2011 10 07 (uam) emadrid sgarlatti tb aprendizaje semantico movil ubicuo enseñanza ciencias basada...

Tackling Semantic, Mobile &

Ubiquitous Learning in Inquiry-Based Science Teaching

Serge Garlatti

Outline

Introduction

Ubiquitous & Social TEL

Semantic Web & Linked Data

The current HBST Scenario

An Innovative HBST Scenario

SMOOPLE Semantic Models

SMOOPLE

Conclusion

eMadrid Conference 2011 Futures Learning Landscapespage 2

Introduction

Contributors JM Gilliot, Telecom Bretagne, one of his Blogs C. Pham Nguyen, Telecom Bretagne S. Laubé, UBO, PAHST A. Bouzeghoub, Telecom SudParis

Some references http://conferences.telecom-bretagne.eu/futurelearning2010/

http://molene.enstb.org/futurelearning/

http://molene.enstb.org/mlearning09/

page 3 eMadrid Conference 2011 Futures Learning Landscapes

http://tipes.wordpress.com/

http://pahst.bretagne.iufm.fr/

http://conferences.telecom-bretagne.eu/futurelearning2010/

http://conferences.telecom-bretagne.eu/futurelearning2010/





Introduction

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 ("talking science").


Inquiry-Based Science Teaching

Requires Relevant problems and scenarios that enable learners to

achieve those activities, according to teacher’s didactic intentions

How to foster IBST? Importance of Technology Enhanced Learning was

acknowledged in this European FP7 Project “Mind The Gap”

Technology Enhanced Learning (TEL) systems and ICT can foster such types of activities



Integration of

Social media applications, Personal Learning Environments

And Mobile / Ubiquitous Computing

Can increase the constructive learning processes in IBST

Integration to offer Rich Learning Environment



Personal Learning Environment

Definition (M. A. Chatti) A PLE is characterized by the freeform use of a set of lightweight

services and tools (Web 2.0) that belong to and are controlled by individual learners.

Built by the learner for a specific & personal learning goal Mashing up the services that will support best the goal No institutional drive or control



From an educational perspective

PLE fit well with socio-constructivist learning approaches

Provide spaces for Collaborative knowledge building, Self-regulated learning sequences, Discursive argumentation, Communication with peers Reflective practices



Mobile Learning Learning may occur in location and time, which are significant

and relevant for learners

Mobile Learning can increase the potentialities of PLE Web 2.0 and Communication tools: at anytime, at any place

Ubiquitous Learning The physical environment directly related to learning goals and

activities Situated learning activities (difficult before, sometimes

impossible), particularly relevant in a given context


Semantic Web &Linked Data


PLE

How to access Data?



Is-it possible to have a precise search engine to

manage?

Context Awareness, Adaptation Seamless Learning

By Search engine like



We need a kind of



The complete problem Problem 1: understand the industrial landscape in the area of the

bridge (Brest is a shipbuilding arsenal for the Navy).

Problem 2: understand what is the historical and technological method of problem solving that led to the construction of the swinging bridge.

Problem 3: understand the rotating mechanism of the swinging bridge

http://plates-formes.iufm.fr/ressources-ehst/spip.php?rubrique17


http://plates-formes.iufm.fr/ressources-ehst/spip.php?rubrique17


Vestige eMadrid Conference 2011 Futures Learning Landscapespage 16


Scenario

1. Problem analysis in small groups

2. Activation of prior knowledge

3. Strategy elaboration to find required information, Define

collaborative and cooperative activities

4. Collaborative work and exploitation

5. Collaborative report writing

6. Institutionalization / discussion



Historical reading and understanding of an industrial

landscape (scenario stage 4) 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.



Scenario

1. Problem analysis in small groups

2. Activation of prior knowledge

3. Strategy elaboration to find needed information

(define collaborative and cooperative activities)

4. Collaborative work and exploitation

5. Collaborative report writing

6. Institutionalization / discussion



Smartphones / tablets Camera, GPS Network access

Three groups Site visit Information seeking in navy museum Information seeking in local public records



Recommend suitable entities

Resources, activities, tools, persons, … – Depending on the current situation without any human interventions

Push mode Groups or individuals can be notified according to the situation

changes. The group/individual can select or not one of the given

recommendations.



Three Push modes

Recommend information from Navy museum and local public records retrieved by other group members or subgroup according to the needed domain concepts identified on the port and/or the current activities

Recommend and provide information from subgroup visiting the port to other subgroups or group members

Recommend checking some domain concepts missed by students or subgroups on the port.



Pull Mode A query filters concepts, resources, activities and persons

Write queries

On relevant domain concepts like “crane”, “bridge”, etc. according to the current context (activities and localization),

On retrieved information from other group members or subgroups according to activities and/or localization



(Semantic Massive Open Online

Pervasive Learning Environment)

SMOOPLE semantic Models

Ontologies to ensure interoperability at semantic

level A Domain model

A Context model including a user model, an activity model

A Resource model (metadata schema)

A Recommendation model (adaptation model)




Domain Model



User Model



Activity Model


Some metadata can be generated automatically

(sometimes on the fly) from the tool databases according to common vocabularies like

Dublin Core, SKOS, SIOC, FOAF, OPO, etc.

Most of these vocabularies are lightweight

ontologies that can fit well database schemas


SMOOPLE

(Semantic Massive Open Online

Pervasive Learning Environment)

SMOOPLE

My CLE

Course CloudComponentNotifications

RSS/SParQL& Queries

NotificationWidget

InformationWidget

Self-definedWidget

WorldOfWidgets

WidgetModel

QueriesPush/Pull flow

WebApps


SMOOPLE


Conclusion

Conclusions

Ubiquitous Personal Learning Environments

Foster collaborative knowledge building, self-regulated learning sequences, discursive

argumentation, communication with peers and reflective practices.

Leads to

Learning at anytime, at any place and in any form using small devices

Learning in context and seamless learning across different contexts

Enhance authentic and problem-based learning activities,

enabling experiments and practical experience in relevant situations (location, time,

etc.)


Conclusions

Requirements

Retrieve relevant information available in distributed tools

to reconstruct a complete view of actions, traces, and content of

learners,

to analyze these actions

to propose relevant recommendations at relevant times and

spaces.

Technical issues Context management

Distributed user model

Ontology management

Tags versus Ontologies

etc.


2011 10 07 (uam) emadrid sgarlatti tb aprendizaje semantico movil ubicuo enseñanza ciencias basada...

Education