Future Learning LandscapesTowards the Convergence of Pervasive and Contextual Computing, Global Social Media and Semantic Web in Technology Enhanced Learning
The Disability Office of the Spanish National University for Distance Learning (UNED) manages an online community for students with disabilities. The purpose is to offer an interactive student community where information on projects, approaches, methods, accomplishments, and proposals can be exchanged...
Digital landscapes: inclusive potential versus exclusive practice. Sue Watling
Digital landscapes: inclusive potential versus exclusive practice. International Journal of Diversity in Organizations, Communities and Nations, 11 (5). pp. 109-116. ISSN 1447-9532
This document provides an overview of a presentation on literacies of the digital given by Helen Beetham on March 10, 2011. The presentation discusses moving beyond skills-based definitions of digital literacy to focus on how digital technologies are changing practices in personal, social, workplace and other contexts. It examines tensions between viewing digital literacy as an individual attribute versus a political project, and outlines evidence of changes in knowledge practices and known challenges learners face. The presentation concludes by considering what experiences learners need to develop digital literacies and questions how those experiences can best be supported.
Technological development have altered the way we communicate, learn, think, share, and spread information. Mobile technologies are those that make use of wireless technologies to gain some sort of data. As mobile connectedness continues to spread across the world, the value of employing mobile technologies in the arena of learning and teaching seems to be both self-evident and unavoidable The fast deployment of mobile devices and wireless networks in university campuses makes higher education a good environment to integrate learners-centered m-learning . this paper discusses mobile learning technologies that are being used for educational purposes and the effect they have on teaching and learning methods.
The document summarizes key points from "The HORIZON REPORT 2008 Emergent Technologies and their Relevance to Teaching, Learning and Creative Expression". It identifies six emerging technologies that are likely to have significant impact within the next 1 to 5 years: Grassroots video, collaboration webs, mobile broadband, data mashups, collective intelligence, and social operating systems. Each technology is briefly described along with examples of current and potential educational applications.
The document discusses designing education around the concept of "Sustainable Innovation" to prepare students for emerging technological changes predicted by the "Technological Singularity". It defines the Singularity as the outcome of converging technologies producing "Trans-Humans" and potentially "Post-Humans". It advocates a "Leapfrog" approach to education using advanced technologies to move from memorization to creative knowledge production, blending formal and informal learning to support Sustainable Innovation.
The document discusses future learning landscapes involving the convergence of pervasive and contextual computing, global social media, and the semantic web in technology-enhanced learning. It outlines how web 2.0 tools, mobile and ubiquitous learning, and linked data can contribute to new forms of inquiry-based science teaching. Specifically, it presents a vision of ubiquitous cloud learning environments that integrate these technologies to support adaptive, context-aware, and collaborative learning anytime, anywhere.
The document discusses the major barriers to e-learning implementation including technology issues, teacher attitudes, social isolation, motivation, and cheating. It provides strategies to address each barrier such as incorporating synchronous sessions for interaction, providing teacher training, using engaging technologies, and designing authentic assessments. Strong pedagogical principles and continued improvements to technology are keys to overcoming the challenges of online education.
The Disability Office of the Spanish National University for Distance Learning (UNED) manages an online community for students with disabilities. The purpose is to offer an interactive student community where information on projects, approaches, methods, accomplishments, and proposals can be exchanged...
Digital landscapes: inclusive potential versus exclusive practice. Sue Watling
Digital landscapes: inclusive potential versus exclusive practice. International Journal of Diversity in Organizations, Communities and Nations, 11 (5). pp. 109-116. ISSN 1447-9532
This document provides an overview of a presentation on literacies of the digital given by Helen Beetham on March 10, 2011. The presentation discusses moving beyond skills-based definitions of digital literacy to focus on how digital technologies are changing practices in personal, social, workplace and other contexts. It examines tensions between viewing digital literacy as an individual attribute versus a political project, and outlines evidence of changes in knowledge practices and known challenges learners face. The presentation concludes by considering what experiences learners need to develop digital literacies and questions how those experiences can best be supported.
Technological development have altered the way we communicate, learn, think, share, and spread information. Mobile technologies are those that make use of wireless technologies to gain some sort of data. As mobile connectedness continues to spread across the world, the value of employing mobile technologies in the arena of learning and teaching seems to be both self-evident and unavoidable The fast deployment of mobile devices and wireless networks in university campuses makes higher education a good environment to integrate learners-centered m-learning . this paper discusses mobile learning technologies that are being used for educational purposes and the effect they have on teaching and learning methods.
The document summarizes key points from "The HORIZON REPORT 2008 Emergent Technologies and their Relevance to Teaching, Learning and Creative Expression". It identifies six emerging technologies that are likely to have significant impact within the next 1 to 5 years: Grassroots video, collaboration webs, mobile broadband, data mashups, collective intelligence, and social operating systems. Each technology is briefly described along with examples of current and potential educational applications.
The document discusses designing education around the concept of "Sustainable Innovation" to prepare students for emerging technological changes predicted by the "Technological Singularity". It defines the Singularity as the outcome of converging technologies producing "Trans-Humans" and potentially "Post-Humans". It advocates a "Leapfrog" approach to education using advanced technologies to move from memorization to creative knowledge production, blending formal and informal learning to support Sustainable Innovation.
The document discusses future learning landscapes involving the convergence of pervasive and contextual computing, global social media, and the semantic web in technology-enhanced learning. It outlines how web 2.0 tools, mobile and ubiquitous learning, and linked data can contribute to new forms of inquiry-based science teaching. Specifically, it presents a vision of ubiquitous cloud learning environments that integrate these technologies to support adaptive, context-aware, and collaborative learning anytime, anywhere.
The document discusses the major barriers to e-learning implementation including technology issues, teacher attitudes, social isolation, motivation, and cheating. It provides strategies to address each barrier such as incorporating synchronous sessions for interaction, providing teacher training, using engaging technologies, and designing authentic assessments. Strong pedagogical principles and continued improvements to technology are keys to overcoming the challenges of online education.
This document summarizes Professor Gráinne Conole's presentation on the trajectories of e-learning. It discusses how technologies have evolved over time from multimedia authoring tools in the 1980s to today's mobile devices and massive open online courses. It presents a model for mapping how technologies can support different aspects of learning, such as individual vs social learning. Examples are given of how technologies have been used to support different pedagogical approaches like drill and practice, mobile learning, and immersive learning. The social and digital aspects of learning are also discussed.
Standing at the Crossroads: Mobile Learning and Cloud Computing at Estonian S...eLearning Papers
This paper studies the impact of mobile learning implementation efforts in Estonian school system – a process that has created a lot of controversy during the recent years. Best practices in mobile learning are available from the entire world, forcing schools to keep up the push towards better connectivity and gadgetry. Even in the best cases where the schools are provided with the necessary tools, the process has met a lot of scepticism from teachers who are afraid to implement new methods. Teachers are often cornered with the ‘comply or leave’ attitude from educational authorities, resulting in a multi-sided battle between involved parties.
We have surveyed students, teachers, parents and management at five Estonian front-runner schools to sort out the situation. The results show different attitudes among students, school leaders and staff – while all of them mostly possess necessary tools and skills, teachers almost completely lack motivation to promote mobile learning. We propose some positive and negative scenarios – for example, we predict major problems if teacher training will not change, e-safety policies are inadequately developed or authorities will continue the tendency to put all the eggs into one basket (e.g. by relying solely on closed, corporate solutions for mobile learning platforms).
