Post on 18-May-2015
description
Daniel Müller, IMC
The relation of PLE, LMS, and Open Content
© 2009 IMC AG
Session overview
WP5 Objectives
WP5 Learning Delivery Framework
WP5 Key Concepts Learning Environment
Open Content
WP5 Widget Workshop_5.5.2009_Vienna: results
WP5 Widget Task Force Objectives
Task Description
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© 2009 IMC AG
WP5 Objectives
Collect and further develop best practices for learning delivery with focus on the use of interoperable content (= Units of Learning), e.g. IMS-LD based, supporting competency driven higher education
Support the delivery of activity-based high-level (learning) scenarios (focus = teacher-learner-interactions), applying (open) content
Create guidelines that combine Teaching Methods with Open Content and (Collaboration) Services
to create and provide stimulating learning environments under the specific use of IMS-LD
Evaluate the usage of IMS-LD to support competency-driven learning
© 2009 IMC AG
Learning Management Personal Learning / Social Network
WP5 Learning Delivery Framework: Environments in which different modes and usages of standards for learning delivery will be tested
TechnicalServices
Standards
UseCases
• IMS-LD• SCORM
Learner:• Book UoL• Learn within UoL• Finish UoL
KeyConcepts
Teacher:• Search for UoL• Upload UoL• Match users to roles• Publish UoL• Teach within UoL
• IEEE LOM• Widgets (W3C)• OAI-PMH
• OpenSocial• RSS
• Unit of Learing (UoL)• Learning Environment (LE)• Teaching method (curriculum-based, collaborative, resource-based)• Service/Tool• Learning Object/Content• Context
PRIO 1PRIO 1 PRIO 2PRIO 2
© 2009 IMC AG
WP5 Key Concepts
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Context
Unit of Learning
ServicesLearning Objects
Role
LearnerLearning
Supporter
Lesson
Course
Module
Learning Environment
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© 2009 IMC AG
WP5 Key Concepts: Learning Environment
Area or location in which learning happens consists of a a structured collection of components (e.g. learning
objects) to support learning activities in a physical or virtual setting
from a technological perspective, a learning environment consists of a range of services and software technologies
A typical managed learning environment is based on Learning Management System in combination with various educational tools like virtual classrooms. “It delivers the learning to the users”
Other types of learning environments are so called “Personal Learning Environments” or “Social Learning Networks”, which differ in their degree of pre-structuring learning (activities)
(in accordance with Sandberg, J. A. (1994). Educational paradigms: issues and trends. In Lewis, R. Mendelsohn, P., (ed.), Lessons from Learning, (IFIP TC3/WG3.3 Working Conference 1993), pages 13--22, Amsterdam. North-Holland).
© 2009 IMC AG
Learning Environment: LMS Scenario Description
Organizations manage the system by specifying the functionality within course rooms, and providing the learning materials
Instructors create courses by using preconfigured learning scenarios
Learners „just“ learn do not need to configure their environment
© 2009 IMC AG
• The common idea behind Learning Management Systems (LMS) is that e-learning is organized and managed within an integrated system[C. Dalsgaard, “Social software: E-learning beyond learning management systems”, European Journal of Open, Distance and E-Learning, http://www.eurodl.org/materials/contrib/2006/Christian_Dalsgaard.htm, accessed on the 18.02.2009]
• Learning Management Systems have been widely adopted by institutions and instructional designers in order to fulfill certain needs and requirements in a field of ever increasing demands for effective, and fast […] education and training[P. Avgeriou, A. Papasalouros, and S. Retalis, “Towards a Pattern Language for Learning Management Systems”, Journal of Educational Technology & Society. http://www.ifets.info/journals/6_2/2.pdf, accessed on the 18.02.2009]
• This is in line with the understanding that “the institutional imperative is to manage the learning process and the technologies adopted are those which reinforce traditional modes of working[S. Schaffert, and W. Hilzensauer, „On the way towards Personal Learning Environments: Seven crucial aspects”, http://www.elearningeuropa.info/files/media/media15971.pdf, accessed on the 18.02.2009]
LMS: Opportunities
© 2009 IMC AG
• A LMS supports the management of learning content and learning activities, but with a focus on the traditional roles in a learning environment (teacher / learner) and provide efficiency gains rather than new pedagogical opportunities”[C. D. Milligan, P. Beauvoir, M. W. Johnson, P. Sharples, S. Wilson, and O. Liber, “Developing a Reference Model to Describe the Personal Learning Environment”; in: W. Nejdl, and K. Tochtermann (Eds.), EC-TEL 2006, LNCS 4227, Springer, pp. 506-511]
• LMS may be characterized as follows:– Focus on integration of tools and data within a course context– asymmetric relationships– homogenous experience of context– use of open e-learning standards for incorporating packaged learning materials
(e.g. SCORM, IMS Content Packaging), and for incorporating automated assessments (e.g. IMS QTI),
– access control and rights management– organizational scope (organization installs and manages the software)
[S. Wilson, O. Liber, P. Beauvoir, C. Milligan, M. Johnson, and P. Sharples, “Personal Learning Environments: Challenging the dominant design of educational systems”, Journal of e-Learning and Knowledge Society”, Giunti, Genoa, 2007, http://www.je-lks.it/en/07_02/04Art_wilson_inglese.pdf, accessed on the 18.02.2009, pp. 27-38]
LMS: Opportunities
© 2009 IMC AG
• The LMS should support the development and execution of four basic tasks via a simple, friendly and uniform user-interface:
– Information distribution, e.g. announcing the tips of the day, calendar, glossary, etc.– Management of learning material, e.g. customisation of the user interface to the
needs of the instructor, updating the learning material, etc.– Offer of Multiple communication facilities, e.g. asynchronous and synchronous
communication.– Class management, e.g. on-line marking of students’ assessments, tracking learners’
participation, management of learners profiles, etc.
