This document discusses personal learning environments (PLEs) and how they relate to institutional virtual learning environments (VLEs). It proposes the concept of an "institutional PLE enabler" to bridge PLEs, VLEs, and other resources. The enabler would stimulate students to use their own resources, institutional resources, and share with peers during formal and informal learning. It then describes an implementation of the PLE enabler across multiple institutions in Switzerland that uses the Graasp social media platform and allows cross-institution resource recommendation and sharing between student dashboards. The goal is to better support self-directed, collaborative learning while addressing obstacles from traditional learning habits.
The document discusses eLearning 2.0 and its potential benefits for universities and students. It proposes an institutional Personal Learning Environment (iPLE) approach that aims to merge personal and institutional learning interests. The iPLE would be a pre-configured learning space offered by the university that students can customize with widgets connecting them to internal and external services and resources. This allows for a more flexible, lifelong, social and mobile learning experience while still being guided by the institution.
Brent Lambert Plone In Education A Case Study Of The Use Of Plone And Educa...Vincenzo Barone
In recent years MIT has been releasing course materials online through their OpenCourseware project, making content available all around the world for free. Many people have benefited and continue to benefit today from having these materials available. Other universities are also now beginning to see the value of participating in similar movements, and are publishing OpenCourseware sites of their own. This movement is growing across the world including universities from several countries such as Japan, China, Spain, the Netherlands, Mexico, and the United States. Producing web sites with freely available educational content can be a complicated endeavor for many academic institutions. Work is currently being done to reduce the technological and economic barriers to participating in OpenCourseware. A project called eduCommons, which is built by the Center for Open Sustainable Learning (COSL) at Utah State University, is making it easier for institutions share their course materials. This session will detail the evolution of eduCommons, from its first release on Plone 1.5.2, to the most current version that has just been released on Plone 3. Even if you are not involved in OpenCourseware, but are contemplating making course materials or educational content available on the web, you will want to learn about our approach to writing reusable Plone based educational products, and learn about best practices of how to publish educational content from those who have been involved in the OpenCourseware movement.
Involving students in managing their own learningeLearning Papers
The primary function of universities is to equip students with the knowledge and skills they need to prosper throughout their professional career. Today, to be successful, students will need to continually enhance their knowledge and skills, in order to address immediate problems and to participate in a process of continuing vocational and professional development.
Authors: Malinka Ivanova, Tatyana Ivanova
This document discusses personal learning environments (PLEs) as an alternative to traditional course management systems (CMS) like Blackboard and Moodle. It defines PLEs as systems that allow learners to take control of and manage their own learning through setting goals, managing content and processes, and connecting with others. PLEs utilize various lightweight, learner-controlled tools from across the web rather than a single centralized system. The document provides examples of how to create a basic PLE using free web services and platforms.
This document provides an introduction to using computers in education. It discusses how learners have evolved with different generations and the key transformations in technology from analog to digital and isolated to connected. It introduces the concepts of personal learning environments which are learner-centric and allow students to access information from various sources through browser-based tools. The goals are discussed as creating responsive open learning environments to support self-regulated learning.
This document summarizes a presentation about Massive Open Online Courses (MOOCs). It discusses the origins and evolution of MOOCs, including early examples from 2008. It also outlines different types of MOOC platforms and tools that can be used to create interactive course content and evaluations. The document provides examples of open educational resources and the open sourcing of MOOC software.
Ressourcenbasiertes Lernen in der Hochschule: Technologische Unterstützung un...CROKODIl consortium
This document discusses resource-based learning in higher education and the challenges it presents from learner and institutional perspectives. It proposes a concept for managing web resources and learning services using technologies like social bookmarking, blogs, and search engines. Key challenges include learners feeling lost or overwhelmed by the variety and quantity of online resources, and institutions needing to support more self-organized and informal learning compared to traditional instruction-oriented models. The concept aims to help learners and teachers integrate online resources into collaborative, self-regulated learning environments.
Presented at a workshop of the Dutch Digital University on 19th September 2006 this ppt describes the establishment and development of the Learning Exchange: a national learning object repository for social work education in Scotland.
The document discusses eLearning 2.0 and its potential benefits for universities and students. It proposes an institutional Personal Learning Environment (iPLE) approach that aims to merge personal and institutional learning interests. The iPLE would be a pre-configured learning space offered by the university that students can customize with widgets connecting them to internal and external services and resources. This allows for a more flexible, lifelong, social and mobile learning experience while still being guided by the institution.
