knowledge construction through e-learning platforms

Knowledge construction through e-learningplatforms

Dra.ErlaM.MoralesMorgadoGRIALResearch GroupFaculty ofEducation

University [email protected]

Dña.Silmara Yelitza MarchenaFaculty ofEducation

[email protected]

Berlin,Germany.January 6th,2017

Introduction

ConceptCharacteristics

Evolution

Pedagogicalmodels

OpenLearning LearningCommunities…

InstructionalStrategies

RolePlayingArticulation

andReflection..

LearningTechnologies

Private andOpen

Platformsm-Learning

E-Learning

E-Learning

Canbedefined asan openanddistributed learninigenvironment that utilizes pedagogical tools,enabled by

InternetandWeb-based technologies,tofacilitatelearning andknowledge building through meaningful

action andinteraction (Dabbagh,2005)

e-LearningInstructional StrategiesPedagogical Models Learning TechnologiesDefinition

Instructional Strategiese.g. collaboration, articulation,reflection, role-playing, exploration,problem solving

Pedagogical Models or Constructse.g. open/flexible learning,distributed learning, knowledgebuilding communities

Learning Technologiese.g. asynchronous & synchronouscommunication tools, hipermedia& multimedia tools, Webauthoring tools, coursemanagement systems

E-Learning


1

2

3

Theory-based desingframework for E-learning

Dabagg,N.(2005)


OpenLearning

DistributedLearning

LearningCommunities

CommunitiesofPractice

KnowledgeBuilding

Communities

• Arethemechanismbywhichwelinktheorytopractice.

• Leadtothespecificationofinstructionalstrategies.

• Pedagogicalmodelsandstrategiesaimto:allocatecontrolofthesequenceofinstructiontolearners(Coleman,Perry,&Schwen,1997),

• Taskthelearnerwithcreating,elaborating,orotherwiseconstructingrepresentationsofindividualmeaning(Hannafin,1992).

Pedagogical models

Dabagg,N.(2005)

e-Learning

Promoting Authentic Learning Activities

Instructional StrategiesPedagogical Models Learning TechnologiesDefinition

Fuente: Orozco, C. (2017). https://tube-old.geogebra.org/o/PFFNBwMr

Using graphics topresentelements ofacaseor

problem tomake it morerealistic.

Thesis:LearningObjectsandGeometricRepresentationforteaching"Definitionandapplicationsofgeometricvector.“(Orozco,2017)

Developing a direct manipulation interface using web authoring tools toallow learners to inmerse themselves in, and manipulate, certain aspectsof the case environmet.


e-Learning

http://cmap.ihmc.us/

http://www.mindmeister.com/es

http://freemind.sourceforge.net/


http://www.xtimeline.com/index.aspx

http://www.dipity.com/


e-Learning


Supporting Role-Playing

https://www.secondlife.com

o Allows learners assume practitioner andprofessional roles such as scientists,physicians, historians, salesperson, and other

o Allows learners to practice their knowledgeand skills in a simulated real world situationand immediately observe the results of theiractions,

o Promotes reflection and meaningful learning.


e-Learning

https://www.classcraft.com/es/


e-Learning

Supporting Role-Playing

Promoting Articulation and Reflection Articulation involves “having students think about their actions and give reasons for their

decisions and strategies, thus making their tacit knowledge more explicit or overt” (Wilson & Cole,1996, p. 606).

Examples: Using a Edublog for:• Providing students with a web posting area and appropriate tools to publish their work (e.g.,

draft papers or problem solutions).• Designing an activity that engages students in keeping an online journal in which they reflect on

their understanding of the reading material for the course.


e-Learning


e-Learning

Activities

Promoting Articulation and Reflection .EduBlogs

EduBlogsLectures andDiscussions

Research

MultimediaResources

Publishactivities

Collaborativework

Learning Skills

Communicationthrough

different codes

Critic andreflexivethinking

Values

Promoting Collaboration and Social Negotiation

A collaborative strategy can be defined as an instructional strategy that encourages interactionbetween and among two or more learners to maximize their own and each other’s learning.