[C. McCormack, and J.D. Jones, Building a Web-based Education System, Wiley Computer Publishing, New York, 1997]
• LMS provide a number of benefits to students and staff within an institution.
– For the tutors: a simple set of integrated tools allows the creation of learning content without specialist computer skills, whilst class administration tools facilitate communication between tutor and cohort (for class announcements) and individual learners (for feedback)
– For the learner: a single environment within which all online content can be accessed and communication can be managed.[C. D. Milligan, P. Beauvoir, M. W. Johnson, P. Sharples, S. Wilson, and O. Liber, “Developing a Reference Model to Describe the Personal Learning Environment”; in: W. Nejdl, and K. Tochtermann (Eds.), EC-TEL 2006, LNCS 4227, Springer, pp. 506-511]
LMS: Strenghts
© 2009 IMC AG
• According to the OECD, the success of LMS on campus-based universities has primarily been in relation to administrative and not pedagogical purposes.[OECD – Centre for Educational Research and Innovation, “E-learning in Tertiary Education: Where do we stand?”, OECD, Paris, 2005, p. 15]
• In this sense, LMSs are fundamentally a conservative technology; they are a solution to a set of organizational problems:
– managing students– providing tools and delivering content, and – whilst they serve the needs of the institution well, they are often ill suited to the
needs of learners.[C. D. Milligan, P. Beauvoir, M. W. Johnson, P. Sharples, S. Wilson, and O. Liber, “Developing
a Reference Model to Describe the Personal Learning Environment”; in: W. Nejdl, and K. Tochtermann (Eds.), EC-TEL 2006, LNCS 4227, Springer, pp. 506-511]
• This means that a management system aims primarily at teachers and administrators whereas it does not support the self-governed, problem-based and collaborative work of students[C. Dalsgaard, “Social software: E-learning beyond learning management systems”, European Journal of Open, Distance and E-Learning, http://www.eurodl.org/materials/contrib/2006/Christian_Dalsgaard.htm, accessed on the 18.02.2009]
LMS: Weaknesses / Threats
© 2009 IMC AG
Learning Management Personal Learning / Social Network
WP5 Learning Delivery Framework: Environments in which different modes and usages of standards for learning delivery will be tested
TechnicalServices
Standards
UseCases
• IMS-LD• SCORM
Learner:• Book UoL• Learn within UoL• Finish UoL
KeyConcepts
Teacher:• Search for UoL• Upload UoL• Match users to roles• Publish UoL• Teach within UoL
• IEEE LOM• Widgets (W3C)• OAI-PMH
• OpenSocial• RSS
• Unit of Learing (UoL)• Learning Environment (LE)• Teaching method (curriculum-based, collaborative, resource-based)• Service/Tool• Learning Object/Content• Context
PRIO 1PRIO 1 PRIO 2PRIO 2
© 2009 IMC AG
Learning Environment: PLE Scenario Description
Learners manage solution by searching, and choosing widgets and mini-apps for learning
PLE supports self-paced learning, and self-organized learning
© 2009 IMC AG
PLE: Motivation
Learner need “standard interface to different institutions’ e-learning
systems”(Van Harmelen 2006, see also Olivier & Liber 2001)
want to “maintain portfolio information across institutions” (Van Harmelen 2006, see also Olivier & Liber 2001)
want to be mobile and use the system online and offline(Van Harmelen 2006, see also Olivier & Liber 2001)
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© 2009 IMC AG
PLE: Characteristics
Accessing and searching (Attwell 2009; Neuhaus 2007)
Aggregating (Attwell 2009; Wilson 2005)
Scaffolding (Attwell 2009), structuring (Milligan et al. 2006)
Manipulating (Attwell 2009), editing (Wilson 2005)
Analyzing (Attwell 2009), annotating (Milligan et al. 2006)
Storing (Attwell 2009, Wilson 2005, Schaffert & Kalz 2009)
Reflecting (Attwell 2009, Wilson 2005)
Creating (Milligan et al. 2006), knowledge construction (Schaffert & Kalz 2009),
developping ideas (Attwell 2007b)
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© 2009 IMC AG
PLE: Towards a Definition
Two different point of view: Attwell (2006) for example emphasizes clearly on the pedagogical
value of PLEs for learning support. Others (e. g. Van Harmelen 2007, Schaffert & Kalz 2009, Neuhaus
2007) label them systems or applications.