Brent Lambert Plone In Education A Case Study Of The Use Of Plone And Educa...Vincenzo Barone
In recent years MIT has been releasing course materials online through their OpenCourseware project, making content available all around the world for free. Many people have benefited and continue to benefit today from having these materials available. Other universities are also now beginning to see the value of participating in similar movements, and are publishing OpenCourseware sites of their own. This movement is growing across the world including universities from several countries such as Japan, China, Spain, the Netherlands, Mexico, and the United States. Producing web sites with freely available educational content can be a complicated endeavor for many academic institutions. Work is currently being done to reduce the technological and economic barriers to participating in OpenCourseware. A project called eduCommons, which is built by the Center for Open Sustainable Learning (COSL) at Utah State University, is making it easier for institutions share their course materials. This session will detail the evolution of eduCommons, from its first release on Plone 1.5.2, to the most current version that has just been released on Plone 3. Even if you are not involved in OpenCourseware, but are contemplating making course materials or educational content available on the web, you will want to learn about our approach to writing reusable Plone based educational products, and learn about best practices of how to publish educational content from those who have been involved in the OpenCourseware movement.
Involving students in managing their own learningeLearning Papers
The primary function of universities is to equip students with the knowledge and skills they need to prosper throughout their professional career. Today, to be successful, students will need to continually enhance their knowledge and skills, in order to address immediate problems and to participate in a process of continuing vocational and professional development.
Authors: Malinka Ivanova, Tatyana Ivanova
This document discusses personal learning environments (PLEs) as an alternative to traditional course management systems (CMS) like Blackboard and Moodle. It defines PLEs as systems that allow learners to take control of and manage their own learning through setting goals, managing content and processes, and connecting with others. PLEs utilize various lightweight, learner-controlled tools from across the web rather than a single centralized system. The document provides examples of how to create a basic PLE using free web services and platforms.
This document provides an introduction to using computers in education. It discusses how learners have evolved with different generations and the key transformations in technology from analog to digital and isolated to connected. It introduces the concepts of personal learning environments which are learner-centric and allow students to access information from various sources through browser-based tools. The goals are discussed as creating responsive open learning environments to support self-regulated learning.
This document summarizes a presentation about Massive Open Online Courses (MOOCs). It discusses the origins and evolution of MOOCs, including early examples from 2008. It also outlines different types of MOOC platforms and tools that can be used to create interactive course content and evaluations. The document provides examples of open educational resources and the open sourcing of MOOC software.
Ressourcenbasiertes Lernen in der Hochschule: Technologische Unterstützung un...CROKODIl consortium
This document discusses resource-based learning in higher education and the challenges it presents from learner and institutional perspectives. It proposes a concept for managing web resources and learning services using technologies like social bookmarking, blogs, and search engines. Key challenges include learners feeling lost or overwhelmed by the variety and quantity of online resources, and institutions needing to support more self-organized and informal learning compared to traditional instruction-oriented models. The concept aims to help learners and teachers integrate online resources into collaborative, self-regulated learning environments.
Presented at a workshop of the Dutch Digital University on 19th September 2006 this ppt describes the establishment and development of the Learning Exchange: a national learning object repository for social work education in Scotland.
Christoph Rensing: Recommending and finding multimedia resources in knowledge...CROKODIl consortium
This document discusses using semantic networks and tagging to support resource-based learning by allowing users to efficiently add semantic information to resources found on the web. It proposes a platform called CROKODIL that would allow users to search for, annotate, organize, and share heterogeneous web resources through collaborative semantic tagging and networking. Recommendation and finding of relevant multimedia resources for knowledge acquisition would be based on the semantic information added in this way.
Reinventing the ePortfolio with Open BadgesSerge Ravet
How Open Badges and the Open Badge Infrastructure (OBI) could be the foundations for a new type of ePortfolio, the Open Passport allowing the creation of 'holographic identities' based on the establishment of bottom-up trust networks.
Open Educational Resources for Global Collaboration: Introduction, Guideline...Jan Pawlowski
An extensive slideset and workshop concept regarding the internationalization of open educational resources. This includes an introduction of OER, some practices. The main aspect provides guidelines for OER internationalization and a simple case study (including samples and worksheets). If you are interested to further develop the workshop concept, just drop me an email...
