ubiquitous cloud learning environments

04/08/23

Scenarios for UbiquitousCloud Learning Environments

Jean-Marie Gilliot Serge GarlattiSylvain Laubé

Find this presentation on/jm.gilliot

Ubiquitous Cloud Learning Environments ? page 2/38 uClicks

Few Claims


Why consider Digital Literacy ?

A prerequisite …


For Creativity, Innovation,

Entrepreneurship, Leadership in XXIth Century Society


Learners will need new ‘literacies’

Social networking Privacy maintenance Identity management Creating content Organising content Reusing and repurposing Filtering and selecting Self broadcasting

http://www.mopocket.com/

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The new web environments are game

changers. learners now need new

(digital) literacies


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?

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Web 2.0 usage: A good approach for Learning

Active Social Between Peers


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


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


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?


Media Sharing

http://flickr.com/photos/22409393@N03/4348233990/

Video, audio and images ...

... all contribute to the richness of the narrative.

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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


Limits… 3Which 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)


LMS

LME’s OR PLE’s?

Issue:• Provide a suitable environment for Learning

administration

Activities

PLE


Context : Web Polarization

Consumer

Citizen

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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


Issues in short…

Educate teachers

Identify and disseminate the use of mobile

« Cloud » Open Environment

Seamless global interactions

Ubiquitous Cloud Learning Environments ? page 18

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« scenarios »based approach


Context

Teacher / researcher

Communities of Practice

Evolution thanks IBST• Teaching practices • Digital literacy

How to amplify the development of “good” practices?


The case of Inquiry Based Science Teaching IBST

1. Authentic and problem-based learning activities which are ill-defined and have several answers;

2. A certain amount of experimental procedures, experiments and activities involving practical experience of equipment and including searching for information;

3. Self regulated learning sequences where student autonomy is emphasized;

4. Discursive argumentation and communication with peers ("talking science").


Scenarios

Not a fixed one

Paradigmatic example: Use case

Help to construct all possible Evolution hints

Leave all possible degrees of freedom


Exploring rich scenario: IBST example

Vestige


Original Scenario

Historical reading and understanding of an industrial landscape

1. Photograph all elements of the current landscape with historical aspects about cranes and bridges of the arsenal,

2. Locate the different elements on a current map of Brest,

3. Identify and photograph the actual bridges and cranes linked existing bridges and cranes from previous: what continuities ? What ruptures?

4. Store and publish information on the corresponding tools.


Problem Based Learning Basic sequence in groups

1. Problem analysis

2. Activation of prior knowledge

3. Acquire new knowledge

4. Construct an argumented solution

5. Solve the problem

6. Institutionalization / discussion

With options• Data Sharing among groups • Peer reviews


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


Tools according to activities

Activities Tool families Content produced

Searching information

Search engines, Social book-marking,

Blogs, Wikis, etc.

Shared bibliographyAnnotations, Notes, images, videos, etc., potentially geo-localised.

Site visit Smart terminal with Camera, GPS and CMS

Geo-localised text, pictures, videos.

Group communication

Chat, Microblogging, Voice, Video, etc.

Real-time information sharing for work group coordination.


Tools according to activities

Activities Tool families Content produced

Collaborative Collected Data analysis

Maps Mind map tools.

Knowledge restructuration

Collaborative Report writing

Shared bibliography Annotations, Notes, Images, Videos, etc. and Collaborative Writing Tools

Final report : knowledge construction

Peer assessment Collected Group work Quality analysis, Hints, Rating based on an assessment scheme

Ubiquitous Cloud Learning Environments ? page 28

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Cloud Learning Environment


LMS

Learning process: opportunistic

ContextMgt

Learner

Activity flowadministration

Activities

PLE


LMS

Semantic Web

ContextMgt

Learner

Activity flowadministration

Activities

PLE

Teacher


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


A Cloud Learning Environment

My CLE

Course CloudComponentNotifications

RSS/SParQL& Queries

NotificationWidget

InformationWidget

Self-definedWidget

WorldOfWidgets

WidgetModel

QueriesPush/Pull flow

WebApps


Widget examples (1)


Widget examples (2)


Technical Convergence

IBST => group work • Collaboration => web2.0• Multiplication of tools: interoperability

PLE• Personalization

HBST => in situation • Mobile & pervasive

- Or museology ?• Recommendation

Aside


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 knowledgenetworking and social software by Chatti et al.

Aside


Conclusions

How to learn changes

How to teach has to change

Environnements have to be the most flexible as possible


Is Learning…

A Technical Problem ?


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/• …

ubiquitous cloud learning environments

Education

steve wheeler

data sharing

common work

information

learninga

pkm amp

digital literacy

learning