This document summarizes key topics in educational technology presented by Derek Wenmoth at a learning conference in 2007. It discusses 1) upgrading school networks and infrastructure, 2) personalizing learning through technology, 3) ensuring systems are interoperable, 4) the role of ICT in early childhood education, 5) using e-portfolios, 6) addressing cyberbullying, 7) incorporating informal learning, 8) using games and simulations, 9) developing 21st century skills, and 10) managing ICT systems in schools. The document provides an overview and relevant links for further information on each topic.
CORE publishes its ten trends annually to highlight issues and themes that will impact on the work of educators in early childhood, schools and tertiary institutions in the NZ context.
This document summarizes 10 trends in technology and education identified by CORE over the past 7 years. Each trend is explained and its drivers, impacts, examples, and implications are discussed. The trends include personalization, user control, virtual learning, smart web, data engagement, 3D thinking, and citizenship in a technology-enabled world. The document aims to monitor these trends over time and help educators understand how technology is changing teaching and learning.
HAMK's Professional Teacher Education Unit in Finland trains approximately 950 teacher students annually to work in the 21st century classroom. As technology and digital skills become increasingly important, teacher education must develop students' skills in areas like facilitating creative and innovative learning experiences, designing digital assessments, and engaging in lifelong professional growth through technology. Surveys show that countries with higher proportions of adults skilled in problem-solving using technology tend to be the Nordic countries, Korea, and the Netherlands. Developing teachers' and students' digital competencies will help equip them for an evolving workforce.
CORE's ten trends presentation from the Learning at School conference in Rotorua, February 2009. CORE's annual ten trends summary represents a view of some key areas of interest for NZ educators with regards to the impact of ICTs on teaching and learning.
sciPADS Poster for the SnT Partnership day 2014 (technical poster)Dica Lab
The sciPADS project from 2012-2015 investigated the impact of tablet-cloud systems on student-led science explorations and inquiries in elementary education. The project provided four Luxembourg schools with tablets and an internal cloud facility to comfortably share and disseminate data between students, teachers, and a public audience. The project set up private clouds for each school and equipped classrooms with tablets, accessories, and networking equipment to facilitate inquiry-based learning through collaboration and resource sharing via the tablet-cloud systems.
1) Current trends in K-12 assistive technology include the increased use of mobile devices, issues around funding assistive technology with sequestration cuts, and preparing for changes with the Common Core standards.
2) Key issues in assistive technology are convergence of technologies, customizability, research-based design, portability, and interoperability.
3) The future of assistive technology depends on collaboration, increasing awareness of devices and services, and sharing the goal of appropriate technology for students.
This document discusses the evolution from e-learning to m-learning using mobile technologies. It outlines key drivers for the shift to mobile, including student expectations, marketing, and employers seeking mobile skills. New affordances of mobile devices allow for learning anywhere and capturing multimedia. This enables new m-pedagogies focused on tasks, experiential learning, and social/collaborative approaches. The document maps different e-pedagogies to mobile technologies and applications. It presents frameworks for matching pedagogies to informal/formal and social/individual learning. Examples from the University of Leicester demonstrate personalized mobile learning environments. The future of m-learning is discussed as an emerging norm, with new business models, sophisticated
This document discusses educational technology and multimedia in education. It defines key terms like interactive media and multimedia, and provides examples of different types of interactive media. The document outlines the potential benefits of multimedia in education, such as facilitating student-centered learning and addressing different learning styles. It also discusses how multimedia technology can be used in education for activities like lectures and collaborative learning. However, the document notes some disadvantages, such as the large resources required and potential issues with learner control.
Gov Mil NDLW Power Point Elluminate Wednesdayvideoreg
Military / Government: Sharable Learning
Sponsored & Hosted by: Elluminate, Inc. (http://www.elluminate.com/)
Training and educating the U.S. military is an enormous enterprise. In excess of $20 billion is spent to train and educate service members each year, involving the delivery of thousands of courses for hundreds of specialized occupational areas. In addition, other governmental organizations are dealing with how to bridge that gap in a technology driven ever increasing globalize economy. The workforce for the 21st century must be prepared for the new landscape of workforce development. Specific areas of interest may focus on learning management systems, human capital solutions, performance initiatives, innovative delivery methods for content in multiple modes, transformation of training, Sharable Content Object Reference Model (SCORM), and interagency and multinational collaboration.
ICT integrated instruction in commerce teaching and learning at the higher secondary level is discussed. ICT is defined as encompassing technologies like computers, networks, and audiovisual systems that enable information access, storage, transmission and manipulation. ICT has an important role in modernizing education by supporting new ways of teaching and learning. The document then discusses various ways ICT can be integrated, including educational blogging, access to online learning resources, podcasts, blended learning using online videos and courses, and using presentation and interactive CD-ROM tools. Benefits of ICT and e-learning include access to information anytime from anywhere, as well as reducing costs.
Sources:
Multimedia (2011). Retrieved from http://www.slideshare.net/Shivam_Tuteja/multimedia-8114447?related=2
Nyirenda, M. (2013). Retrieved from http://www.ippmedia.com/frontend/?l=57601
Multimedia as an educational tool (n.d.). Retrieved from cemca.org.in/ckfinder/userfiles /files/Section2.pdf
Benefits of Using Multimedia in Education (n.d.). Retrieved from http://hrsbstaff.ednet.ns.ca/engramja/gradcourse/
multimedia/benefits_of_multimedia.htm
*unable to include sample video clips
This document discusses online multimedia learning and the cognitive theory of multimedia learning. It provides principles for effective multimedia design, including coherence, signaling, reducing redundancy, segmenting content, using both words and pictures, and personalization. Multimedia can be used to connect information through tools like learning management systems and authoring software. When designed according to cognitive principles, multimedia has been shown to support learning as effectively as physical materials.
The presentation shows 5 main trends for e-learning - it is a starting point for discussions, slides can be re-used for workshops on trend identification and roadmapping
Multimedia is defined as computer-based interactive communications that incorporates multiple media like text, graphics, sound, animation and video. It allows for non-linear and interactive experiences where the user determines what content is viewed and when. Hypermedia, the basis for many applications, uses links to allow non-sequential navigation. While multimedia can engage users through multiple senses and allow for individualized learning, it also risks overloading users or losing them without proper structure. Its growth has been driven by decreasing computer costs, more titles, and users' desires for control over their learning experience through different modalities and levels of difficulty. Major categories of multimedia include entertainment, education, corporate communications and reference.
ICT in Practice Technology and Education Online Magazine Issue 8Yasemin Allsop
ICT in Practice is an online education and technology magazine. It contains articles about mobile learning, game based learning, digital literacy, computing, coding and much more. The magazine is non-profit and created by educators from around the world.
This document summarizes key trends in technology and their impact on education. It notes that digital information is growing exponentially, content and knowledge are becoming globally shared, and students increasingly expect to access materials online. It advocates for the use of open educational resources to reduce costs and connect students worldwide to knowledge. The document argues that educational institutions must embrace online and collaborative learning to remain relevant and meet growing student demand in a rapidly changing technological landscape.
This is a presentation by the Division of Information and Technology Studies, Faculty of Education, The University of Hong Kong. Advances in information and communication technology, especially the rapid developments in social technology such as wikis, blogs, social bookmarking, etc. have opened up new opportunities as well as challenges to education in schools as well as human resource development and training in public and business sectors. In the seminar, a group of experts introduce recent developments in learning technology and how these have been applied in different educational and human resource development contexts internationally and locally.
This document summarizes Professor Gráinne Conole's presentation on the trajectories of e-learning. It discusses how technologies have evolved over time from multimedia authoring tools in the 1980s to today's mobile devices and massive open online courses. It presents a model for mapping how technologies can support different aspects of learning, such as individual vs social learning. Examples are given of how technologies have been used to support different pedagogical approaches like drill and practice, mobile learning, and immersive learning. The social and digital aspects of learning are also discussed.