Bedarfsgetriebener situativer Wissenserwerb mit WebressourcenCROKODIl consortium
The document discusses the CROKODIL project, which aims to support resource-based learning through a learning platform and resource network. The project addresses challenges of resource-based learning like navigational and conceptual disorientation. The learning platform integrates technologies like semantic tagging and recommendation systems to help learners organize and share resources. It also supports self-organized learning through customizable activities and sharing within learning communities. The goal is to combine resource-based, instructional, and collaborative learning approaches.
From "Command & Control" to "Encourage & Engage" Jane Hart
This document discusses the shift from traditional command and control models of management and learning to more collaborative and engaging models that empower employees. It describes how the modern "smart worker" learns through informal, social, and autonomous means like networking, sharing knowledge, and constant skills improvement. The document suggests learning and development professionals embrace these trends by supporting personal learning, knowledge sharing, and performance over formal training. It argues measuring learning quality through performance rather than course completions will better support today's engaged knowledge workers.
This document discusses e-learning and virtual learning environments (VLEs). It begins by defining a VLE as a computer-mediated environment for online education. Popular VLE platforms mentioned include Moodle, Atutor, Ilias, Dokeos, Sakai, and Blackboard. The document then discusses the key components of an e-learning system, including a learning management system, content management system, learning content management system, and more. It emphasizes that for an e-learning system to be successful, attention must be given to technology, software, design, pedagogy, media, and economics. Effective content and activity design are also highlighted as important factors.
The document discusses accessibility in e-learning as a way to promote inclusion for students with disabilities. It notes that while technical accessibility standards exist, pedagogical accessibility is also important but less addressed. The research aims to develop guidelines for fully accessible e-learning courses through a participatory design process involving students with special education needs. This would provide a model for inclusive online course design in higher education that considers both technical and pedagogical accessibility factors.
E learning fitness methodologies & technologies uniroma1 marco temperinieLearningFitness
The document discusses the design of an eLearning system composed of several interconnected web-based subsystems. It describes personalized eLearning based on tracking student knowledge and adapting courses accordingly. It also covers social and collaborative eLearning, including student interactions, group work, and reputation systems. The document emphasizes standards for learning objects and compliance with systems like SCORM to ensure interoperability across platforms.
The document discusses Moodle implementation at Purchase College. It highlights that Moodle was chosen to focus on teaching and learning through its robust activities and resources. It provides cost savings over Blackboard with no licensing fees and similar support costs. Moodle also allows for integration with other systems and flexibility through its open architecture. The implementation involved faculty piloting Moodle in 2009, transitioning courses from Blackboard over the next year, and ongoing faculty training through workshops. Moodle saves the college over $50,000 annually compared to Blackboard and provides benefits like risk management through hosting themselves versus a vendor.
Chapter 12 case study realising the vision of oergrainne
The document discusses two initiatives, Olnet and OPAL, that aim to address the lack of uptake and reuse of Open Educational Resources (OER) despite significant investments. Olnet is a partnership between universities that develops infrastructure and communities to support OER design, evaluation, and sharing of practices. It uses tools like CompendiumLD and Cloudworks to support an OER effectiveness lifecycle of select, design, use, and evaluate resources. OPAL also aims to enhance OER quality and innovation through various strategies, models, tools, and skills development. Both initiatives seek to provide guidance and foster the transfer of good practices to help teachers and learners effectively harness OER potential.
The document discusses how education is changing with smart technologies, including blended learning, mobile learning, and social learning. It mentions the HyFlex model of blended learning, where students can access both online and in-person resources. A generic blended learning model is presented that can be used to design successful learning scenarios using appropriate learning technologies. Various resources on embracing digital technologies to enhance student education are referenced.
This document provides an overview of open educational resources (OER) and affordable learning solutions. It discusses the motivations for using OER, including reducing student costs and leveraging taxpayer funding. It also covers challenges such as quality assurance and sustainability. The document outlines how faculty can find, use, author, and engage with OER through technologies and integration with learning management systems. It emphasizes the importance of institutional policies and support for OER use and recognition.
Blended learning combines traditional in-person classroom methods with online digital learning. It allows incorporation of online communities, digital content, video conferencing, and other technology into the learning process. Blended learning provides benefits like lower costs, flexibility for learners, and opportunities for interaction and collaboration. It is becoming a preferred learning approach for distributed workforces as it allows "anytime, anywhere" training and performance support.
