions in Nfomedia<br />External applications (links, embed code)<br />Content and Activities management<br />Assignments<br />Quizzes<br />Learning Content<br />Blog<br />Content creation<br />Collaboration<br />Instructions<br />Assessment<br />Feed<br />Results presentation<br />Concepts mapping<br />Communication/Socialization<br />Announcements<br />Message Board<br />Chat<br />Internal Email<br />Contacts<br />Personal Learning Space Building<br />Chat<br />Links to Web resources<br />Profile<br />Widgets<br />Links to Social Networks<br />Share<br />
  24. 24. Nfomedia<br />developed on open standards and the latest Web technologies (J2EE, Web 2.0, AJAX, etc)<br />widgets, HTML code and JavaScript integration <br />available layouts and templates<br />can store resources and link these resources in the system<br />can integrate A/V media files<br />mobile access to personal and shared content<br />disadvantages of Nfomedia: extendibility and openness requires advanced programming skills from the participants in the learning process and sometimes it is distracting <br />
  25. 25. Technical Architecture<br />Nfomedia<br />File storage<br />Server<br />-application<br />-service<br />-tool<br />-storage<br />Shared Course<br />Wiki structure, nodes, subnodes<br />Wiki structure, nodes, subnodes<br />Integration of: embed code, HTML<br />Integration of: embed code, HTML code<br />Upload/download files<br />Upload/download files<br />Shared Personal Learning Space<br />Personal Learning Space <br />Statistics: sites, course, members<br />Server<br />Course Space<br />Server<br />Access: web-based, mobile, on-demand<br />Student<br />Educator/Admin<br />
  26. 26. Active learning methods<br />concepts mapping – for discovering and describing meaningful relations among the concepts object matter of the study and for their understanding and analysis<br />
  27. 27. Active learning methods<br />working on individual projects to master several programming techniques and technologies and to stimulate creativity for the creation of unique products<br />
  28. 28. Active learning methods<br />Personal Learning Environments building – for supporting self-learning and for artefacts promotion<br />
  29. 29. Conceptual Maps<br />Conceptual mapping - a way of representing information graphically using keywords, links, and key images  a lot more information can be systematized<br />Mind map follows the way the brain works, which is not in linear matter<br />Because concept maps are more visual and depict associations between key words, they are much easier to recall than linear notes<br />A concept map is started from one or several central concepts that allow it to be expanded in all directions<br />Concept maps are easy to review, to remember and to repeat main ideas<br />
  30. 30. Conceptual Maps<br />Conceptual mapping during the course Applied Programming Systems:<br />in the time of several lectures - to show how the students understand the new topics actively involved in the creative and analytical process <br />method for tracking the created knowledge after lectures’ time<br />as a technique for understanding the architecture, functional possibilities and design on Microsoft Office package and several graphical applications<br />
  31. 31. Conceptual Maps<br />One topic – different concept maps<br />
  32. 32. Conceptual Maps<br />The advanced students are introduced to the features of online free hosted software MindMeister<br />
  33. 33. Conceptual Maps<br />It allows easy creation, editing, sharing and embedding of maps into the students’ personal spaces and into the course space<br />
  34. 34. Project-Based Learning<br />The PBL model is applied with the following steps: <br />(1) Introducing students to the state of the art problems and showing the huge potential of working topics;<br />(2) Identification of challenging problems and solving the problems by students; <br />(3) Setting up the driving questions and content that to be studied; <br />(4) Introducing students to the environment for problem solving (including collecting and managing its main components when students organize their PLEs) with 3 main components: digital resources (web-based open courses, tutorials, best practices, papers), web-based applications/tools and free hosted services<br />
  35. 35. Project-Based Learning<br />(5) The process of the actual investigation : how the tasks can be completed that require higher-level and critical thinking skills, such as analysis, synthesis and evaluation of information; <br />(6) Guidance is provided when students need it (through student-educator interactions, peer counselling, guiding, project templates, etc.); <br />(7) Assessment of the students’ knowledge and competences as a result of the project work<br />
  36. 36.