Standing at the Crossroads: Mobile Learning and Cloud Computing at Estonian S...eLearning Papers
This paper studies the impact of mobile learning implementation efforts in Estonian school system – a process that has created a lot of controversy during the recent years. Best practices in mobile learning are available from the entire world, forcing schools to keep up the push towards better connectivity and gadgetry. Even in the best cases where the schools are provided with the necessary tools, the process has met a lot of scepticism from teachers who are afraid to implement new methods. Teachers are often cornered with the ‘comply or leave’ attitude from educational authorities, resulting in a multi-sided battle between involved parties.
We have surveyed students, teachers, parents and management at five Estonian front-runner schools to sort out the situation. The results show different attitudes among students, school leaders and staff – while all of them mostly possess necessary tools and skills, teachers almost completely lack motivation to promote mobile learning. We propose some positive and negative scenarios – for example, we predict major problems if teacher training will not change, e-safety policies are inadequately developed or authorities will continue the tendency to put all the eggs into one basket (e.g. by relying solely on closed, corporate solutions for mobile learning platforms).
This document summarizes key topics in educational technology presented by Derek Wenmoth at a learning conference in 2007. It discusses 1) upgrading school networks and infrastructure, 2) personalizing learning through technology, 3) ensuring systems are interoperable, 4) the role of ICT in early childhood education, 5) using e-portfolios, 6) addressing cyberbullying, 7) incorporating informal learning, 8) using games and simulations, 9) developing 21st century skills, and 10) managing ICT systems in schools. The document provides an overview and relevant links for further information on each topic.
CORE publishes its ten trends annually to highlight issues and themes that will impact on the work of educators in early childhood, schools and tertiary institutions in the NZ context.
This document summarizes 10 trends in technology and education identified by CORE over the past 7 years. Each trend is explained and its drivers, impacts, examples, and implications are discussed. The trends include personalization, user control, virtual learning, smart web, data engagement, 3D thinking, and citizenship in a technology-enabled world. The document aims to monitor these trends over time and help educators understand how technology is changing teaching and learning.
HAMK's Professional Teacher Education Unit in Finland trains approximately 950 teacher students annually to work in the 21st century classroom. As technology and digital skills become increasingly important, teacher education must develop students' skills in areas like facilitating creative and innovative learning experiences, designing digital assessments, and engaging in lifelong professional growth through technology. Surveys show that countries with higher proportions of adults skilled in problem-solving using technology tend to be the Nordic countries, Korea, and the Netherlands. Developing teachers' and students' digital competencies will help equip them for an evolving workforce.
CORE's ten trends presentation from the Learning at School conference in Rotorua, February 2009. CORE's annual ten trends summary represents a view of some key areas of interest for NZ educators with regards to the impact of ICTs on teaching and learning.
sciPADS Poster for the SnT Partnership day 2014 (technical poster)Dica Lab
The sciPADS project from 2012-2015 investigated the impact of tablet-cloud systems on student-led science explorations and inquiries in elementary education. The project provided four Luxembourg schools with tablets and an internal cloud facility to comfortably share and disseminate data between students, teachers, and a public audience. The project set up private clouds for each school and equipped classrooms with tablets, accessories, and networking equipment to facilitate inquiry-based learning through collaboration and resource sharing via the tablet-cloud systems.
1) Current trends in K-12 assistive technology include the increased use of mobile devices, issues around funding assistive technology with sequestration cuts, and preparing for changes with the Common Core standards.
2) Key issues in assistive technology are convergence of technologies, customizability, research-based design, portability, and interoperability.
3) The future of assistive technology depends on collaboration, increasing awareness of devices and services, and sharing the goal of appropriate technology for students.
This document discusses the evolution from e-learning to m-learning using mobile technologies. It outlines key drivers for the shift to mobile, including student expectations, marketing, and employers seeking mobile skills. New affordances of mobile devices allow for learning anywhere and capturing multimedia. This enables new m-pedagogies focused on tasks, experiential learning, and social/collaborative approaches. The document maps different e-pedagogies to mobile technologies and applications. It presents frameworks for matching pedagogies to informal/formal and social/individual learning. Examples from the University of Leicester demonstrate personalized mobile learning environments. The future of m-learning is discussed as an emerging norm, with new business models, sophisticated
This document discusses educational technology and multimedia in education. It defines key terms like interactive media and multimedia, and provides examples of different types of interactive media. The document outlines the potential benefits of multimedia in education, such as facilitating student-centered learning and addressing different learning styles. It also discusses how multimedia technology can be used in education for activities like lectures and collaborative learning. However, the document notes some disadvantages, such as the large resources required and potential issues with learner control.
Gov Mil NDLW Power Point Elluminate Wednesdayvideoreg
Military / Government: Sharable Learning
Sponsored & Hosted by: Elluminate, Inc. (http://www.elluminate.com/)
Training and educating the U.S. military is an enormous enterprise. In excess of $20 billion is spent to train and educate service members each year, involving the delivery of thousands of courses for hundreds of specialized occupational areas. In addition, other governmental organizations are dealing with how to bridge that gap in a technology driven ever increasing globalize economy. The workforce for the 21st century must be prepared for the new landscape of workforce development. Specific areas of interest may focus on learning management systems, human capital solutions, performance initiatives, innovative delivery methods for content in multiple modes, transformation of training, Sharable Content Object Reference Model (SCORM), and interagency and multinational collaboration.
ICT integrated instruction in commerce teaching and learning at the higher secondary level is discussed. ICT is defined as encompassing technologies like computers, networks, and audiovisual systems that enable information access, storage, transmission and manipulation. ICT has an important role in modernizing education by supporting new ways of teaching and learning. The document then discusses various ways ICT can be integrated, including educational blogging, access to online learning resources, podcasts, blended learning using online videos and courses, and using presentation and interactive CD-ROM tools. Benefits of ICT and e-learning include access to information anytime from anywhere, as well as reducing costs.
Sources:
Multimedia (2011). Retrieved from http://www.slideshare.net/Shivam_Tuteja/multimedia-8114447?related=2
Nyirenda, M. (2013). Retrieved from http://www.ippmedia.com/frontend/?l=57601
Multimedia as an educational tool (n.d.). Retrieved from cemca.org.in/ckfinder/userfiles /files/Section2.pdf
Benefits of Using Multimedia in Education (n.d.). Retrieved from http://hrsbstaff.ednet.ns.ca/engramja/gradcourse/
multimedia/benefits_of_multimedia.htm
*unable to include sample video clips
This document discusses online multimedia learning and the cognitive theory of multimedia learning. It provides principles for effective multimedia design, including coherence, signaling, reducing redundancy, segmenting content, using both words and pictures, and personalization. Multimedia can be used to connect information through tools like learning management systems and authoring software. When designed according to cognitive principles, multimedia has been shown to support learning as effectively as physical materials.
The presentation shows 5 main trends for e-learning - it is a starting point for discussions, slides can be re-used for workshops on trend identification and roadmapping
Multimedia is defined as computer-based interactive communications that incorporates multiple media like text, graphics, sound, animation and video. It allows for non-linear and interactive experiences where the user determines what content is viewed and when. Hypermedia, the basis for many applications, uses links to allow non-sequential navigation. While multimedia can engage users through multiple senses and allow for individualized learning, it also risks overloading users or losing them without proper structure. Its growth has been driven by decreasing computer costs, more titles, and users' desires for control over their learning experience through different modalities and levels of difficulty. Major categories of multimedia include entertainment, education, corporate communications and reference.
