MultiPLE's vision is to create a global learning community without obligations that ensures career and personal development throughout an individual's career. This will establish MultiPLE as a global leader in self-learning and lifelong learning by training and developing talent for an expanding global world. The main goal is to make self-learning easy. MultiPLE aims to provide integrated learning tools and change the way people learn to match how the world has changed through a personal learning environment that allows users to explore, produce, and share information and knowledge.

1. low-fidelity prototype
Version 1.0

2. Value
proposition
(the Vision)
MultiPLE's vision, to create a rich global
learning community, offers an opportunity
with no obligation to develop a learning
path for the global community that ensures
appropriate career and personal
development at each stage of an
individual's career. This knowledge “ethos”
will ensure MultiPLE is a global knowledge
leader in the field of self learning and
lifelong learning, with the ability to train
and elevate talent for a rapidly expanding
global world.
In the other words the mantra is Self
learning made easy

3. low-fidelity prototype
version v1.0

4. Welcome
page
 Should be neat
 Design & redesign
MAKE YOUR OWN
Self learning

5. Main tiles
1.
2.
3.
4.
Demo
Testimony
Start learning
How it works
1.
Self learning in digital time
2.
Steps for success
Partners with you for effective
learning
5. Your personal learning environment
3.
1.
Assessments
2.
Plan proposal
Tools
6. Usual navigation & link/share button
7. Help/Support/FAQ
8. Organisational info
3.
1.
About
2.
Team
Start learning

6. Join us now
Activities

7. Key concept

8. Innovation by improving
Data analysis
Diagnostic + Personal Development
Personal Learning Environment (PLE)
PLE enhancement

9. MultiPLE is Based on
eLearning best practices
Principles
The Best Practice Model embeds a number of
pedagogic principles for learning that have
been selected for e-Learning design:
E-Learning is designed in timed chunks that
emphasises time on task and expectations
E-Learning is assessed using a range of
types (self/peer/tutor) and options/choices
E-Learning includes a variety of interactions
between student/ tutors/ peers/ externals
E-Learning is accessible, activityled, collaborative and designed in phases
that support, scaffolds and increases learner
independence
• interest spans
•
needs
•
aptitudes
•
achievements
•
variations of time needed to master a specific learning task
•
abilities to deal with abstractness or concreteness
•
degree to which a learner needs to be guided
•
abilities to deal with complexities
•
abilities to manipulate objects (such as equipment or
machines)
•
the degree to which imaginations can be involved
•
degrees to motivate creativity
•
problem solving differences

10. Little bit of
pedagogy
Pedagogic Models:
Case-based Learning
Discussion-based Learning
Group work/Collaborative Learning
Independent/Self-organised
Learning
Negotiated Learning
Problem/Inquiry-based Learning
Reflection-based Learning
Resource-based Learning
Simulation/Role-based Learning
Social/Networked Learning
http://bestpracticemodels.wiki.staffs
.ac.uk/Pedagogic_Models

11. MultiPLE Value
Proposition:
Self learning
made easy
MultiPLE Value Proposition:
Self learning made easy

12. MultiPLE is
about
Integrated
learning tools
…Made easy

13. Personal
learning
environment
1. Mastered the main functions
1.
Explore
2.
Produce
3.
Share
2. Change the way people learn
because the world has changed

14. Learning style
link with
activities
…Made easy

15. Self learning:
mastering
yourself
…made easy

16. Knowledge
development
and critical
thinking
Critical thinking is a way of deciding
whether a claim is true, partially
true, or false. Critical thinking is a
process that leads to skills that can
be learned, mastered and used.
Critical thinking is a tool by which one
can come about reasoned
conclusions based on a reasoned
process.
This process incorporates passion
and creativity, but guides it with
discipline, practicality and common
sense.
Socratic method

17. MultiPLE
intelligence &
thinking skills
Gardner in his book Frames of
Mind: The Theory of Multiple
Intelligences defines an intelligence
as "biopsychological potential to
process information that can be
activated in a cultural setting to
solve problems or create products
that are of value in a culture.”
According to Gardner, there are
more ways to do this than just
through logical and linguistic
intelligence.

18. Effective
learning and
wisdom
Critical thinking is significant in academics
due to being significant in learning. Critical
thinking is significant in the learning
process of Internalization in the
construction of basic ideas, principles, and
theories inherent in content
And critical thinking is significant in the
learning process of application, whereby
those ideas, principles, and theories are
implemented effectively as they become
relevant in learners' lives.
Internalization is the process of
consolidating and embedding one's own
beliefs, attitudes, and values when it
comes to moral behavior.

19. MultiPLE
against the
Tyranny of
curricula
Tyranny of the Textbook: An Insider
Exposes Why Curriculum
Adoptions Undermine Education
Reforms

20. Infobesity …is
gone kill us!?
The term infobesity has been used colloquially for
several years to mean a variety of things, but typically it is
taken to mean an overabundance of information .
Just ot mention
Infobesity in email, presentation and meetings:
Managers spend 30% of
their time managing email.
30% of those emails =
useless.
Sales people spending less
time with customers, more time with data
Managers spending 25-30
hours per month creating slides.
Corporate cultures
accepting 30 plus slides as an average communication
Exploding amount of
boring virtual meetings; used as time to do email

21. Set your mind
free
Value propositions
Don’t be worry…you are in control

22. Information
competency
As defined by the Academic Senate
for California Community Colleges
(1998), information competency is
the ability to:
recognize the need for information,
acquire and evaluate information,
organize and maintain
information, and
interpret and communicate
information

23. Thank you