  37. 37. Project-Based Learning<br />The PBL - a very useful strategy for active learning (doing something, applying existing knowledge and skills and receiving new) <br />the students feel the responsibility for realizing their own problems exploration and for their own learning organization<br />Created digital artefacts are part of their learning portfolios and they are evaluated for quality and originality <br />
  38. 38. Project-Based Learning<br />
  39. 39. Personal Learning Environments Usage as Portfolios<br />Virtual Personal Learning Environment (VPLE)<br />possibilities to integrate information and knowledge sources, social contacts and communication channels<br />authoring functions and components <br />easy for technical configuration and<br />for learning scenarios management <br /> according to present students’ interests and goals<br />
  40. 40. Personal Learning Environments Usage as Portfolios<br />The visible part of PLEs consists of 3 main components: <br />public available profile, <br />shared personal learning space,<br />portfolio with the attached created digital artefacts <br />
  41. 41. Learner profile <br />defines the type of learner via a set of the attributes and descriptors <br />can be used when viewing and discussing the student development<br />can present students as: independent, merciful, resourceful, respectful, open-minded<br />facilitates student’s personalised learning, encourages ownership, support student collaboration with others who can help with their learning<br />
  42. 42. Learner profile <br />According to The International Baccalaureate: http://www.ibo.org/programmes/profile/documents/Learnerprofileguide.pdf<br />
  43. 43. Learner profile <br />
  44. 44. Shared personal learning spaces <br />Contribute to <br />personal development<br />distribution of additional information and knowledge to course’s participants<br />expansion of the course knowledge pool<br />The process of sharing different digital media formats, different tools and services leads to a possibility for personal and professional interactions among networked students and educators<br />
  45. 45. Shared personal learning spaces<br />
  46. 46. Shared personal learning spaces<br />
  47. 47. Shared personal learning spaces<br />Using PLE as forming student’s learning Portfolio contributes to defining his/her progression and achievements<br />The visibility of created products encourages students to review, reflect, collaborate and discuss on what they have done, experienced and learnt<br />Portfolio not only documents, guides, and advances learning during the course, but also it is a part of the life-long learning process<br />
  48. 48. Prototyping<br />Project-based learning<br />Conceptual mapping<br />Personal learning environment as portfolio<br />
  49. 49. Active Learning Realization in Nfomedia<br />Active Learning Organization<br />Personal learning environment building<br />Conceptual mapping<br />clear<br />engage<br />Digital profile<br />review<br />interact<br />understand<br />track<br />motivate<br />Shared personal learning space<br />summarize<br />analyze<br />Portfolio<br />repeat<br />create<br />remember<br />innovate<br />collect<br />explore<br />remix<br />evaluate<br />discuss<br />share<br />manage<br />document<br />Project working<br />give feedback<br />guide<br />collaborate<br />make decisions<br />communicate<br />
  50. 50. Conclusion<br />- functional and technical architectures of Nfomedia are created<br />- a technology-enhanced model for active learning organization is proposed<br />- a prototype is tested during one semester<br />- practical recommendations are proposed according to gained experience in the online learning environment Nfomedia<br />
  51. 51. Conclusion<br />- For students’ engagement and awareness 3 methods are applied: conceptual mapping, working on projects and PLE building<br />- These involve them in processes of: <br />(1) subject matter deeper comprehension<br />(2) becoming familiar with the functionality of Nfomedia by using wiki concepts <br />(3) studying and working with Web 2.0 technologies inside and outside the LMS <br />(4) understanding the PLE bases for formal and informal learning organization during the course and in the long term <br />
  52. 52. Thank you for your attention!<br />For contacts:<br />m_ivanova@tu-sofia.bg<br />v_hristov@swu.bg<br />

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