ICT in Practice Technology and Education Online Magazine Issue 8Yasemin Allsop
ICT in Practice is an online education and technology magazine. It contains articles about mobile learning, game based learning, digital literacy, computing, coding and much more. The magazine is non-profit and created by educators from around the world.
This document summarizes key trends in technology and their impact on education. It notes that digital information is growing exponentially, content and knowledge are becoming globally shared, and students increasingly expect to access materials online. It advocates for the use of open educational resources to reduce costs and connect students worldwide to knowledge. The document argues that educational institutions must embrace online and collaborative learning to remain relevant and meet growing student demand in a rapidly changing technological landscape.
This is a presentation by the Division of Information and Technology Studies, Faculty of Education, The University of Hong Kong. Advances in information and communication technology, especially the rapid developments in social technology such as wikis, blogs, social bookmarking, etc. have opened up new opportunities as well as challenges to education in schools as well as human resource development and training in public and business sectors. In the seminar, a group of experts introduce recent developments in learning technology and how these have been applied in different educational and human resource development contexts internationally and locally.
The document summarizes key findings from the 2007 Horizon Report about emerging technologies likely to impact higher education over the next 1 to 5 years. It discusses 6 technologies: user-created content, social networking, mobile phones, virtual worlds, new forms of scholarship, and massively multiplayer online games (MMOs). For each technology, it provides an overview of current uses, relevance for teaching/learning, and examples of educational applications.
City of Glasgow College - Mobile Learning - June 2014Joan Walker
This document discusses mobile learning and the use of mobile technologies to support teaching and learning. It defines mobile learning as using ubiquitous handheld devices, wireless networking, and mobile telephony to facilitate, support, enhance and extend the reach of teaching and learning. It highlights some of the key benefits of mobile learning such as accessibility, convenience, and opportunities for active and bite-sized learning. The document also discusses some of the issues for learners and institutions in implementing mobile learning and provides examples of apps and technologies that can support mobile learning.
A mobile learning scenario improvement for hst inquiryJean-Marie Gilliot
Emerging Web Technologies, Facing the Future of Education workshop at www12 - Lyon
see http://eductice.ens-lyon.fr/EducTice/ressources/journees-scientifiques/EWFE2012/
This document discusses the implications of Web 2.0 technologies for higher education. It describes how Web 2.0 encourages user-generated content and social interaction online, in contrast to earlier versions of the web. While these technologies fit with how "digital native" students interact digitally, higher education norms focus more on hierarchy and formality. The document suggests Web 2.0 aligns well with 21st century skills but notes challenges integrating it, and proposes blended learning, social spaces, and inquiry-based teaching to better engage today's students.
Mobile Learning - City of Glasgow College - June2014Jisc Scotland
The document provides an overview of mobile learning presented by Joan Walker at City of Glasgow College. It discusses definitions of mobile learning, benefits such as accessibility and convenience, challenges for learners and institutions, and examples of mobile apps that can support learning and the learning process. Key points covered include the increasing ubiquity of mobile devices, the Gartner Hype Cycle for emerging technologies, augmented reality tools for education, and a link for additional evaluation resources.
Mobile, Digital, Ubiquitous: Solutions for Learning with Handhelds
A panel session at NECC07, Atlanta, June 2007
Panel Moderator: Julie Lindsay, International School Dhaka, Bangladesh
with Judy Breck, Graham Brown-Martin, Janice Kelly and Tony Vincent
Developing a Collaborative Multimedia mLearning EnvironmentVideoguy
This document presents a framework for designing a collaborative multimedia mobile learning (mLearning) environment based on JXTA infrastructure and SVG-RDF multimedia learning objects. It discusses developing learning objects using SVG and RDF to represent multimedia in a way that can be used on mobile devices. It also discusses using JXTA and JXTA4JMS APIs to provide a peer-to-peer networking infrastructure where students can collaborate using their mobile devices.
Presentation made May 13, 2010 by Rob Peregoodoff (Manager, Learning Technologies Sauder School of Business) on behalf of the University of British Columbia TAB/OLT office.
Introductory presentation given at Future Learning Landscape Workshop held at EC-TEL 2009. Presents some introductory elements about the state of research in pervasive learning, Web 2.0/Social Software and Semantic Web/Linked Data before discussing convergence
Adoption of Digital Learning Technology: An Empirical Analysis of the Determi...IJAEMSJORNAL
Technology has advanced significantly from the analogue period to the digital era. Digital Learning Technology (DLT) is a learning paradigm based on the use of ubiquitous latest technologies, by using smart devices. It can be described as a learning environment that is assisted in daily life by wireless networks, mobile, and embedded computers. It aims to offer content and interaction to students wherever they are, at any time. The learning process has advanced thanks to the technology revolution, which has also fundamentally altered how knowledge is shared and learned. At present, there exist other frameworks too, but they are centered towards different paradigms, and point of view pertaining to DLT with its emphasis on Telecommunication Sector has not been taken into consideration. As, existing frameworks are centered towards different environments hence there exists a need to add dimensions of Empowered Learner, Digital Citizen, Knowledge Curator, Innovative Designer, Computational Thinker and Creator, Communicator & Global Collaborator. These have not been integrated together in existing available research. The study will ascertain level of knowledge of DLT and examined factors which affect the adoption rate, use, and role of DLT in telecoms setups. The results of this research will help create a framework that, if used in any academic or learning setting in a technology-based firm.
The document discusses the implications of emerging technologies like Web 3.0, social media, ubiquitous devices, and simulations/games on learning strategies and pedagogy. It analyzes how these technologies can support behaviorsim through collaboration and reinforcement, constructivism via rich media simulations, and situated/informal learning using context-aware mobile devices. It provides examples of universities adopting these technologies in various ways and emphasizes making educational content available across multiple ubiquitous devices and formats to support lifelong learning.
This document contains self-instructional packets for an Empowerment Technology course. It discusses various topics related to information and communication technology (ICT), including defining ICT and giving examples of its uses. It also covers trends in ICT in the Philippines, different online platforms and websites, and the evolution of the World Wide Web from Web 1.0 to Web 3.0. Additionally, the document addresses important issues like online safety, computer security, threats, computer ethics, and netiquette guidelines for appropriate online behavior. Students are provided with learning activities to help apply and evaluate their understanding of the concepts covered.
The document discusses the history and modern trends of e-learning. It outlines how e-learning has evolved from early forms of distance learning using postal services and radio/TV to today's internet-based learning using learning management systems and mobile technologies. The document also summarizes 10 key trends in modern e-learning, including the growing role of mobile devices, social computing, collaboration, information literacy, and using games as learning tools.
This document discusses the use of tablets and mobile learning (m-learning). It provides background on popular mobile devices like the iPhone, iPad, and smartphones. Statistics are presented on smartphone and tablet sales globally and in Thailand. Benefits of m-learning are outlined, including its portable nature. Challenges of mobile training like cost and supporting diverse devices are also noted. The future of learning is described as open, social, personal, and mobile. HTML5 is introduced as an important technology for mobile content delivery.
Modernising learning carnegie 26th oct (print)Jisc Scotland
Modernising Learning
The document discusses how pedagogies need to change for the 21st century learner. Learners today are digital natives who are used to multitasking, social learning, and instant gratification. Constructivism and connectivism are more relevant learning theories. Technology solutions like virtual learning environments, eportfolios, and social media can support more collaborative, reflective, and interactive learning. However, digital literacy goes beyond just skills - learners need support developing academic practices for a digital world.