This document discusses the implications of an increasingly open learning environment enabled by new technologies. It explores four aspects of openness: open design, open delivery, open evaluation, and open research. The author analyzes characteristics of technologies like Web 2.0 and their potential match with pedagogical approaches. Examples are provided of projects exploring open design through tools for visualizing and sharing learning designs to encourage collaboration.
Personal Learning Environments (PLEs) allow learners to take control of and manage their own learning by setting goals, managing content and processes, and communicating with others. PLEs integrate various web technologies like blogs, wikis and social media to facilitate independent learning. They put the individual learner at the center by connecting them to both information and communities. Examples of PLE systems include Moodle, CLIX and iGoogle, where learners can add widgets to manage content. The Responsive Open Learning Environments (ROLE) project is exploring technical and pedagogical challenges of PLE solutions.
Design of Personal Learning Environment Framework for Learner AutonomyJennifer Lim
This document discusses personal learning environments (PLE) as a complement to learning management systems (LMS) that aim to promote learner autonomy and lifelong learning. It proposes a framework for PLE that encourages learner autonomy by allowing learners to control their own learning goals, activities, and experiences using Web 2.0 technologies. The framework is applied to "Studious Network", a PLE platform that allows learners to explore Web 2.0 apps and exercise autonomy in an informal learning setting. An evaluation of Studious Network found that users generally had a positive experience in using the system to support their autonomous learning.
The document summarizes various test-beds for the ROLE project, which aims to extend learning tools and make them more personalized. It describes test-beds in higher education including at Shanghai Jiao Tong University and RWTH Aachen University, as well as in workplaces like Festo and the British Institute for Learning and Development. Each test-bed section outlines the context and goals and describes relevant widgets or tools developed by the ROLE project to enhance and personalize the learning experience. The document also discusses OpenLearn as a test-bed and how ROLE widgets could support learner-centric and social aspects of learning within the OpenLearn platform.
This document discusses personal learning environments (PLEs). It defines a PLE as a system that helps learners take control of and manage their own learning by setting goals, managing content and processes, and communicating with others. A PLE is a collection of tools and systems chosen by the individual learner, rather than a centralized system. It also discusses using start pages and web 2.0 applications to build a PLE by mashing up available data, and provides some free web services that can be used to implement a PLE, such as netvibes and pageflakes.
The document discusses learning management systems (LMS) and personal learning environments (PLE). It notes that LMS are focused on managing learning content and activities within traditional teacher/learner roles, while PLE support self-paced and self-organized learning with learners choosing tools and content. Both have benefits and limitations, as LMS prioritize institutional needs over learner needs, while PLE lack centralized management features of LMS. The document explores frameworks for testing different learning environments using standards like IMS-LD and technical services.
Didactic architectures and organization models: a process of mutual adaptationeLearning Papers
This document discusses the evolution of didactic architectures for online learning. It analyzes four architectures: web-based training, eLearning 1.0, online education, and eLearning 2.0. eLearning 1.0 uses learning management systems focused on content delivery, while eLearning 2.0 is based on social software and connects learners in a network. The document also examines four organizational models and their relationship with didactic architectures, asserting that more flexible eLearning 2.0 approaches are best suited for modern networked organizations.
Developing a sustainable, student centred VLE: the OUNL case - Hermans, H & V...Steven Verjans
The Open University of the Netherlands (OUNL) has adopted the concept of the personal learning and working environment (PLWE) as the future delivery platform of its educational services to students. This concept means that students should be able to shape their own personal virtual (learning) environment, based on individual tool and technology preferences .
To support this concept the OUNL faces the challenge of setting up an architecture and investing in the development of a set of educational services that can be integrated not only in the institutional learning environment, but that can also be merged with personal environments.
In this presentation we describe the first steps of a distance teaching university in its move towards this PLWE concept. This means reconsidering the role and position of the current, more traditional VLE, and developing new educational services that aim at getting students more committed and involved, inspired by the success of current web2.0 technology.
