The document discusses active learning strategies that can be facilitated using the online learning environment Nfomedia. It proposes using concept mapping, project-based learning, and personal learning environments to engage students in knowledge gathering, application, distribution, and analysis. The strategies aim to clearly track and motivate students by having them summarize, analyze, remember, create, explore, discuss and share information to document their progression. The document concludes that a prototype combining these active learning methods was tested successfully in Nfomedia over one semester.

1. September 15 -17, 2010 Hasselt, BelgiumFacilitating Active Learning Utilizing the Online Environment of NfomediaMalinkaIvanova, Technical University – SofiaValentinHristov, South West University

2. Aim Researching active strategies to facilitate students’ knowledge gathering, applying, distributing and analyzing the gained experience

3. Outline- Web 2.0 for active learning- Specification of Nfomedia Learning Environment- Implemented active learning strategies- Prototyping in Nfomedia- Conclusion

4. Active LearningIncludes a set of activities that involve students in doing things and thinking about the things they are doingBonwell and Eisen (1991)

5. Active Learning and Web 2.0Active learning approaches have particular relevance and meaning to net generation learners Oberlinger and Oberlinger (2005) and Prensky (2001)

6. Active Learning and Web 2.0The students embrace

7. virtualization

8. visualization

9. interactivity

10. new interfaces

11. mashupservices

12. different ways of thinking, learning and practicingActive Learning and Web 2.0Students have preferences about:digital literacyexperiential and engaged learninginteractivity, immediacy, connectivitycollaboration and networking

13. Active Learning and Web 2.0Students have experience with social applicationsthis can contribute in a classroom setting and in their future professional lives Web 2.0 technologies have the potential toimpact a learning process and outcomes

14. provide relevant skills

15. increase engagementLearning Management Systems and Web 2.0- free hosted- flexible -arrangement of activities- extendibility – services, widgets - openness- educational community formingMartin Weller, 2006

16. Nfomediasocial software specially designed for learning management in Higher education

17. Nfomedia works like a wikiNfomediapages are treated as nodes that can be linked among them-selves

18. NfomediaAny content media object can be embedded and interpreted

19. Nfomediapossibilities for extension and external components integration

20. NfomediaSocial networking features includeuser profilesfriendsdiscussion boardstext messagingconnection with Facebook

21. NfomediaEvery student can join public announced courses

22. Nfomediacan create and share his/her own personal learning web site

23. Main Functions in NfomediaExternal applications (links, embed code)Content and Activities managementAssignmentsQuizzesLearning ContentBlogContent creationCollaborationInstructionsAssessmentFeedResults presentationConcepts mappingCommunication/SocializationAnnouncementsMessage BoardChatInternal EmailContactsPersonal Learning Space BuildingChatLinks to Web resourcesProfileWidgetsLinks to Social NetworksShare

24. Nfomediadeveloped on open standards and the latest Web technologies (J2EE, Web 2.0, AJAX, etc)widgets, HTML code and JavaScript integration available layouts and templatescan store resources and link these resources in the systemcan integrate A/V media filesmobile access to personal and shared contentdisadvantages of Nfomedia: extendibility and openness requires advanced programming skills from the participants in the learning process and sometimes it is distracting

25. Technical ArchitectureNfomediaFile storageServer-application-service-tool-storageShared CourseWiki structure, nodes, subnodesWiki structure, nodes, subnodesIntegration of: embed code, HTMLIntegration of: embed code, HTML codeUpload/download filesUpload/download filesShared Personal Learning SpacePersonal Learning Space Statistics: sites, course, membersServerCourse SpaceServerAccess: web-based, mobile, on-demandStudentEducator/Admin

26. Active learning methodsconcepts mapping – for discovering and describing meaningful relations among the concepts object matter of the study and for their understanding and analysis

27. Active learning methodsworking on individual projects to master several programming techniques and technologies and to stimulate creativity for the creation of unique products

28. Active learning methodsPersonal Learning Environments building – for supporting self-learning and for artefacts promotion