Here are some key online resources for school administrators on 21st century skills:
- New York State Education Department's guide for administrators on 21st century skills: http://www.p12.nysed.gov/technology/21stcenturylearning.html
- ISTE's standards for school administrators on technology leadership: http://www.iste.org/standards/standards-for-administrators
- Crosswalk of NYS standards and ISTE standards: http://www.p12.nysed.gov/technology/crosswalk/
- Louisianna LEADS site (Leadership, Education and Development for School Success) with resources for administrators: http://www.lead
'Introducing Active Mobile Learning' workshop slidesDom Pates
These are the slides from the 'Introducing Active Mobile Learning' workshop I gave at Learning at City 2019 (the 10th conference in the series). The workshop was slightly experimental, with a mobile learning activity to open with, and a presentation on some of the key messages around my wireless collaboration project at City. It also gave an opportunity to formally launch a Community of Practice at the event.
Learning Analytics : entre Promesses et RéalitéSerge Garlatti
Université Bretagne Pays de Loire, UTICE : LES LEARNING ANALYTICS : QUAND LE BIG DATA S’INTÉRESSE À L’ÉDUCATION.
https://utice.u-bretagneloire.fr/evenement/les-learning-analytics-quand-le-big-data-sinteresse-leducation
L’usage du numérique dans l’éducation permet d’accéder aujourd’hui à une multitude de données sur le comportement des étudiants : identité, interactions entre apprenants, interactions avec les plateformes et outils d’apprentissage, résultats aux évaluations... La collecte et l’exploitation de ces données permettent de mieux comprendre les processus d’apprentissage et ainsi d’adapter les parcours pédagogiques proposés pour en renforcer l’efficacité, mais aussi de personnaliser les apprentissages ou de développer des outils de pilotage des formations. Une communauté de chercheurs et d’enseignants se développe autour de ce que l’on appelle les learning analytics, ou l’analyse des données d’apprentissage. Ce séminaire basé sur les recherches et des retours d’expérience d’enseignants-chercheurs et de jeunes entreprises permettra de cerner les enjeux et les perspectives des learning analytics.
This document discusses modal logics and formalisms. It begins by defining classical and non-classical logics, with modal logics listed as an example of an extended logic. It then covers modal logics in more detail, defining their language and model theory using possible world semantics. Models are defined as structures consisting of possible worlds related by an accessibility relation. Truth is evaluated at possible worlds based on this relation. The document also discusses axiomatic modal logics like KT and relations between main modal systems. Finally, it notes that axioms like D, T, B, 4 and 5 are not valid in the class of all standard models.
The document discusses models and formalisms in logic. It introduces formal systems as consisting of an axiomatic theory, symbols for constructing formulas, grammar rules, axioms, inference rules, and properties like consistency. Propositional and predicate logic are examined, including their model theories, axiomatic theories, properties like completeness and soundness, and resolution principles. Normal forms and the resolution rule are defined as ways to deduce theorems in a formal system.
This document discusses modal logics and formalisms. It defines modal logics as logics that add new logical constants like necessity (□) and possibility (◇) to classical logic. It describes how modal logics can be classified based on whether they are extended logics that add new well-formed formulas or deviant logics that interpret the usual logical constants differently. The document then focuses on modal logics, defining their language and providing details on their model theory using possible world semantics. It discusses truth in possible worlds and models. It also describes several axiomatic modal systems and the relationships between them, and examines the classes of models validated by different axioms.
The document discusses formal systems and logic. It begins by introducing formal systems, which consist of an axiomatic theory, symbols for constructing formulas, grammar rules, axioms, inference rules, and theorems deduced from axioms and rules. Propositional and predicate logic are then covered, including their languages, semantics using interpretation functions, axiomatic theories, and properties like soundness and completeness. Resolution principles like normal forms and the resolution rule are also summarized. The document provides examples and explanations throughout.
SPARQL is a standardized query language for retrieving and manipulating data stored in RDF format. It was created by the RDF Data Access Working Group to provide querying of RDF stores. SPARQL supports four query forms: SELECT, CONSTRUCT, DESCRIBE, and ASK. It also defines a protocol for executing queries over HTTP. SPARQL has become a key technology for working with semantic data on the web.
The document discusses inquiry-based science teaching and scenarios for its implementation. It describes key features of inquiry-based science teaching as including ill-defined, open-ended learning activities; experiments and practical experiences; emphasis on student autonomy; and peer communication. Two scenarios are proposed: the first involves students investigating the industrial landscape around a bridge, and the second uses smartphones and tools to support collaborative work during a site visit. The document advocates for the convergence of Web 2.0 tools, ubiquitous computing, and semantic technologies to enhance student experiences with inquiry-based learning.
This document describes an inquiry-based science teaching approach called IBST. It involves problem-based learning activities with multiple solutions, experiments, and self-regulated learning. Students work collaboratively to analyze problems, develop strategies to find information, conduct research, and write reports. Smartphones and mobile tools are used to support field work, information sharing, and real-time collaboration between student groups. The goal is to enable contextual, adaptive, and seamless learning through a personalized recommendation and search system.
Ocean lotus Threat actors project by John Sitima 2024 (1).pptxSitimaJohn
Ocean Lotus cyber threat actors represent a sophisticated, persistent, and politically motivated group that poses a significant risk to organizations and individuals in the Southeast Asian region. Their continuous evolution and adaptability underscore the need for robust cybersecurity measures and international cooperation to identify and mitigate the threats posed by such advanced persistent threat groups.
TrustArc Webinar - 2024 Global Privacy SurveyTrustArc
How does your privacy program stack up against your peers? What challenges are privacy teams tackling and prioritizing in 2024?
In the fifth annual Global Privacy Benchmarks Survey, we asked over 1,800 global privacy professionals and business executives to share their perspectives on the current state of privacy inside and outside of their organizations. This year’s report focused on emerging areas of importance for privacy and compliance professionals, including considerations and implications of Artificial Intelligence (AI) technologies, building brand trust, and different approaches for achieving higher privacy competence scores.
See how organizational priorities and strategic approaches to data security and privacy are evolving around the globe.
This webinar will review:
- The top 10 privacy insights from the fifth annual Global Privacy Benchmarks Survey
- The top challenges for privacy leaders, practitioners, and organizations in 2024
- Key themes to consider in developing and maintaining your privacy program
HCL Notes und Domino Lizenzkostenreduzierung in der Welt von DLAUpanagenda
Webinar Recording: https://www.panagenda.com/webinars/hcl-notes-und-domino-lizenzkostenreduzierung-in-der-welt-von-dlau/
DLAU und die Lizenzen nach dem CCB- und CCX-Modell sind für viele in der HCL-Community seit letztem Jahr ein heißes Thema. Als Notes- oder Domino-Kunde haben Sie vielleicht mit unerwartet hohen Benutzerzahlen und Lizenzgebühren zu kämpfen. Sie fragen sich vielleicht, wie diese neue Art der Lizenzierung funktioniert und welchen Nutzen sie Ihnen bringt. Vor allem wollen Sie sicherlich Ihr Budget einhalten und Kosten sparen, wo immer möglich. Das verstehen wir und wir möchten Ihnen dabei helfen!
Wir erklären Ihnen, wie Sie häufige Konfigurationsprobleme lösen können, die dazu führen können, dass mehr Benutzer gezählt werden als nötig, und wie Sie überflüssige oder ungenutzte Konten identifizieren und entfernen können, um Geld zu sparen. Es gibt auch einige Ansätze, die zu unnötigen Ausgaben führen können, z. B. wenn ein Personendokument anstelle eines Mail-Ins für geteilte Mailboxen verwendet wird. Wir zeigen Ihnen solche Fälle und deren Lösungen. Und natürlich erklären wir Ihnen das neue Lizenzmodell.
