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Using Pedagogical Activity Patterns for Analysing the Learning Affordances of Social Software  <ul><li>Mart Laanpere, Tall...
Roadmap <ul><li>Web 2.0 (r)evolution in e-learning </li></ul><ul><li>Activity theory revisited </li></ul><ul><li>Activity ...
Web 2.0 and e-learning <ul><li>E-learning 1.0 = using a LMS/VLE </li></ul><ul><li>Web 2.0: from read-only to read-write We...
Activity theory revisited <ul><li>Engeström: Activity model </li></ul><ul><li>Knotworking </li></ul><ul><li>Action-Act-Ope...
Affordances of e-tools <ul><li>Affordance: originally used by J.J. Gibson in environmental psychology, referring to salien...
Soft ontology approach <ul><li>Ontology: philosophy of being, existance </li></ul><ul><li>“Hard” ontology in Web 2.0: taxo...
iCampFolio tool
Preliminary results of a study <ul><li>The study is part of FW6 IST project iCamp </li></ul><ul><li>21 MA students were as...
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Learning activity patterns and pedagogical affordances

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Using pedagogical activity patterns for analysing learning affordances of social software - presenatation by Kai and myself at ECER 07conference in Ghent

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Learning activity patterns and pedagogical affordances

  1. 1. Using Pedagogical Activity Patterns for Analysing the Learning Affordances of Social Software  <ul><li>Mart Laanpere, Tallinn University, Estonia </li></ul><ul><li>Kai Pata, University of Tartu, Estonia </li></ul>
  2. 2. Roadmap <ul><li>Web 2.0 (r)evolution in e-learning </li></ul><ul><li>Activity theory revisited </li></ul><ul><li>Activity patterns and e-tool affordances </li></ul><ul><li>Soft ontology approach </li></ul><ul><li>iCampFolio tool </li></ul><ul><li>Preliminary results of an emprical study </li></ul>
  3. 3. Web 2.0 and e-learning <ul><li>E-learning 1.0 = using a LMS/VLE </li></ul><ul><li>Web 2.0: from read-only to read-write Web </li></ul><ul><li>E-learning 2.0: Personal Learning Environments </li></ul><ul><li>Constructivist approach to learning environments </li></ul><ul><li>Problem: how to select tools for PLEs and make them interoperable? </li></ul>
  4. 4. Activity theory revisited <ul><li>Engeström: Activity model </li></ul><ul><li>Knotworking </li></ul><ul><li>Action-Act-Operation </li></ul><ul><li>Pattern languages: from architecture to computing </li></ul><ul><li>Unified Activity Management framework by IBM </li></ul><ul><li>Learning activity patterns: people, tools, objects, (roles, rules, events) </li></ul><ul><li>Beyond IMS Learning Design </li></ul>
  5. 5. Affordances of e-tools <ul><li>Affordance: originally used by J.J. Gibson in environmental psychology, referring to salient functionalities of environment that lead to direct perception and action by an agent (hobbit door) </li></ul><ul><li>Affordances in Human Computer Interaction design </li></ul><ul><li>E-learning 2.0: inter-tool learning affordances, impact of community and academic culture </li></ul><ul><li>Mapping activity patterns with learning affordances </li></ul>
  6. 6. Soft ontology approach <ul><li>Ontology: philosophy of being, existance </li></ul><ul><li>“Hard” ontology in Web 2.0: taxonomies (OWL) </li></ul><ul><li>Soft Ontology (SO) approach (Aviles, Kaipainen et al): each agent is able to rank, add and negotiate properties based on personal preferences </li></ul><ul><li>Combining SO and MDS (Multi-Dimensional Scaling) </li></ul><ul><li>Implementing soft ontology in e-inclusion and community building </li></ul>
  7. 7. iCampFolio tool
  8. 8. Preliminary results of a study <ul><li>The study is part of FW6 IST project iCamp </li></ul><ul><li>21 MA students were asked to depict and analyse their learning activity patterns in Learning Technologies course </li></ul><ul><li>Result was a heterogeneous set of mindmaps, heavily tool-oriented </li></ul><ul><li>Then we asked them to evaluate with iCampFolio learning affordances of the Web 2.0 tools they used </li></ul><ul><li>Work in progress: www.htk.tlu.ee/icamp , icamp.eu </li></ul>

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