Examples in E-Learning contexts using learning technologies include:


e-Learning

o Designing activities that allow groupmembers to share documents related to agroup project.

o Using a Wiki, where users are able to createand reorganize the contents.

o Add links, digital documents, etc.


e-Learning


WikiCollaborativeWork

Brainstorming

ShareClassnotes

Create Stories

Work inotherwikis


e-Learning


Itisalistoftaskscompletedwithcards,usedwithateamoralone.

Example:• Create acollaborative

project through Trello

https://trello.com/

Hangouts

Engagingstudentsinsynchronouscommunicationactivitiesusingvirtualchatandvideoconferencing.


e-Learning


DidácticadelaEducaciónInfantil

Students

Setting online groupdiscussion areas focusedaround a topic or specificactivity, goal, or project,such as a case study, usingasynchronous discussionforums, to promotecollaboration and socialnegotiation


e-Learning

Using GooglePlusCircle for discussing aspecific topic.


Isaninstructionalstrategythatemphasizestheconstructionofflexibleknowledge.Byexposingstudentstomultiplepointsofviewof

understandingorjudgingthingsorevents,learnersrearrangeinformationtoconstructnewknowledge,acquiringflexibleand

meaningfulknowledgestructures(Duffy&Cunningham,1996,p.178).


e-Learning

Supporting multiple perspectives


e-Learning

Analyze differentperspectives and

mistakes

Identify,Compare,Classify

Induction,deduction

Learning SkillsExample:• Designing activities that allow group members to share

documents related to a group project.


Activity:Around the world in80minuteshttp://www.xtec.cat/~jvivanco/80minuts/80minutos.htm

• Based on GISApplications likeGoogleEarth

• Allow students togo different places• Customize the information about theplaces,etc.

EarthQuests

• Geointeractive activities• Select acaseofstudy together withgeographic components

• Examples:History exploration,etc.GeoQuest

http://www.slideshare.net/corcosuk/geoquest-actividades-educativas-geointeractivas-presentation


e-Learning



USALProject

Informational competency development through the interactivelearning objects,desing,creation andimplementation

Objetives:

Design,creation andevaluation oflearning objects,based on learningstyles inorder todevelop skills related with the eficient useoftheinformation(Searching,selection,storing andinformation register)


Activo Reflexivo Teórico Pragmático

Características principales Animador Improvisador Descubridor Arriesgado Espontáneo

Concienzudo Receptivo Analítico Exhaustivo Observador

Metódico Lógico Objetivo Crítico Estructurado

Experimentador Práctico Directo Eficaz Realista

Learning styles (Honey &Mumford,1986).


e-Learning


REFLEXIVO

1.Information Sources Theoric

2.The internetbrowsers Reflexive

3. Optimization of Googlebrowser

Pragmatic

4. Academic Plagiarism Active


e-Learning

Learning Objects designed for Learning Styles (Campos-Ortuño&Morales-Morgado,2013).

Active Reflexive Theoric Pragmatic

1)Attention 1)Attention 1)Preparatoryactivity;

1)Attention

2)Preparatoryactivity;

2)Theory 2)Attention 2)Preparatoryactivity;

3)Theory 3)Preparatoryactivity;

3)Theory 3)Theory

4)Principalactivity;

4)Theory 4)Principalactivity;


5)evaluation/Autoevaluation/reflection.






e-Learning

Learning Objects content designed for Learning Styles (Campos-Ortuño&Morales-Morgado,2013).

1. Attention2. Preparatory activity3. Theory4. Principalactivity5. Evaluation/Autoevaluation/reflection.

• Orangecolour• Videoshowingarealsituation


e-Learning

Example of LO based in learning styles (Campos-Ortuño&Morales-Morgado,2013).

Plagirism inlatinpamerican context

Chilean Law ofIntelectualproperty

http://academica2.usach.cl/


e-Learning

Example of LO based in learning styles: adaptation to Chilean contextMorales-Morgado,E.M.,Ortuño,R.A.C.,&Bonilla,A.A.P.(2016).

http://11-mism-1-011.blogspot.com.es/

The Web 2.0 is not a technological revolution, it is a social revolution. "Here's my take on it: Web 2.0 is an attitude not a technology.Downes (2005).


e-Learning

LMS (Learning Management Systems)


e-Learning

Thedominantlearningtechnologyemployedtodayis

atypeofsystemthatorganizesanddeliversonline

courses—thelearningmanagementsystem(LMS).