Nehmen Sie an diesem Webinar teil, bei dem HCL-Ambassador Marc Thomas und Gastredner Franz Walder Ihnen diese neue Welt näherbringen. Es vermittelt Ihnen die Tools und das Know-how, um den Überblick zu bewahren. Sie werden in der Lage sein, Ihre Kosten durch eine optimierte Domino-Konfiguration zu reduzieren und auch in Zukunft gering zu halten.
Diese Themen werden behandelt
- Reduzierung der Lizenzkosten durch Auffinden und Beheben von Fehlkonfigurationen und überflüssigen Konten
- Wie funktionieren CCB- und CCX-Lizenzen wirklich?
- Verstehen des DLAU-Tools und wie man es am besten nutzt
- Tipps für häufige Problembereiche, wie z. B. Team-Postfächer, Funktions-/Testbenutzer usw.
- Praxisbeispiele und Best Practices zum sofortigen Umsetzen
Nunit vs XUnit vs MSTest Differences Between These Unit Testing Frameworks.pdfflufftailshop
When it comes to unit testing in the .NET ecosystem, developers have a wide range of options available. Among the most popular choices are NUnit, XUnit, and MSTest. These unit testing frameworks provide essential tools and features to help ensure the quality and reliability of code. However, understanding the differences between these frameworks is crucial for selecting the most suitable one for your projects.
Introduction of Cybersecurity with OSS at Code Europe 2024Hiroshi SHIBATA
I develop the Ruby programming language, RubyGems, and Bundler, which are package managers for Ruby. Today, I will introduce how to enhance the security of your application using open-source software (OSS) examples from Ruby and RubyGems.
The first topic is CVE (Common Vulnerabilities and Exposures). I have published CVEs many times. But what exactly is a CVE? I'll provide a basic understanding of CVEs and explain how to detect and handle vulnerabilities in OSS.
Next, let's discuss package managers. Package managers play a critical role in the OSS ecosystem. I'll explain how to manage library dependencies in your application.
I'll share insights into how the Ruby and RubyGems core team works to keep our ecosystem safe. By the end of this talk, you'll have a better understanding of how to safeguard your code.
In the rapidly evolving landscape of technologies, XML continues to play a vital role in structuring, storing, and transporting data across diverse systems. The recent advancements in artificial intelligence (AI) present new methodologies for enhancing XML development workflows, introducing efficiency, automation, and intelligent capabilities. This presentation will outline the scope and perspective of utilizing AI in XML development. The potential benefits and the possible pitfalls will be highlighted, providing a balanced view of the subject.
We will explore the capabilities of AI in understanding XML markup languages and autonomously creating structured XML content. Additionally, we will examine the capacity of AI to enrich plain text with appropriate XML markup. Practical examples and methodological guidelines will be provided to elucidate how AI can be effectively prompted to interpret and generate accurate XML markup.
Further emphasis will be placed on the role of AI in developing XSLT, or schemas such as XSD and Schematron. We will address the techniques and strategies adopted to create prompts for generating code, explaining code, or refactoring the code, and the results achieved.
The discussion will extend to how AI can be used to transform XML content. In particular, the focus will be on the use of AI XPath extension functions in XSLT, Schematron, Schematron Quick Fixes, or for XML content refactoring.
The presentation aims to deliver a comprehensive overview of AI usage in XML development, providing attendees with the necessary knowledge to make informed decisions. Whether you’re at the early stages of adopting AI or considering integrating it in advanced XML development, this presentation will cover all levels of expertise.
By highlighting the potential advantages and challenges of integrating AI with XML development tools and languages, the presentation seeks to inspire thoughtful conversation around the future of XML development. We’ll not only delve into the technical aspects of AI-powered XML development but also discuss practical implications and possible future directions.
Digital Marketing Trends in 2024 | Guide for Staying AheadWask
https://www.wask.co/ebooks/digital-marketing-trends-in-2024
Feeling lost in the digital marketing whirlwind of 2024? Technology is changing, consumer habits are evolving, and staying ahead of the curve feels like a never-ending pursuit. This e-book is your compass. Dive into actionable insights to handle the complexities of modern marketing. From hyper-personalization to the power of user-generated content, learn how to build long-term relationships with your audience and unlock the secrets to success in the ever-shifting digital landscape.
GraphRAG for Life Science to increase LLM accuracyTomaz Bratanic
GraphRAG for life science domain, where you retriever information from biomedical knowledge graphs using LLMs to increase the accuracy and performance of generated answers
Ivanti’s Patch Tuesday breakdown goes beyond patching your applications and brings you the intelligence and guidance needed to prioritize where to focus your attention first. Catch early analysis on our Ivanti blog, then join industry expert Chris Goettl for the Patch Tuesday Webinar Event. There we’ll do a deep dive into each of the bulletins and give guidance on the risks associated with the newly-identified vulnerabilities.
Skybuffer SAM4U tool for SAP license adoptionTatiana Kojar
Manage and optimize your license adoption and consumption with SAM4U, an SAP free customer software asset management tool.
SAM4U, an SAP complimentary software asset management tool for customers, delivers a detailed and well-structured overview of license inventory and usage with a user-friendly interface. We offer a hosted, cost-effective, and performance-optimized SAM4U setup in the Skybuffer Cloud environment. You retain ownership of the system and data, while we manage the ABAP 7.58 infrastructure, ensuring fixed Total Cost of Ownership (TCO) and exceptional services through the SAP Fiori interface.
This presentation provides valuable insights into effective cost-saving techniques on AWS. Learn how to optimize your AWS resources by rightsizing, increasing elasticity, picking the right storage class, and choosing the best pricing model. Additionally, discover essential governance mechanisms to ensure continuous cost efficiency. Whether you are new to AWS or an experienced user, this presentation provides clear and practical tips to help you reduce your cloud costs and get the most out of your budget.
5th LF Energy Power Grid Model Meet-up SlidesDanBrown980551
5th Power Grid Model Meet-up
It is with great pleasure that we extend to you an invitation to the 5th Power Grid Model Meet-up, scheduled for 6th June 2024. This event will adopt a hybrid format, allowing participants to join us either through an online Mircosoft Teams session or in person at TU/e located at Den Dolech 2, Eindhoven, Netherlands. The meet-up will be hosted by Eindhoven University of Technology (TU/e), a research university specializing in engineering science & technology.
Power Grid Model
The global energy transition is placing new and unprecedented demands on Distribution System Operators (DSOs). Alongside upgrades to grid capacity, processes such as digitization, capacity optimization, and congestion management are becoming vital for delivering reliable services.
Power Grid Model is an open source project from Linux Foundation Energy and provides a calculation engine that is increasingly essential for DSOs. It offers a standards-based foundation enabling real-time power systems analysis, simulations of electrical power grids, and sophisticated what-if analysis. In addition, it enables in-depth studies and analysis of the electrical power grid’s behavior and performance. This comprehensive model incorporates essential factors such as power generation capacity, electrical losses, voltage levels, power flows, and system stability.
Power Grid Model is currently being applied in a wide variety of use cases, including grid planning, expansion, reliability, and congestion studies. It can also help in analyzing the impact of renewable energy integration, assessing the effects of disturbances or faults, and developing strategies for grid control and optimization.
What to expect
For the upcoming meetup we are organizing, we have an exciting lineup of activities planned:
-Insightful presentations covering two practical applications of the Power Grid Model.
-An update on the latest advancements in Power Grid -Model technology during the first and second quarters of 2024.
-An interactive brainstorming session to discuss and propose new feature requests.
-An opportunity to connect with fellow Power Grid Model enthusiasts and users.