Christoph Rensing: Recommending and finding multimedia resources in knowledge...CROKODIl consortium
This document discusses using semantic networks and tagging to support resource-based learning by allowing users to efficiently add semantic information to resources found on the web. It proposes a platform called CROKODIL that would allow users to search for, annotate, organize, and share heterogeneous web resources through collaborative semantic tagging and networking. Recommendation and finding of relevant multimedia resources for knowledge acquisition would be based on the semantic information added in this way.
Reinventing the ePortfolio with Open BadgesSerge Ravet
How Open Badges and the Open Badge Infrastructure (OBI) could be the foundations for a new type of ePortfolio, the Open Passport allowing the creation of 'holographic identities' based on the establishment of bottom-up trust networks.
Open Educational Resources for Global Collaboration: Introduction, Guideline...Jan Pawlowski
An extensive slideset and workshop concept regarding the internationalization of open educational resources. This includes an introduction of OER, some practices. The main aspect provides guidelines for OER internationalization and a simple case study (including samples and worksheets). If you are interested to further develop the workshop concept, just drop me an email...
Bedarfsgetriebener situativer Wissenserwerb mit WebressourcenCROKODIl consortium
The document discusses the CROKODIL project, which aims to support resource-based learning through a learning platform and resource network. The project addresses challenges of resource-based learning like navigational and conceptual disorientation. The learning platform integrates technologies like semantic tagging and recommendation systems to help learners organize and share resources. It also supports self-organized learning through customizable activities and sharing within learning communities. The goal is to combine resource-based, instructional, and collaborative learning approaches.
From "Command & Control" to "Encourage & Engage" Jane Hart
This document discusses the shift from traditional command and control models of management and learning to more collaborative and engaging models that empower employees. It describes how the modern "smart worker" learns through informal, social, and autonomous means like networking, sharing knowledge, and constant skills improvement. The document suggests learning and development professionals embrace these trends by supporting personal learning, knowledge sharing, and performance over formal training. It argues measuring learning quality through performance rather than course completions will better support today's engaged knowledge workers.
This document discusses e-learning and virtual learning environments (VLEs). It begins by defining a VLE as a computer-mediated environment for online education. Popular VLE platforms mentioned include Moodle, Atutor, Ilias, Dokeos, Sakai, and Blackboard. The document then discusses the key components of an e-learning system, including a learning management system, content management system, learning content management system, and more. It emphasizes that for an e-learning system to be successful, attention must be given to technology, software, design, pedagogy, media, and economics. Effective content and activity design are also highlighted as important factors.
The document discusses accessibility in e-learning as a way to promote inclusion for students with disabilities. It notes that while technical accessibility standards exist, pedagogical accessibility is also important but less addressed. The research aims to develop guidelines for fully accessible e-learning courses through a participatory design process involving students with special education needs. This would provide a model for inclusive online course design in higher education that considers both technical and pedagogical accessibility factors.
E learning fitness methodologies & technologies uniroma1 marco temperinieLearningFitness
The document discusses the design of an eLearning system composed of several interconnected web-based subsystems. It describes personalized eLearning based on tracking student knowledge and adapting courses accordingly. It also covers social and collaborative eLearning, including student interactions, group work, and reputation systems. The document emphasizes standards for learning objects and compliance with systems like SCORM to ensure interoperability across platforms.
The document discusses Moodle implementation at Purchase College. It highlights that Moodle was chosen to focus on teaching and learning through its robust activities and resources. It provides cost savings over Blackboard with no licensing fees and similar support costs. Moodle also allows for integration with other systems and flexibility through its open architecture. The implementation involved faculty piloting Moodle in 2009, transitioning courses from Blackboard over the next year, and ongoing faculty training through workshops. Moodle saves the college over $50,000 annually compared to Blackboard and provides benefits like risk management through hosting themselves versus a vendor.
Chapter 12 case study realising the vision of oergrainne
The document discusses two initiatives, Olnet and OPAL, that aim to address the lack of uptake and reuse of Open Educational Resources (OER) despite significant investments. Olnet is a partnership between universities that develops infrastructure and communities to support OER design, evaluation, and sharing of practices. It uses tools like CompendiumLD and Cloudworks to support an OER effectiveness lifecycle of select, design, use, and evaluate resources. OPAL also aims to enhance OER quality and innovation through various strategies, models, tools, and skills development. Both initiatives seek to provide guidance and foster the transfer of good practices to help teachers and learners effectively harness OER potential.