Definition: “A Personal Learning Environment (PLE) is an individually
adaptable user interface consisting of Web 2.0 applications which allows learners to manage their lifelong learning in all contexts and situations and to communicate with peers and teachers”
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© 2009 IMC AG
PLE: Challenge the Definition!
“Individually adaptable user interface …
consisting of Web 2.0 applications …
which allows learners to manage their lifelong learning …
in all contexts and situations …
and to communicate with peers and teachers” …
-pedagogical approach, not tools
-web-based applications = supporters
-focus on learning processes, then drive potential PLE application area/contexts
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© 2009 IMC AG
PLE: Challenges
Questions to be answered: Which requirements does the user fulfill for using Widgets for
learning purposes?
Which competencies does the learner need?
In which study-phase does the learner ask for Widget-driven learning?
Where to find task-specific learning Widget(s)?
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© 2009 IMC AG
Open Content: Definition – Consumer Perspective
“Digitized materials: offered freely and openly for educators, students and self-learners to use and reuse for teaching, learning and research”
(OECD 2007)
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© 2009 IMC AG
Open Content: Authoring/Production Perspective
Professionals: Professional institute Professor …
Non-professionals Students …
POP (point of production) Public
Wiki Blog YouTube
Non-public Vendor-driven solutions
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© 2009 IMC AG
Open Content repositories: Overview
iTunesU: http://www.open.ac.uk/itunes/
YouTube: http://www.youtube.com/theopenuniversity
Slidestar: http://slidestar.de/main.html#
Free Foreign Language Lessons: http://www.openculture.com/2006/10/foreign_languag.html
Free Lectures & Courses from great universities: http://www.openculture.com/2007/07/freeonlinecourses.html
MIT Open Courseware: http://ocw.mit.edu/OcwWeb/web/home/home/index.htm
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© 2009 IMC AG
Learning with Open Content: Do a SWOT analysis!
Strenght Cheap Available I can contribute to it Common knowledge You get the credit for it
Weaknesses Quality assurance You don‘t get the credits Fear of non-aknowledgments
Opportunities Makes up the different contexts (different disciplines) Bridging the digital devide Channel OC, try to find processes to make advantage of OC
Threats Bancrupcy…
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© 2009 IMC AG
WP5 Widget Workshop_5.5.09_Vienna: general info
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Vision: “towards the iCoper Learning Widget(s) to foster competence”
Objective: definition of learning-related Widget requirements with regard to the WP5 learning delivery environments Personal Learning Environment, and Social Network
Target group: iCoper WPLs/partners, and beyond
Number of participants: 32, two of them from JISC-CETIS, and further two participants from the ROLE and GRAPPLE projects
Information are available here:
http://www.educanext.org/dotlrn/clubs/icoper/wp5/new-lors//WP5_Widget_Workshop_Vienna
© 2009 IMC AG
WP5 Widget Workshop_5.5.09_Vienna: results
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Task: design a PLE Challenge for the end user to find the right widgets
General search skills are required (Information literacy issue)
Finding the core set of «learning widgets»
The teacher don’t know what widgets the students are using
Authoring environment/guidelines for the teacher to create widgets
Interoperability between platforms
© 2009 IMC AG
http://www.google.com/ig/directory?q=open+university&root=%2Fig&dpos=top&url=hosting.gmodules.com/ig/gadgets/file/109972500286724663473/fact-of-the-day.xml
Facilities that solve the raised problems: Recommender
© 2009 IMC AG
http://www.google.com/ig/gmchoices?source=gdha
Facilities that solve the raised problems: Widget maker
© 2009 IMC AG http://www.widgetbox.com/search?q=learning
Facilities that solve the raised problems: Widget repository
© 2009 IMC AG
WP5 Widget Workshop_5.5.09_Vienna: results
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Task: Widgets for learning delivery
Production Asynchronouscommunication
Synchronouscommunication
Interaction
Wiki
Weblog
shared writing
Mail- gmail- popmail (general)
Forum/Messageshttp://www.widgetbox.com/widget/comments
Tagging- Delicious- Tag-notificationhttp://www.widgetbox.com/widget/related
Social network- Facebook
Chat:-instant messaging-video conferencing-audio conferencinghttp://www.widgetbox.com/widget/youcamscom---webcam-chat-widget