Building Production Ready Search Pipelines with Spark and MilvusZilliz
Spark is the widely used ETL tool for processing, indexing and ingesting data to serving stack for search. Milvus is the production-ready open-source vector database. In this talk we will show how to use Spark to process unstructured data to extract vector representations, and push the vectors to Milvus vector database for search serving.
Your One-Stop Shop for Python Success: Top 10 US Python Development Providersakankshawande
Simplify your search for a reliable Python development partner! This list presents the top 10 trusted US providers offering comprehensive Python development services, ensuring your project's success from conception to completion.
Best 20 SEO Techniques To Improve Website Visibility In SERPPixlogix Infotech
Boost your website's visibility with proven SEO techniques! Our latest blog dives into essential strategies to enhance your online presence, increase traffic, and rank higher on search engines. From keyword optimization to quality content creation, learn how to make your site stand out in the crowded digital landscape. Discover actionable tips and expert insights to elevate your SEO game.
Trusted Execution Environment for Decentralized Process MiningLucaBarbaro3
Presentation of the paper "Trusted Execution Environment for Decentralized Process Mining" given during the CAiSE 2024 Conference in Cyprus on June 7, 2024.
Energy Efficient Video Encoding for Cloud and Edge Computing Instances
Future Learning Landscapes
1. Future Learning LandscapesTowards the Convergence of Pervasive and Contextual Computing, Global Social Media and Semantic Web in Technology Enhanced Learning Serge Garlatti
2. Outline Introduction Web 2.0 Mobile, Pervasive, Ubiquitous Learning Semantic Web, Linked Data Convergence Inquiry Based Science Teaching: IBST V. 1 Inquiry Based Science Teaching: IBST V. 2 An Ubiquitous Cloud Learning Environment Models, architecture and tools Conclusion ISC Conference 2011 Futures Learning Landscapes page 1
3. Introduction Contributors JM Gilliot, Telecom Bretagne, l’un de ses Blogs C. Pham Nguyen, Telecom Bretagne S. Laubé, UBO, PAHST Yan Peter, LIFL A. Bouzeghoub, Telecom SudParis Somereferences http://conferences.telecom-bretagne.eu/futurelearning2010/ http://molene.enstb.org/futurelearning/ http://molene.enstb.org/mlearning09/ ISC Conference 2011 Futures Learning Landscapes page 2
5. Web 2.0 Source: Dion Hincliffe ISC Conference 2011 Futures Learning Landscapes page 4
6. Web 2.0 - Applications Blogs Personal publication + comments by others Linking facilities at the level of information & people For education Reflection, diary, assignment publishing Course information & follow up (answering questions…) ISC Conference 2011 Futures Learning Landscapes page 5
7. Web 2.0 - Applications Wikis Collaborative writing & content organisation For education Supporting group and project work, Annotated reading list, Practicing writing skills Collaborative editing Web tools are used collaboratively to design, construct and distribute some digital product Google Docs, Etherpad ISC Conference 2011 Futures Learning Landscapes page 6
8. Web 2.0 - Applications ConversationalArenas One-to-one or one-to-many conversations between internet users Online Games and virtual world Rule-governed games or themed environments that invite live interaction with other internet user ISC Conference 2011 Futures Learning Landscapes page 7
9. Web 2.0 - Applications Social bookmarking Keep reference of interesting material Organising information with tags Taking benefit from resources found by others ISC Conference 2011 Futures Learning Landscapes page 8
10. Web 2.0 - Applications Media sharing and manipulation Tools to upload, download, design and edit digital media files For education Images & videos can be provided Annotation on the images or video can support specific explanations ISC Conference 2011 Futures Learning Landscapes page 9
11. Web 2.0 - Applications Social networking Keeping in touch with relations, forming and supporting social communities For education Course animation outside the class ISC Conference 2011 Futures Learning Landscapes page 10
12. Web 2.0 - Applications Syndication & Notifications Users can ‘subscribe’ to RSS feed enabled websites so that they are automatically notified of any changes or updates in content via an aggregator. Easy notification of updates, automatic media distribution (podcast episodes) For education A way to keep an eye on learners’ progress A way to distribute course content automatically ISC Conference 2011 Futures Learning Landscapes page 11
13. WEB 2.0: Emerging Paradigm Personal Learning Environment Definition (M. A. Chatti) A PLE is characterized by the freeform use of a set of lightweight services and tools (Web 2.0) that belong to and are controlled by individual learners. Built by the learner for a specific & personal learning goal Mashing up the services that will support best the goal No institutional drive or control ISC Conference 2011 Futures Learning Landscapes page 12
14. WEB 2.0: Emerging Paradigm Personal Learning Environment Fit well with socio-constructivist learning approaches Foster collaborative knowledge sharing and building and reflective practices ina social context Foster self-regulated learning sequences by student and discursive argumentation and communication with peer ISC Conference 2011 Futures Learning Landscapes page 13
15. WEB 2.0: Emerging Paradigm ISC Conference 2011 Futures Learning Landscapes How to access Data? PLE page 14
18. Mobile, Pervasive, Ubiquitous Learning A first definition Learning with portable technology: PDA, smartphones, PSP, PDA phones, mobile phones, Ipods, Iphones, MP3 players, labtop, UMPC, etc. everytime, everywhere. ISC Conference 2011 Futures Learning Landscapes page 17
19. Mobile, Pervasive, Ubiquitous Learning Mobile Computing Mobile computing: increasingourcapability to physically move computing services with us. The computingdevicecannotseamlessly and flexiblyobtain information about the context in which the computingtakes place and adjustitaccordingly. Pervasive Computing Capability to obtaininformation from the environment in whichitisembedded and use it to dynamicallybuildmodels of computing. Acquisition /management of contextmodels and adaptations ISC Conference 2011 Futures Learning Landscapes page 18
20. Mobile, Pervasive, Ubiquitous Learning Ubiquitous Computing Integrating large-scale mobility with pervasive computing features Features of mobile, pervasive, ubiquitous computing belong to those of mobile, pervasive, ubiquitous learning ISC Conference 2011 Futures Learning Landscapes page 19
21. Mobile, Pervasive, Ubiquitous Learning Bomsdorf2005 « Ubiquitous learning is the next step in performing e-learning and by some groups it is expected to lead to an educational paradigm shift, or at least, to new ways of learning. The potential of ubiquitous learning results from the enhanced possibilities of accessing learning content and computer-supported collaborative learning environments at the right time, at the right place, and in the right form. Furthermore, it enables seamless combination of virtual environments and physical spaces ». ISC Conference 2011 Futures Learning Landscapes page 20
22. Mobile, Pervasive, Ubiquitous Learning (Hundebol and Helms 2006) « Pervasive learning environment is a context (or state) for mediating learning in a physical environment enriched with additional site-specific and situation dependent elements – be it plain data, graphics, information -, knowledge -, and learning objects, or, ultimately, audio-visually enhanced virtual layers“. ISC Conference 2011 Futures Learning Landscapes page 21
23. Mobile, Pervasive, Ubiquitous Learning Mobility Portable Technologies Spatial Mobility Learnersmovingbetweendifferentlearningsettings Tool and ThematicMobility Learnersalternatingbetweendifferenttools and topics Temporal Mobility Learning iscumulative, currentlearningbuilds on previouslearning and are the basis for future learning. ISC Conference 2011 Futures Learning Landscapes page 22
24. Mobile, Pervasive, Ubiquitous Learning Social Community Learning is a social processwhich links learners to communities, people and situations Learners are not taught by one teacher, but rather by a community Collaborative learning Learning happens in collaboration between people and technology ISC Conference 2011 Futures Learning Landscapes page 23
