FACILITATING ACTIVE LEARNING

UTILIZING THE ONLINE

ENVIRONMENT OF NFOMEDIA

Malinka Ivanova, Technical University – Sofia

Valentin Hristov, South West University

September 15 -17, 2010 Hasselt, Belgium

AimResearching active strategies to facilitate students’ knowledge gathering, applying, distributing

and analyzing the gained experience

Outline

- Web 2.0 for active learning- Specification of Nfomedia Learning

Environment- Implemented active learning strategies- Prototyping in Nfomedia- Conclusion

Active Learning

Includes a set of activities that involve students in doing things and thinking about the things they are doingBonwell and Eisen (1991)

Active Learning and Web 2.0

Active learning approaches have particular relevance and meaning to net generation learners

Oberlinger and Oberlinger (2005) and Prensky (2001)

Active Learning and Web 2.0

The students embrace virtualization visualization interactivity new interfaces mashup services

different ways of thinking, learning and practicing

Active Learning and Web 2.0

Students have preferences about:

digital literacy experiential and

engaged learning interactivity,

immediacy, connectivity

collaboration and networking

Active Learning and Web 2.0

Students have experience with social applicationsthis can contribute in a classroom setting and

in their future professional lives Web 2.0 technologies have the potential

to impact a learning process and outcomes provide relevant skills increase engagement

Learning Management Systems and Web 2.0

- free hosted- flexible -

arrangement of activities

- extendibility – services, widgets

- openness- educational

community forming

Martin Weller, 2006

Nfomedia social software specially designed for

learning management in Higher education

Nfomedia• works like a wiki

Nfomedia pages are treated as nodes that can be

linked among them-selves

Nfomedia

Any content media object can be embedded and interpreted

Nfomedia

possibilities for extension and external components integration

Nfomedia

Social networking features include

user profiles friends discussion

boards text messaging connection with

Facebook

NfomediaEvery student can join public announced

courses

Nfomedia can create and share his/her own

personal learning web site

Main Functions in Nfomedia

External applications (links, embed code)External applications (links, embed code)Content and Activities managementContent and Activities management

Communication/SocializationCommunication/Socialization

Personal Learning Space BuildingPersonal Learning Space Building

Assignments Quizzes

Instructions

Learning Content

Assessment

Announcements Message Board Chat Internal Email Contacts

Blog

Feed

Content creation Collaboration

Results presentation

Links to Web resources ChatProfile WidgetsLinks to Social Networks Share

Concepts mapping

Nfomedia

developed on open standards and the latest Web technologies (J2EE, Web 2.0, AJAX, etc)

widgets, HTML code and JavaScript integration available layouts and templates can store resources and link these resources in the

system can integrate A/V media files mobile access to personal and shared content

disadvantages of Nfomedia: extendibility and openness requires advanced programming skills from the participants in the learning process and sometimes it is distracting

Technical Architecture

Student

Nfomedia

Statistics: sites, course, members

Access: web-based, mobile, on-demand

Integration of: embed code, HTML code

Upload/download files

Wiki structure, nodes, subnodes

Server-application-service-tool-storage

Server

Integration of: embed code, HTML

Upload/download files

Wiki structure, nodes, subnodes

Personal Learning Space

Shared Personal Learning Space

Shared Course

Course Space

Educator/Admin

Server

File storage

Active learning methods

concepts mapping – for discovering and describing meaningful relations among the concepts object matter of the study and for their understanding and analysis

Active learning methods working on individual projects to master

several programming techniques and technologies and to stimulate creativity for the creation of unique products

Active learning methods Personal Learning Environments building – for

supporting self-learning and for artefacts promotion

Conceptual Maps

Conceptual mapping - a way of representing information graphically using keywords, links, and key images a lot more information can be systematized

Mind map follows the way the brain works, which is not in linear matter

Because concept maps are more visual and depict associations between key words, they are much easier to recall than linear notes

A concept map is started from one or several central concepts that allow it to be expanded in all directions

Concept maps are easy to review, to remember and to repeat main ideas

Conceptual Maps

Conceptual mapping during the course Applied Programming Systems:

in the time of several lectures - to show how the students understand the new topics actively involved in the creative and analytical process

method for tracking the created knowledge after lectures’ time

as a technique for understanding the architecture, functional possibilities and design on Microsoft Office package and several graphical applications