The document discusses how education is changing with smart technologies, including blended learning, mobile learning, and social learning. It mentions the HyFlex model of blended learning, where students can access both online and in-person resources. A generic blended learning model is presented that can be used to design successful learning scenarios using appropriate learning technologies. Various resources on embracing digital technologies to enhance student education are referenced.
This document provides an overview of open educational resources (OER) and affordable learning solutions. It discusses the motivations for using OER, including reducing student costs and leveraging taxpayer funding. It also covers challenges such as quality assurance and sustainability. The document outlines how faculty can find, use, author, and engage with OER through technologies and integration with learning management systems. It emphasizes the importance of institutional policies and support for OER use and recognition.
Blended learning combines traditional in-person classroom methods with online digital learning. It allows incorporation of online communities, digital content, video conferencing, and other technology into the learning process. Blended learning provides benefits like lower costs, flexibility for learners, and opportunities for interaction and collaboration. It is becoming a preferred learning approach for distributed workforces as it allows "anytime, anywhere" training and performance support.
This document discusses the implications of an increasingly open learning environment enabled by new technologies. It explores four aspects of openness: open design, open delivery, open evaluation, and open research. The author analyzes characteristics of technologies like Web 2.0 and their potential match with pedagogical approaches. Examples are provided of projects exploring open design through tools for visualizing and sharing learning designs to encourage collaboration.
Personal Learning Environments (PLEs) allow learners to take control of and manage their own learning by setting goals, managing content and processes, and communicating with others. PLEs integrate various web technologies like blogs, wikis and social media to facilitate independent learning. They put the individual learner at the center by connecting them to both information and communities. Examples of PLE systems include Moodle, CLIX and iGoogle, where learners can add widgets to manage content. The Responsive Open Learning Environments (ROLE) project is exploring technical and pedagogical challenges of PLE solutions.
Design of Personal Learning Environment Framework for Learner AutonomyJennifer Lim
This document discusses personal learning environments (PLE) as a complement to learning management systems (LMS) that aim to promote learner autonomy and lifelong learning. It proposes a framework for PLE that encourages learner autonomy by allowing learners to control their own learning goals, activities, and experiences using Web 2.0 technologies. The framework is applied to "Studious Network", a PLE platform that allows learners to explore Web 2.0 apps and exercise autonomy in an informal learning setting. An evaluation of Studious Network found that users generally had a positive experience in using the system to support their autonomous learning.
The document summarizes various test-beds for the ROLE project, which aims to extend learning tools and make them more personalized. It describes test-beds in higher education including at Shanghai Jiao Tong University and RWTH Aachen University, as well as in workplaces like Festo and the British Institute for Learning and Development. Each test-bed section outlines the context and goals and describes relevant widgets or tools developed by the ROLE project to enhance and personalize the learning experience. The document also discusses OpenLearn as a test-bed and how ROLE widgets could support learner-centric and social aspects of learning within the OpenLearn platform.
This document discusses personal learning environments (PLEs). It defines a PLE as a system that helps learners take control of and manage their own learning by setting goals, managing content and processes, and communicating with others. A PLE is a collection of tools and systems chosen by the individual learner, rather than a centralized system. It also discusses using start pages and web 2.0 applications to build a PLE by mashing up available data, and provides some free web services that can be used to implement a PLE, such as netvibes and pageflakes.
The document discusses learning management systems (LMS) and personal learning environments (PLE). It notes that LMS are focused on managing learning content and activities within traditional teacher/learner roles, while PLE support self-paced and self-organized learning with learners choosing tools and content. Both have benefits and limitations, as LMS prioritize institutional needs over learner needs, while PLE lack centralized management features of LMS. The document explores frameworks for testing different learning environments using standards like IMS-LD and technical services.
Didactic architectures and organization models: a process of mutual adaptationeLearning Papers
This document discusses the evolution of didactic architectures for online learning. It analyzes four architectures: web-based training, eLearning 1.0, online education, and eLearning 2.0. eLearning 1.0 uses learning management systems focused on content delivery, while eLearning 2.0 is based on social software and connects learners in a network. The document also examines four organizational models and their relationship with didactic architectures, asserting that more flexible eLearning 2.0 approaches are best suited for modern networked organizations.
Developing a sustainable, student centred VLE: the OUNL case - Hermans, H & V...Steven Verjans
The Open University of the Netherlands (OUNL) has adopted the concept of the personal learning and working environment (PLWE) as the future delivery platform of its educational services to students. This concept means that students should be able to shape their own personal virtual (learning) environment, based on individual tool and technology preferences .