25. Mobile, Pervasive, Ubiquitous Learning Enable learningactivities difficult before, sometimes impossible Learning may occur in location and time which are significant and relevant for learners Learning occurs in the context of activities involving an authentic task or problem, a location, a time, an environment, a social community, etc. Learning in context and across contexts ISC Conference 2011 Futures Learning Landscapes page 24
31. Semantic Web & Linked Data Who is teaching at Telecom Bretagne and riding a motorcycle across Europe? ISC Conference 2011 Futures Learning Landscapes page 30
32. Semantic Web & Linked Data Find the movies of type « thriller » And classified And appreciated by at least four friends on Or thosefollowing me on And withoutLeonardi Di Caprio as Actor ISC Conference 2011 Futures Learning Landscapes page 31
33. ISC Conference 2011 Futures Learning Landscapes Semantic Web & Linked Data Goals Reuse and sharing of data Interoperabilityatsemanticlevel How? Associatesemanticmetadata to resources Linked data silos by thesesemanticmetadata page 32
34. Semantic Web & Linked Data Description of Telecom Bretagne website SubjectVerbObject Telecom Bretagne has a presidentPaul Friedel Telecom Bretagne is a French Grande Ecole Telecom Bretagne has a websitehttp://www.tele... ISC Conference 2011 Futures Learning Landscapes page 33
35. Semantic Web & Linked Data In DBpedia Telecom Bretagnedbpprop:presidentPaul Friedel(en) Telecom Bretagnedbpprop:typeFrench Grande Ecole(en) Telecom Bretagnedbpprop:websitehttp://www.tele... Question French Grande Ecole whose Paul Friedel is a President? ?Grande_Ecoledbpprop:presidentPaul Friedel (en) ?Grande_Ecoledbpprop:typeFrench Grande Ecole (en) ISC Conference 2011 Futures Learning Landscapes page 34
36. Semantic Web & Linked Data LinkedData Published data according to standards RDF / RDFS / OWL SPARQL Access Point Querylanguage + Access protocol The Web willbe a Tremendous Global Database ISC Conference 2011 Futures Learning Landscapes page 35
38. Convergence A global, distributed and open architecture perspective Composed of social web environments, institutional learning environments and personal learning environments exposing, sharing, and connecting data on the Web. ISC Conference 2011 Futures Learning Landscapes page 37
39. Convergence Reuse, analyze and manage content across web application sources Monitor and analyze user activities and content production, to get user traces and to provide guidance and advices according to user activities and needs Combination of all these resources and techniques allow getting contextual data from web environments and sensors ISC Conference 2011 Futures Learning Landscapes page 38
41. Inquiry Based Science Teaching: IBST V. 1 IBST features Authentic and problem-based learning activities which are ill-defined and have several answers A certain amount of experimental procedures, experiments and activities involving practical experience of equipment and including searching for information; Self regulated learning sequences where student autonomy is emphasized; Discursive argumentation and communication with peers ("talking science"). ISC Conference 2011 Futures Learning Landscapes page 40
42. Inquiry Based Science Teaching: IBST V. 1 The complete problem Problem 1: understand the industrial landscape in the area of the bridge (Brest is a shipbuilding arsenal for the Navy). Problem 2: understand what is the historical and technological method of problem solving that led to the construction of the swinging bridge. Problem 3: understand the rotating mechanism of the swinging http://plates-formes.iufm.fr/ressources-ehst/spip.php?rubrique17 ISC Conference 2011 Futures Learning Landscapes page 41
43. Inquiry Based Science Teaching: IBST V. 1 Vestige ISC Conference 2011 Futures Learning Landscapes page 42
44. Inquiry Based Science Teaching: IBST V. 1 Prototypical Scenario Problem analysis in small groups Activation of prior knowledge Elaboration of a strategy to find needed information (define collaborative and cooperative activities) Collaborative work and exploitation Collaborative report writing Institutionalization / discussion ISC Conference 2011 Futures Learning Landscapes page 43
45. Inquiry Based Science Teaching:IBST V. 1 Historical reading and understanding of an industrial landscape (scenario stage 4) Photograph all elements of the current landscape with historical aspects about cranes and bridges of the arsenal, Locate the different elements on a current map of Brest, Identify and photograph the actual bridges and cranes linked existing bridges and cranes from previous: what continuities ? What ruptures? Store and publish information on the corresponding tools. ISC Conference 2011 Futures Learning Landscapes page 44
47. Inquiry Based Science Teaching: IBST V. 2 Prototypical Scenario Problem analysis in small groups Activation of prior knowledge Elaboration of a strategy to find needed information (define collaborative and cooperative activities) Collaborative work and exploitation Collaborative report writing Institutionalization / discussion ISC Conference 2011 Futures Learning Landscapes page 46
48. Inquiry Based Science Teaching:IBST V. 2 Smartphones Camera, GPS Network access Three groups Site visit Information seeking in navy museum Information seeking in local public records ISC Conference 2011 Futures Learning Landscapes page 47
49. Inquiry Based Science Teaching: IBST V. 2 Recommend suitable entities Resources, activities, tools, persons, … Depending on the current situation without any human interventions Push mode Groups or individuals can be notified according to the situation changes. The group/individual can select or not one of the given recommendations. ISC Conference 2011 Futures Learning Landscapes page 48
50. Inquiry Based Science Teaching: IBST V. 2 Three Push modes Recommend information from Navy museum and local public records retrieved by other group members or subgroup according to the needed domain concepts identified on the port and/or the current activities Recommend and provide information from subgroup visiting the port to other subgroups or group members Recommend checking some domain concepts missed by students or subgroups on the port. ISC Conference 2011 Futures Learning Landscapes page 49
51. Inquiry Based Science Teaching: IBST V. 2 Pull Mode A query filters concepts, resources, activities and persons Write queries On relevant domain concepts like “crane”, “bridge”, etc. according to the current context (activities and localization), On retrieved information from other group members or subgroups according to activities and/or localization ISC Conference 2011 Futures Learning Landscapes page 50
52. Inquiry Based Science Teaching: IBST V. 2 ISC Conference 2011 Futures Learning Landscapes page 51
53. Inquiry Based Science Teaching: IBST V. 2 ISC Conference 2011 Futures Learning Landscapes page 52
54. Inquiry Based Science Teaching: IBST V. 2 Models enable us to have common vocabularies to ensure exchange, reuse and sharing of resources at semantic level (Ontologies) A context model including a user model, a scenario model A domain model A resource model (a metadata schema) A Recommendation model (adaptation model), ISC Conference 2011 Futures Learning Landscapes page 53
55. Inquiry Based Science Teaching: IBST V. 2 Some metadata can be generated automatically (sometimes on the fly) from the tool databases according to common vocabularies like Dublin Core, SKOS, SIOC, FOAF, OPO, etc. Most of these vocabularies are lightweight ontologies that can fit well database schemas ISC Conference 2011 Futures Learning Landscapes page 54
56. A Cloud Learning Environment World Of Widgets Widget Model Course Cloud Component Notifications RSS/SParQL & Queries Queries Push/Pull flow My CLE Notification Widget Information Widget WebApps Self-defined Widget ISC Conference 2011 Futures Learning Landscapes page 55
59. Conclusions Convergence of PersonalLeaningenvironment, Ubiquitouslearningenvironment Semantic Web Main Issue How couldwe change our practices and/or learning scenarios to enhance the learningprocesses? ISC Conference 2011 Futures Learning Landscapes page 58
60. Conclusions Technical issues Context management Distributed user model Ontology management Tags versus Ontologies etc. ISC Conference 2011 Futures Learning Landscapes page 59