Conceptual MapsOne topic – different concept maps

Conceptual Maps The advanced students are introduced

to the features of online free hosted software MindMeister

Conceptual Maps

It allows easy creation, editing, sharing and embedding of maps into the students’ personal spaces and into the course space

Project-Based Learning

The PBL model is applied with the following steps: (1) Introducing students to the state of the art problems

and showing the huge potential of working topics;(2) Identification of challenging problems and solving

the problems by students; (3) Setting up the driving questions and content that to

be studied; (4) Introducing students to the environment for problem

solving (including collecting and managing its main components when students organize their PLEs) with 3 main components: digital resources (web-based open courses, tutorials, best practices, papers), web-based applications/tools and free hosted services

Project-Based Learning

(5) The process of the actual investigation : how the tasks can be completed that require higher-level and critical thinking skills, such as analysis, synthesis and evaluation of information;

(6) Guidance is provided when students need it (through student-educator interactions, peer counselling, guiding, project templates, etc.);

(7) Assessment of the students’ knowledge and competences as a result of the project work

Project-Based Learning

The PBL - a very useful strategy for active learning (doing something, applying existing knowledge and skills and receiving new) the students feel the responsibility for

realizing their own problems exploration and for their own learning organization

Created digital artefacts are part of their learning portfolios and they are evaluated for quality and originality

Project-Based Learning

Personal Learning Environments Usage as Portfolios

Virtual Personal Learning Environment (VPLE) possibilities to integrate information and

knowledge sources, social contacts and communication channels

authoring functions and components easy for technical configuration and for learning scenarios management

according to present students’ interests and goals

Personal Learning Environments Usage as

Portfolios The visible part of PLEs

consists of 3 main components:

(1) public available profile, (2) shared personal learning

space,(3) portfolio with the attached

created digital artefacts

Learner profile

defines the type of learner via a set of the attributes and descriptors can be used when viewing and discussing the

student development can present students as: independent,

merciful, resourceful, respectful, open-minded facilitates student’s personalised learning,

encourages ownership, support student collaboration with others who can help with their learning

Learner profile

According to The International Baccalaureate: http://www.ibo.org/programmes/profile/documents/Learnerprofileguide.pdf

Learner profile

Shared personal learning spaces

Contribute to personal development distribution of additional information and

knowledge to course’s participants expansion of the course knowledge pool

The process of sharing different digital media formats, different tools and services leads to a possibility for personal and professional interactions among networked students and educators

Shared personal learning spaces

Shared personal learning spaces

Shared personal learning spaces

Using PLE as forming student’s learning Portfolio contributes to defining his/her progression and achievements

The visibility of created products encourages students to review, reflect, collaborate and discuss on what they have done, experienced and learnt

Portfolio not only documents, guides, and advances learning during the course, but also it is a part of the life-long learning process

Prototyping

Conceptual mapping

Project-based learning

Personal learning environment as portfolio

Active Learning Realization in Nfomedia

Active Learning OrganizationActive Learning Organization

Digital profile

Shared personal learning space

Portfolio

Conceptual mapping

Project working

Personal learning environment building

understand

clear

review

summarize analyze

motivate

engageinteract

give feedback

discuss

remember repeat

track

explorecreate innovate

evaluate

manage

make decisionscommunicate

document

guide

share

collaborate

collectremix

Conclusion

- functional and technical architectures of Nfomedia are created

- a technology-enhanced model for active learning organization is proposed

- a prototype is tested during one semester- practical recommendations are proposed

according to gained experience in the online learning environment Nfomedia

Conclusion

- For students’ engagement and awareness 3 methods are applied: conceptual mapping, working on projects and PLE building

- These involve them in processes of: (1) subject matter deeper comprehension(2) becoming familiar with the functionality of

Nfomedia by using wiki concepts (3) studying and working with Web 2.0 technologies

inside and outside the LMS (4) understanding the PLE bases for formal and

informal learning organization during the course and in the long term

Thank you for your attention!

For contacts:m_ivanova@tu-sofia.bgv_hristov@swu.bg