To support this concept the OUNL faces the challenge of setting up an architecture and investing in the development of a set of educational services that can be integrated not only in the institutional learning environment, but that can also be merged with personal environments.
In this presentation we describe the first steps of a distance teaching university in its move towards this PLWE concept. This means reconsidering the role and position of the current, more traditional VLE, and developing new educational services that aim at getting students more committed and involved, inspired by the success of current web2.0 technology.
On the way towards Personal Learning Environments: Seven crucial aspectseLearning Papers
Authors: Sandra Schaffert, Wolf Hilzensauer.
The practice of learning and teaching is not pre-determined, but always related to the tools and systems used in the process. The development and rising success of social software applications such as weblogs and wikis and so-called Personal Learning Environments (PLE) changes, enables and challenges learning with the Internet.
Rapid e-learning, as an informal educational tool for advanced studentseLearning Papers
Author: Nicolò Antonio Piave.
This article deals with the possibility of introducing rapid e-learning software, usually used by teachers and content producers, into a hybrid learning paradigm and informal educational tool.
This document summarizes an exploratory study conducted at the University of Geneva to inform the deployment of a techno-pedagogical staff learning environment (PLE). The study included surveys of students and staff to understand current IT practices and needs. Key findings were that students are equipped but not proactive in using external resources, while doctoral students showed more interest. The implementation plan involves a pedagogical axis for awareness, training and resource sharing, and a technological axis introducing a dashboard to aggregate formal and informal learning resources into a single access point. Further developments include expanding the PLE to other institutions.
This document discusses personal learning environments (PLEs). PLEs promote self-regulation, critical thinking, being a curious researcher, and being an effective communicator. PLEs aim to analyze experience gained using Web 2.0 tools for competence development and professional networking. PLEs are based on the ideas that learning is ongoing, individuals self-organize their own learning across different contexts, and a single provider cannot provide all learning. PLEs use social web tools and recognize formal and informal learning.
Open Education & Open Educational Services (short)Andreas Meiszner
An introduction to Open Education & Open Educational Services, including information on the openSE & openEd 2.0 projects.
Short version for European Learning Industry Group meeting (Cambrige, 13 – 14 September 2010)
Mash-Up Personal Learning Environments (MUPPLE) aims to provide a solution to the flaws of personalization in current learning environments by allowing learners to design their own learning environments. MUPPLE uses a rendering engine and scripting language to allow learners to mash up various tools, content, and activities into personalized learning environments. It also supports sharing patterns of activities between learners.
This document discusses Technology Enhanced Learning (TEL). TEL aims to improve the student learning experience through engagement, skills development, innovative teaching, and personalized learning. It is supported by various EU projects and networks. TEL focuses on interactions between learning activities and technologies, from accessing resources to managing learning systems. Personal Learning Environments (PLE) take a more individualized approach, putting the learner at the center and connecting them to information and communities for knowledge sharing and collaborative learning. The ROLE project is creating prototypes of responsive Personal Learning Environments to improve effectiveness, flexibility, user control, and personalized learning.
Definitions of Personal Learning Environment (PLE)Ilona Buchem
A Personal Learning Environment (PLE) can be summarized as:
1. A PLE is a collection of digital tools and resources that are brought together and controlled by an individual learner to facilitate their learning.
2. It allows learners to access, aggregate, configure and interact with digital materials from their ongoing learning experiences from a single interface.
3. A PLE represents a shift to a learner-centered approach where students control their own learning goals, materials and processes through a personalized learning center composed of interconnected applications and services.