micro-blogginghttp://widgets.opera.com/widget/7206/
Search engine-general search-specific search(OR)http://www.widgetbox.com/widget/objectspot
© 2009 IMC AG
iCoper WP5 Widget Workshop_5.5.09_Vienna: results
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© 2009 IMC AG
iCoper WP5 Widget Workshop_5.5.09_Vienna: results
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© 2009 IMC AG
iCoper WP5 Widget Workshop_5.5.09_Vienna: results
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© 2009 IMC AG
iCoper WP5 Widget Workshop_5.5.09_Vienna: results
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© 2009 IMC AG
iCoper WP5 Widget Workshop_5.5.09_Vienna: results
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© 2009 IMC AG
WP5 Widget Workshop_5.5.09_Vienna: results
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Task: Widget categorization Technical dimension: web-based, desktop, mobile Usage type: Accessory, application, information [Apple
categorization] Usage scope: generic (RSS viewer) vs. domain/purpose-
specific (equation simulator) Educational context: Bloom Taxonomy [Krathwohl et al.] Interaction complexity: one interaction (e.g. login) up to flows of
interactions (e.g. Google Docs) Dependency on server-side: Ajax vs. WebApp Degree of interoperability: open (APIs) vs. closed, application
layer vs. frontend (Microformats) Licensing: open source vs. commercial Personalisation/Customisation Security dimension (privacy, identity, …)
© 2009 IMC AG
WP5 Widget Workshop_5.5.09_Vienna: results
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Task: iCoper Widget definition “End-user's conceptualization of an:
interactive single purpose application, including code and content, for developing competencies through the display and/or update of
data, packaged in a way to allow a single download and installation on
any TEL environment”
© 2009 IMC AG
WP5 Widget Workshop_5.5.09_Vienna: results
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Task: SWOT-analysis – Widgets for learning Strengths
Easy to use for both administrator and learner Connectedness Modularity Granularity Adapt environment to personal needs Composability Portability
Weaknesses Incoherence – it is necessary to combine widgets into
structure Interoperability
© 2009 IMC AG
WP5 Widget Workshop_5.5.09_Vienna: results
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Task: SWOT-analysis – Widgets for learning Opportunities
Pick and mix approach for content authoring and instructional design
Maybe dependent on learning styles (autonomy of learners)
Threats Loss of control Informative load for students Insensitive to context Distraction
© 2009 IMC AG
WP5 Widget Workshop_5.5.09_Vienna: results
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Task: mission statement for iCoper widgets Learners and teachers should choose their learning
environment
Widgets enable in a user-driven perspective: Personalization of content and services Learning in different settings such as PLE, and Social
Networks More flexibility for teachers and learners Aggregate content and services from different providers at
one learning environment
Motivation behind using them is their added value
© 2009 IMC AG
WP5 Widget Workshop_5.5.09_Vienna: in a nutshell
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It is hard to find learning widgets
Configuration of a PLE might be challenging for learners
Platforms are NOT interoperable (LLL)
© 2009 IMC AG
WP5 Widget Workshop_5.5.09_Vienna: task force
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Installation of a follow-upWP5 Widget Task Force Elaborate potential Widget standards as well as
technical-/interoperability-centered evaluation criteria for potential Widget platforms in the context of PLE, and SNW
All information of the WP5 Widget Task Force are available here:
http://www.educanext.org/dotlrn/clubs/icoper/wp5/new-lors//WP5_Widget_Task_Force
© 2009 IMC AG
Task: Create your PLE till Thursday, 18.30 Incentive: We will pay you the MUPPLE-fee
When: Thursday, 16:15 - 17:30
Where: Workshop D
What: Present your PLE
Your PLE may be: Web-based (choose the platform you want!) Drawings
Consider „interoperability“ while creating your PLE Cross-widget Cross-platform
Consider: Widgets that deal with OPEN CONTENT (authoring, and using it!) Mashup-widgets Communication between widgets
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© 2009 IMC AG
Announcement – MUPPLE @ EC-TEL09_Nice
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http://www.role-project.eu/?page_id=117
For further information please visit www.im-c.com
Thank you very much for your attention!