29. Conceptual MapsConceptual mapping - a way of representing information graphically using keywords, links, and key images  a lot more information can be systematizedMind map follows the way the brain works, which is not in linear matterBecause concept maps are more visual and depict associations between key words, they are much easier to recall than linear notesA concept map is started from one or several central concepts that allow it to be expanded in all directionsConcept maps are easy to review, to remember and to repeat main ideas

30. Conceptual MapsConceptual mapping during the course Applied Programming Systems:in the time of several lectures - to show how the students understand the new topics actively involved in the creative and analytical process method for tracking the created knowledge after lectures’ timeas a technique for understanding the architecture, functional possibilities and design on Microsoft Office package and several graphical applications

31. Conceptual MapsOne topic – different concept maps

32. Conceptual MapsThe advanced students are introduced to the features of online free hosted software MindMeister

33. Conceptual MapsIt allows easy creation, editing, sharing and embedding of maps into the students’ personal spaces and into the course space

34. Project-Based LearningThe PBL model is applied with the following steps: (1) Introducing students to the state of the art problems and showing the huge potential of working topics;(2) Identification of challenging problems and solving the problems by students; (3) Setting up the driving questions and content that to be studied; (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

35. Project-Based Learning(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; (6) Guidance is provided when students need it (through student-educator interactions, peer counselling, guiding, project templates, etc.); (7) Assessment of the students’ knowledge and competences as a result of the project work

37. Project-Based LearningThe PBL - a very useful strategy for active learning (doing something, applying existing knowledge and skills and receiving new) the students feel the responsibility for realizing their own problems exploration and for their own learning organizationCreated digital artefacts are part of their learning portfolios and they are evaluated for quality and originality

38. Project-Based Learning

39. Personal Learning Environments Usage as PortfoliosVirtual Personal Learning Environment (VPLE)possibilities to integrate information and knowledge sources, social contacts and communication channelsauthoring functions and components easy for technical configuration andfor learning scenarios management  according to present students’ interests and goals

40. Personal Learning Environments Usage as PortfoliosThe visible part of PLEs consists of 3 main components: public available profile, shared personal learning space,portfolio with the attached created digital artefacts

41. Learner profile defines the type of learner via a set of the attributes and descriptors can be used when viewing and discussing the student developmentcan present students as: independent, merciful, resourceful, respectful, open-mindedfacilitates student’s personalised learning, encourages ownership, support student collaboration with others who can help with their learning

42. Learner profile According to The International Baccalaureate: http://www.ibo.org/programmes/profile/documents/Learnerprofileguide.pdf

43. Learner profile

44. Shared personal learning spaces Contribute to personal developmentdistribution of additional information and knowledge to course’s participantsexpansion of the course knowledge pool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

45. Shared personal learning spaces

46. Shared personal learning spaces

47. Shared personal learning spacesUsing PLE as forming student’s learning Portfolio contributes to defining his/her progression and achievementsThe visibility of created products encourages students to review, reflect, collaborate and discuss on what they have done, experienced and learntPortfolio not only documents, guides, and advances learning during the course, but also it is a part of the life-long learning process

48. PrototypingProject-based learningConceptual mappingPersonal learning environment as portfolio

49. Active Learning Realization in NfomediaActive Learning OrganizationPersonal learning environment buildingConceptual mappingclearengageDigital profilereviewinteractunderstandtrackmotivateShared personal learning spacesummarizeanalyzePortfoliorepeatcreaterememberinnovatecollectexploreremixevaluatediscusssharemanagedocumentProject workinggive feedbackguidecollaboratemake decisionscommunicate

50. Conclusion- functional and technical architectures of Nfomedia are created- a technology-enhanced model for active learning organization is proposed- a prototype is tested during one semester- practical recommendations are proposed according to gained experience in the online learning environment Nfomedia

51. Conclusion- For students’ engagement and awareness 3 methods are applied: conceptual mapping, working on projects and PLE building- These involve them in processes of: (1) subject matter deeper comprehension(2) becoming familiar with the functionality of Nfomedia by using wiki concepts (3) studying and working with Web 2.0 technologies inside and outside the LMS (4) understanding the PLE bases for formal and informal learning organization during the course and in the long term

52. Thank you for your attention!For contacts:m_ivanova@tu-sofia.bgv_hristov@swu.bg