Downes (2005)

Private e-Learning platforms

It provides the teacher with a virtual private space, in which messages, files and links can be shared, a classroom calendar, as well as proposing tasksand activities as well as managing them..


e-Learning

https://www.edmodo.com

http://www.redalumnos.com/https://www.neolms.com/

Open Source e-Learning platforms

.


e-Learning


e-Learning

The “traditional”eLearningplatforms,despite their large penetration andconsolidation,need toevolve andopenthemselves tosupport this rich fanofpossibilities demanded by the users,ceasing tobethe centretechnologicalattention tobecome anothercomponent into acomplex digitalecosystem oriented tothe learning andknowledge management,both atinstitutional andpersonallevels.(Gacía-Peñalvo&Seoane,2015)

Imagen.An example ofapersonallearning network that includes informalskills(García-Peñalvoetal.,2014)

e-Learning platforms


e-Learning

SharinginformationfromLinkedin toTwitter

Twittergadgetinto Moodle

Gadgets into Moodle

.


e-Learning

Gadgets into Moodle

. Add RSSReally Simple Syndication


m-Learning

m-Learning

M-learningisanewlearningapproachtosupportpersonallearningdemandsthatmayhappen

anywhereand/oratanytime;orinresponsetotheprocessofcomingtoknow,

bywhichlearnersincooperationwiththeirpeersandteachers,

constructtransientlystableinterpretationsoftheirworld

(Sharples,TaylorandVavoula,2005).Citated byCasany etal.,2012)


m-Learning

m-Learning

Moodbile:AFrameworktoIntegratem-LearningApplicationswiththeLMS

Casany etal.(2012)

IntegratemobiledevicesandeducationalapplicationswiththeLMSthroughwebservices;introducingthe

Moodbile projectthatprovidesanextensionofMoodle2.0webservices formobileintegrationandtwomobileclients

readytouseonrealcourses.

JournalofResearchandPracticeinInformationTechnology,Vol.44,No.2,May2012

Phd programme Education inthe Knowledge Society

(http://knowledgesociety.usal.es)

PhDProgrammecoordinator:

Dr.FranciscoJoséGarcíaPeñ[email protected]

@frangp

(García-Peñalvo, 2013a ;2013b; 2014a; 2015)

Research groups

EducationintheKnowledgeSocietyPhDProgramme

http://grial.usal.es http://ocausal.imbv.net/index.php/el-oca/

http://gite213.usal.es/

http://visualmed.usal.es/ http://gro.usal.es/ http://electra.usal.es/

http://grial.usal.es

UnidaddeInvestigaciónConsolidadaUIC081- GRIAL

InternationalConferenceTechnological Ecosystems for

Enhancing Multiculturality (TEEM’16)http://2016.teemconference.eu/

– TEEM 2013 – Salamanca, Spain, November 14 - 15, 2013

http://dl.acm.org/citation.cfm?id=2536536

– TEEM 2014 – Salamanca, Spain, October 01 - 03, 2014


– TEEM 2015 – Porto, Portugal, October 07-09, 2015


– TEEM 2016 - Salamanca, Spain, November 2-4, 2016


– TEEM 2017 – Cádiz, Spain, October 18-20, 2017http://teemconference.eu

InternationalConferenceTechnological Ecosystems for

Enhancing Multiculturality (TEEM’16)http://2016.teemconference.eu/

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CorreoUSAL:[email protected] Blogpersonal:http://diarium.usal.es/erla/CorreoGmail:[email protected] BloggrupoGrial:http://grial.usal.es/grial/erlamoralesTwitter:erlamorales BlogDIRED:http://diarium.usal.es/linglingyang

Dra.Erla MarielaMoralesMorgadoDpto.Didáctica,OrganizaciónyMétodosdeInvestigación

UniversidaddeSalamanca