07081334.pdf
Virtual Engineering Sciences Learning Lab:
Giving STEM Education a Second Life
Stephanie E. August, Member, IEEE, Michele L. Hammers, Don Brian Murphy,
Allison Neyer, Penda Gueye, and Robert Q. Thames
Abstract—Engineering education in the 21st century faces multiple obstacles including limited accessibility of course resources due, in
part, to the costs associated with acquiring and maintaining equipment and staffing laboratories. Another continuing challenge is the
low level of participation of women and other groups historically underrepresented in STEM disciplines. As a partial remedy for these
issues, we established a Virtual Engineering Sciences Learning Lab (VESLL) that provides interactive objects and learning activities,
multimedia displays, and instant feedback procedures in a virtual environment to guide students through a series of key quantitative
skills and concepts. Developed in the online virtual world Second Life
TM
, VESLL is an interactive environment that supports STEM
education, with potential to help reach women and other underrepresented groups. VESLL exposes students to various quantitative
skills and concepts through visualization, collaborative games, and problem solving with realistic learning activities. Initial assessments
have demonstrated high student interest in VESLL’s potential as a supplementary instructional tool and show that student learning
experiences were improved by use of VESLL. Ultimately, the VESLL project contributes to the ongoing body of evidence suggesting
that online delivery of course content has remarkable potential when properly deployed by STEM educators.
Index Terms—Computer science education, computer uses in education, computer-assisted instruction, multimedia information systems
Ç
1 INTRODUCTION
THE Virtual Engineering Sciences Learning Lab (VESLL)project is an online interactive learning environment
that introduces students to quantitative skills and concepts
through visualization and interactive problem solving [1].
Initial content focuses on positional numbering systems,
logic operations, gates, and flip-flops, and visualization of a
rate flow problem from differential equations. VESLL is
based in Second LifeTM. SL is a widely used free online vir-
tual environment populated with content (locations, objects,
and activities) imagined and created by its users (also
known as “residents”). In SL, a private “island” has been
created specifically for VESLL where users can explore con-
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2. by third parties. We argue that the main issue is finally not to
provide an institutional PLE but rather an extension of the
PLE itself: a “PLE enabler”. Such a PLE enabler aims to
bridge personal, institutional and worldwide resources, as
well as to enable collaborations between co-learners and
sharing of resources. It therefore provides a unique
framework merging learning services and features offered by
iPLE and HIPLE. The resulting scheme can be viewed as a
student centric self-directed collaborative didactic dashboard,
clearly distinct from a VLE. In this view, the role of the
didactic dashboard is key to provide an ergonomic interface
to learners who can manage with ease their didactic personal
resources (from their own PWT), the institutional resources
(from the VLE) and work by interacting with them. The PLE
enabler is thus a kind of “meta” or “augmented” PLE
behaving like a didactic hub in which three components are
further added: collaboration with peers, digital literacy
training resources and recommendations obtained from a
recommendation engine.
II. PLE ENABLER DESIGN
In this section, the main components of the proposed
institutional PLE enabler are described more concretely.
Considering that a PLE is closely related to life-long learning
and students’ mobility (student are not bounded to a single
institution), our proposal further integrates a quite new
dimension: the federation of institutions which we test in the
three Swiss institutions: the Universities of Fribourg and
Geneva and the Swiss Federal Institute of Technology in
Lausanne. Working within a federation asks for an adaptive
and flexible design that can be deployed within different pre-
existing LEs, such as Learning Management Systems and
ePortfolios, while keeping a common and consistent
framework. This federated approach also enables a resource
recommendation engine to work inter-institutionally,
benefiting from the aggregation of a larger set of
recommended resources (coming from each institution),
visible to the learners through their dashboard widgets.
Our initial implementation of the PLE relies on the
Graasp social media platform (formally called Graasp) [11].
Graasp’s main purpose is to support self-directed learners
and knowledge workers in their daily online learning and
knowledge management practices. Graasp enables the
aggregation, the sharing and the interaction with a rich set of
resources in private and public contexts defined by the
learners themselves, and is based on the so-called 3A
interaction model [12]. To stimulate collaboration and
cooperation between learners, activities and assets are both
declared as public by default. To enforce self-directed
learning, and in strong opposition with traditional VLEs, all
users have the same role giving them access to exactly the
same functions. This feature introduces a new relationship
between teachers and students and unlocks new scenarios: a
student inviting peers to a learning activity, or a student
inviting teachers to a learning activity.
While the potential of such framework to bridge formal
and informal learning is real, such potential will not be fully
expressed as long as the obstacles inherently related to
inherited learning habits have not been overpassed.
III. ACKNOWLEDGEMENTS
This PLE project (ple.unige.ch) is supported by the Swiss
Innovation and Cooperation 2008-2012 program – in the
AAA/SWITCH e-Infrastructure for e-Science project
(www.switch.ch/aaa/). The development of Graasp as a PLE
enabler is partially supported through the EU ICT FP7
ROLE project.
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