The document discusses the necessity of digital literacy for 21st-century learners, emphasizing the blending of formal and informal learning within cloud environments and the significance of Web 2.0 tools. It outlines various teaching scenarios, including inquiry-based science teaching, and the use of mobile devices for collaborative and real-time data sharing among students. The conclusion highlights the need for flexible learning environments to adapt to evolving educational practices.

1. Scenarios for Ubiquitous Cloud Learning Environments Jean-Marie Gilliot Serge Garlatti Sylvain Laubé Find this presentation on /jm.gilliot

2. Few Claims

3. Why consider Digital Literacy ? A prerequisite …

4. For Creativity, Innovation, Entrepreneurship, Leadership in XXI th Century Society

5. Learners will need new ‘literacies’ Social networking Privacy maintenance Identity management Creating content Organising content Reusing and repurposing Filtering and selecting Self broadcasting The new web environments are game changers. learners now need new (digital) literacies http://www.mopocket.com/ Steve Wheeler, University of Plymouth, 2011

6. Formal and Informal learning Formal Learning Informal Learning 20% 80% Source: Cofer, D. (2000). Informal Workplace Learning . Shouldn’t we now start to blend formal and informal learning? Steve Wheeler, University of Plymouth, 2011

7. Web 2.0 usage: A good approach for Learning Active Social Between Peers

8. But … What are we doing? Yet Another Explanation: … Slideshare : Web 2.0 Education : 8150 pages (12 pres/page) Web2 learning : 11248 pages If you want to view a good one: inquiry based learning with Web2.0

9. Limits … 1 Acting out : ”I’ll use technology in classroom, when I’ll master it better than my students!” Issue: where to start? Find the attainable activity for a specific teacher in her classroom

10. Limits… 2 Learn with web 2.0 Written Culture? Which basic information ? Don’t forget Medias in the broad: Pictures, sound, vids… What about real life? Our environment?

11. Media Sharing http://flickr.com/photos/22409393@N03/4348233990/ Video, audio and images ... ... all contribute to the richness of the narrative. Steve Wheeler, University of Plymouth, 2011

12. Mobile? Go-between Record its own traces, its lifestream Communicating,available, geo-localized device High equipment rate Access to Information everywhere & at right time New interfaces: augmented reality, QR-code, voice… Issues: Killer activities Get acceptance by teachers , and others

13. Limits… 3 Which tool(s)? Institutional LMS The tool I (teacher) choose, given my protocol Negociated Different tools for different activities Several tools and device Open choice (to learner)

14. LME’s OR PLE’s? Issue: Provide a suitable environment for Learning LMS administration Activities PLE

15. Context : Web Polarization Consumer Citizen <parenthesis> </parenthesis>

16. Limits …4 Tutor’s Rôle CQFD (french reminder) To know what is happening To help learners Suggest ways, hints … assessment Issues Global view Recommandations And learners as well

17. Issues in short… Educate teachers Identify and disseminate the use of mobile « Cloud » Open Environment Seamless global interactions

18. « scenarios » based approach

19. Context Teacher / researcher Communities of Practice Evolution thanks IBST Teaching practices Digital literacy How to amplify the development of “good” practices?

20. The case of Inquiry Based Science Teaching IBST 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 (&quot;talking science&quot;).

21. Scenarios Not a fixed one Paradigmatic example: Use case Help to construct all possible Evolution hints Leave all possible degrees of freedom

22. Exploring rich scenario: IBST example Vestige

23. Original Scenario Historical reading and understanding of an industrial landscape 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.

24. Problem Based Learning Basic sequence in groups Problem analysis Activation of prior knowledge Acquire new knowledge Construct an argumented solution Solve the problem Institutionalization / discussion With options Data Sharing among groups Peer reviews

25. Proposed PBL scenario with communicating, mobile devices Central activity cooperation within 3 groups Site visit Information seeking in navy museum Information seeking in local public records Coordination through communication Drive other’s work Real Time Data sharing: Geolocalization and relating

26. Tools according to activities Real-time information sharing for work group coordination. Chat, Microblogging, Voice, Video, etc. Group communication Geo-localised text, pictures, videos. Smart terminal with Camera, GPS and CMS Site visit Shared bibliography Annotations, Notes, images, videos, etc., potentially geo-localised. Search engines, Social book-marking, Blogs, Wikis, etc. Searching information Content produced Tool families Activities

27. Tools according to activities Quality analysis, Hints, Rating based on an assessment scheme Collected Group work Peer assessment Final report : knowledge construction Shared bibliography Annotations, Notes, Images, Videos, etc. and Collaborative Writing Tools Collaborative Report writing Knowledge restructuration Maps Mind map tools. Collaborative Collected Data analysis Content produced Tool families Activities

28. Cloud Learning Environment

29. Learning process: opportunistic LMS Activity flow administration Activities PLE Context Mgt Learner

30. Semantic Web LMS Activity flow administration Activities PLE Context Mgt Learner Teacher

31. Needed integrated views among tools Different tools – a common work Data sharing among tools Tools are Data silos A common work – different views Data access according interest, Concept scan Group work progress Individual assessment

32. A Cloud Learning Environment My CLE Course Cloud Component Notifications RSS/SParQL & Queries Notification Widget Information Widget Self-defined Widget World Of Widgets Widget Model Queries Push/Pull flow WebApps

33. Widget examples (1)

34. Widget examples (2)

35. Technical Convergence IBST => group work Collaboration => web2.0 Multiplication of tools: interoperability PLE Personalization HBST => in situation Mobile & pervasive Or museology ? Recommendation Aside

36. Convergences : social, PKM & PLE … KM & LM Knowledge management Initial Approach: predefined models Communities of practice Enable Knowledge building, and evolution Enable learning The good level to approach knowledge Participative Web – Natural Support Integrate human factor Personalization PKM & PLE See: The future of e-learning: a shift to knowledge networking and social software by Chatti et al. Aside

37. Conclusions How to learn changes How to teach has to change Environnements have to be the most flexible as possible

38. Is Learning… A Technical Problem ?

39. Credits Licence Creative Commons for all pictures, except Brest landscapes : Wires and cables.. jACK TWO http://www.flickr.com/photos/jacktwo/36511525/ Arguin penguins. Adam Arroyo : http://www.flickr.com/photos/nouqraz/200049988/ Legos. Huladancer http://www.flickr.com/photos/huladancer22/530743543/ Lego Speeder. Ella's Dad / Andy http://www.flickr.com/photos/ellasdad/373339245/ …