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![Activity example
<john> <launched> <cool book>
<john> <read> <page 1> ( d: "PT45S" ) { p: ["chapter 1"], g: ["cool book", "cool class"] }
<john> <read> <page 2> ( d: "PT15S" ) { p: ["chapter 1"], g: ["cool book", "cool class"] }
<john> <read> <page 3> ( d: "PT55S" ) { p: ["chapter 1"], g: ["cool book", "cool class"] }
<john> <read> <page 4> ( d: "PT45S" ) { p: ["chapter 1"], g: ["cool book", "cool class"] }
<john> <watched> <video 1> ( d: "PT3M" ) { p: ["page 4"], g: ["chapter 1", "cool book", "cool class"] }
<john> <paused> <video 1> { p: ["page 4"], g: ["chapter 1", "cool book", "cool class"] }
<john> <resumed> <video 1> { p: ["page 4"], g: ["chapter 1", "cool book", "cool class"] }
<john> <watch> <video 1> ( d: "PT2M" ) { p: ["page 4"], g: ["chapter 1", "cool book", "cool class"] }
<john> <completed> <video 1> ( d: "PT5M" ) { p: ["page 4"], g: ["chapter 1", "cool book", "cool class"] }
<john> <read> <page 5> ( d: "PT45S" ) { p: ["chapter 1"], g: ["cool book", "cool class"] }](https://image.slidesharecdn.com/empowermiguel2017webinarv3-170308105335/75/Deconstructing-Technology-Enhanced-learning-from-platforms-to-the-cloud-19-2048.jpg)
Uploaded byMiguel R. Artacho
Deconstructing Technology Enhanced learning: from platforms to the cloud
The document discusses the evolution of technology enhanced learning from traditional classroom-based models to modern cloud-based approaches. It describes how learning management systems introduced online communities, tracking, and other features. More recent trends include open educational resources, social and peer-to-peer learning, and adaptive intelligent tutoring systems. The document also provides examples of integrating interactive elements into eBooks, standardizing online laboratories, and using reputation systems to evaluate educational resources in MOOCs. Overall, it outlines how technology is reshaping education to be more flexible, competency-based, and driven by new online and collaborative learning models.
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Deconstructing Technology Enhanced learning: from platforms to the cloud
- 1. Deconstructing Technology Enhanced learning: fromplatforms to the cloud Miguel Rodríguez Artacho (UNED) miguel@lsi.uned.es @martacho
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- 5. LMS-based learning • Communities •Tracking • Authoring • Learning Objects • Assessment • Standards
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- 9. • Do ItYourself model • Flexibility • Based on Competences • Student driven Autonomous learning
- 10. • Peer topeer education • Non centralized environments • New interactions Social learning
- 11. • From packageto open content • From local content to semantic search for suitable content • OER + Linked data New e-learning standards S o u r c
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- 13. • Not inthe traditional ITS model • Coacher, not teacher • Emotive computing • Reputation Reshaping AI in Education
- 14. 3 examples • ePubinteractivity • Online laboratories integration • Educational resources reputation in MOOCs
- 15. ePub3 Source: The IEEEActionable Data Book and EPUB 3 Tyde Richards, John Costa, Avron Barr
- 16. ePub3 (Javascript) <script type="text/javascript"> alert("Name:" + navigator.epubReadingSystem.name + " / version: " + navigator.epubReadingSystem.version + " / layoutStyle " + navigator.epubReadingSystem.layoutStyle); </script>
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- 19. Activity example <john> <launched><cool book> <john> <read> <page 1> ( d: "PT45S" ) { p: ["chapter 1"], g: ["cool book", "cool class"] } <john> <read> <page 2> ( d: "PT15S" ) { p: ["chapter 1"], g: ["cool book", "cool class"] } <john> <read> <page 3> ( d: "PT55S" ) { p: ["chapter 1"], g: ["cool book", "cool class"] } <john> <read> <page 4> ( d: "PT45S" ) { p: ["chapter 1"], g: ["cool book", "cool class"] } <john> <watched> <video 1> ( d: "PT3M" ) { p: ["page 4"], g: ["chapter 1", "cool book", "cool class"] } <john> <paused> <video 1> { p: ["page 4"], g: ["chapter 1", "cool book", "cool class"] } <john> <resumed> <video 1> { p: ["page 4"], g: ["chapter 1", "cool book", "cool class"] } <john> <watch> <video 1> ( d: "PT2M" ) { p: ["page 4"], g: ["chapter 1", "cool book", "cool class"] } <john> <completed> <video 1> ( d: "PT5M" ) { p: ["page 4"], g: ["chapter 1", "cool book", "cool class"] } <john> <read> <page 5> ( d: "PT45S" ) { p: ["chapter 1"], g: ["cool book", "cool class"] }
- 20. New eBooks • IDPF+ W3C partnership Improve current standards • EDUPUB specification for ePub3 format • Multimedia content • Authoring tools
- 21. Online labs: IEEESA P1876 Authentication Widgets definition Metadata Open Social App Smart Device approach Booking and scheduling Authorization Metadata & Vocabulary Network Protocols User Interfaces IVI Specification
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- 23. Educational Perspective Laboratory asa Cloud Service (IoT) Laboratory as an Educational Service
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- 25. Standardization Levels Learning environmentsor learning object repositories Interactive Open Educational Lab (OEL) Lab as an OER (LaaO) Smart Device Lab as a Service (LaaS) Courses Scenarios Activities Support material, Personalized, user interfaces, task sequences, paths Standard: MLR extension xAPI extension Standard: Service metadata Services Protocols Online Lab = Object Actions Traces Sensor Data State log Knowledge Learning outcome LEVEL 1 Embedded Things LEVEL 2 Embedded pedagogy Apparatus, sensors, actuators, instruments, controllers, embedded server computer or microcontroller User prefs Context LTI Configuration Actuator data
- 26. Reputation mechanisms insocial networks objective: extract reputation of entities (users, objects, …) how: gathering and aggregating opinions Examples:
- 27. Cuantitative vs. Comparativereviews • Potential problems of numerical oppinion – Passive wait for users to grade – Influenciable and manipulable viral ratings • Reputation based on comparative reviews = Pairwise reputation mechanism (PWRM)
- 28. MOOC formalization M ={U,R,LR,LU} is a MOOC where: U = {u1,..,un} users (students AND teachers) R = {r1,..,rj} learning resources LR = { <ui,rj> / ui € U; rj € R } user ui has uploaded resource rj LU = { <uk,rm> / uk € U; rm € R } user uk has used resource rm
- 29. MOOC formalization • Liveenvorinment in term of resources • Objective build ranking of resources within the MOOC • Asumption: Users have set of resources’ preferences on a subset • Let O set of oppinions where oi=<ri,rj> representing a pairwise query R' Í R
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- 31. The cloud ase-learning provider • Distributed learner records (LRS) • Ubiquitous learning based on mobile devices • On-demand education • Oriented to competences Badges • Flexible -> No enrolment deadlines Internet based tools
- 32. Top 100 toolsfor learning 2013 Fuente: Jane Hart http://c4lpt.co.uk/top100tools/
- 33. Top 100 toolsfor learning (2016) Fuente:JaneHarthttp://c4lpt.co.uk/top100tools/
- 34. Top 100 toolsfor learning • Fine-grain basis (atomic/full-course) • Collaborative authoring • Game based learning (Kahoot!) • Animated videos (PowToon) • Moodle is out of top-10 list engagement + richer Interactions + social
- 35. + + Online vs.On Campus Alternate online work with on-campus activities
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- 39. Deconstructing Technology Enhanced learning: fromplatforms to the cloud Miguel Rodríguez Artacho (UNED) miguel@lsi.uned.es @martacho THANKS!
Editor's Notes
- #3 This talk will address the question of change and evolution of learning and we will see some examples. We have witnessed in the last decade a big change in the educational technology that has affected many dimensions of learning We a¡have a question ¿In what dimensions are we movilg forward? Is education really changing? Improving?
- #4 We can take a look to the picture before TEL and see the ingredients that we have there. We can notice how far away we are from this scenario. We have actually very few ingredients. We cannot say we have fewer interactinons but we can be sure that interactions are more difficult to create and to maintain than nowadays. On one hand the elements that we havehere are necceesary, mandatory. But there are not generating all the motivation needed in all the situations. This scenario is fragil. It works well when we have the perfect ingredients, but the effor rely on the teacher and it has to be an outstanding professionalto achieve all the goals.
- #5 We are at the first decade of 2000. The first Technology Enhanced Learning system cones along with the appearance of the LMS, which introduces significative changes. There are here pretty much the same elements, but we have a lot of new posibilities. Because we have all the information needed centralized by the LMS. We can create new interactions and workspaces inside the LMS. There are many No se conocen todavía interacciones NUEVAS, aparte de la del profesor que transmite y el estudiante que recibe la información SE TRANSITA DE LA REPLICACION USANDO TEL DEL MODELO CLASICO HACIA LA APARICION DE NUEVAS INTERACCIONES
- #7 LA RED ES LA NUEVA PLATAFORMA ECONOMIA DE ESCALA, NUEVOS MODELOS DE NEGOCIO LA MASA COMO VALOR (CDK) A la plataforma. El centro de servicio era la plataforma y todo gira alrededor de ella Lo que aglutina ahora es la nube, que queda como nexo de unión intengible entre los actores.
- #8 NEW interactions Peer-to-peer Persolalized environments Learning analytics OUT of the LMS More personal records, we are an individual with a learning process across different environments New educational contexts EDUTEINMENT, social networks, influencers, social learning
- #9 Social-learning, mobile-learning, big-data, adaptive-learning, peer-to-peer, MOOC, tablet, networked, google THE CLOUD IN EDUCATION REFERS TO THE NEW INTERACTIONS This time the cloud is not refering to technology, is refering to social environment. Elementos SOCIALES Estímulos GOOGLE is the teacher
- #34 We dont see “traditional” elements of LMS-based education here We see basic tools that indicates that tools work in a fine-grain basis We have NEW elements here. We provide enriched multimedia. GAIN ATENTION ENGAGE
- #36 Educación tradicional: handout, class notes, classroom, study group, blackboard, individual Educación 2010-2014: VLE, metadata, repository, interoperability, tracking, platform, learning-design, SCORM Educación H2020: social-networks, google, tablet, MOOC, video, networked, peer-to-peer NO MORE DILEMMA BETWEEN ONLINE VS ON CAMPUS EDUCATION. There is not this preference any more.
- #37 This is a five
- #38 http://www.obrasweb.mx/construccion/2013/02/08/montanas-rusas-la-ingenieria-reta-a-la-ley-de-gravedad
- #39 http://www.obrasweb.mx/construccion/2013/02/08/montanas-rusas-la-ingenieria-reta-a-la-ley-de-gravedad