Customized Learning Environment - A new approach
Download as PPT, PDF1 like678 views
This document proposes a model for a customized learning environment (CLE) that allows students to control their own learning. It discusses how traditional learning management systems and personal learning environments often do not empower students to fully customize their learning. The proposed CLE model would allow students to decide which tools and services to include in their individual learning environment to meet their needs. The document also reviews relevant background literature on personal learning environments and social networks as well as constructivist and connectivist learning theories to support the conceptual basis for the CLE approach. The next steps outlined are to test this CLE model and propose integrating both formal and informal learning spaces within institutional learning management systems.
Customized Learning Environment - A new approach
- 1. Customized Learning Environment: A new approach 16-06-2016 Gran Canaria, Espanha Anabela Mesquita CICE –ISCAP / IPP, Portugal Algoritmi RC, Portugal sarmento@iscap.ipp.pt Fernando Moreira UPT, IJP, DEGI, Portugal IEETA, UA, Aveiro, Portugal fmoreira@upt.pt Paula Peres CICE – ISCAP /IPP, Portugal pperes@iscap.ipp.pt
- 2. Authors 16-06-2016 2 Anabela Mesquita CICE –ISCAP / IPP, Portugal Algoritmi RC, Portugal sarmento@iscap.ipp.pt Fernando Moreira UPT, IJP, DEGI, Portugal IEETA, UA, Aveiro, Portugal fmoreira@upt.pt Paula Peres CICE – ISCAP /IPP, Portugal pperes@iscap.ipp.pt
- 3. Agenda • Introduction • Background • Related work • Model proposed • Conclusions 16-06-2016 3
- 4. Introduction 16-06-2016 4 Changes Education system must address the diversity of students’ backgrounds and needs. Educational equity Learning should be personalized Lack of interaction in traditional classes – which is essential for learning Assumptions Adopting e-learning platforms Effective in connecting people and resources Facilitate interaction Promote collaboration Contribute to critical thinking Development of informal learning environments
- 5. Introduction 16-06-2016 5 Platforms designed for e-learning, open source or commercial - more focused on the design of the needs of institutional progress or activities concerning teaching and learning. Personal Learning Environment - approach to integrate different practices and resources to address individual learning needs - more flexible and aims to focus on the needs of students. Still relies on what teachers make at students’ disposal and not empower student to create his / her own environment
- 6. Introduction Model To develop their CLE using a set of tools and services that cover the functions in their learning process and customise their learning environment. Learning and e- learning elements Student is the focus Decides what should be included in this learning environment Customized Learning Environment
- 7. 16-06-2016 7
- 8. Background (1) • Personal Learning Environments (PLE) – “conceptual and technological frameworks that help learners take control of and manage their own learning”. • Providing support for learners to: – Set their own learning goals – Manage their learning (learning outcomes and processes) • Personal 16-06-2016 8 Related with engagement with other learners and experts; consists of an assembly of resources from various sources.
- 9. Background (1) • PLE characteristics – Support – environment planned to help students to design and manage their learning environment; – Educational component – all the resources that are available in the learning environment; – Social – environment developed take into consideration the need to engage with other (knowledge is something that is socially constructed); – Technological component – design of the tools used. All components should be tailored, student-centered and driven. 16-06-2016 9
- 10. Background (2) • Social network – “… a web service that allow individuals to (1) construct a public profile within a bounded system, (2) articulate a list of other users with whom they share a connection, and (3) view and traverse their list of connections and those made by others within the system.” • Social network can be: – Horizontal - used for more general purposes; diverse users; address a wide range of topics; reduced specialization; less privacy, public – lot of users and information; no filter – Vertical - highly segmented user base, addressing specific topics in depth, high degree of specialization, generally more private and closed. 16-06-2016 10
- 11. Background (3) • Pedagogical Learning Theories – Constructivism - all new knowledge and learning is based on previous knowledge and past learning. – Main principles: • 1) learning and understanding comes from interaction with the environment; • 2) learners encounter cognitive conflict which in turn stimulates learning; • 3) new knowledge develops through social interaction 16-06-2016 11
- 12. Background (3) • Pedagogical Learning Theories – Connectivist - learning occurs through the process of a learner connecting to and transferring information into a learning community. • Characteristics related with PLE 16-06-2016 12
- 13. Related work • Service-based framework – Components: • 1) Institutional context (include one or more LMS in which the students carry out their academic activities, e.g. Moodle), • 2) Personalized context (facilitates de integration of the different tools that students use in their learning) and • 3) Communication channels • 4) Mediator elements (to facilitate communication between specific instances of the LMS and the online tools included into the PLE) and / or the representation of these elements in other contexts (such as mobile devices). 16-06-2016 13 Learning environment Institutional LMS Facilitate communication
- 15. Conclusions • CLE – Technological developments are bringing more and more functionalities to this learning environment while learning theories support and are the basis for the conceptual principles of these environments. – Student is the center of all the learning process – Learning does not occur only in the classroom – LMS should also take into consideration informal learning, valuing and assessing it. 16-06-2016 15
- 16. Conclusions • Next step – Test this customized learning environment – Propose an integration of all the learning space - formal and informal - in the LMS 16-06-2016 16
Editor's Notes
- #15: The model presented in this paper is service-oriented and enables the communication described above using web services and interoperability specifications. This structure facilitates the representation of institutional features in devices (fixed and mobile devices) using web services. Although the export functionality allows the representation of PLE in several contexts, this model needs a way to combine tools, social networks, a common environment and communication channels to return the results of learning activities to the LMS. From an architectural point of view (Fig 1) the four core structural elements are: the institutional environment (one or more LMS), PLE (one or more tools), social networks (horizontal and vertical) and the channels and interfaces of communication. In this architecture the institutional environment includes one or several LMS. The PLE includes tools and devices, institutional and own tools. Social networks include some other horizontal and vertical, depending on the area Customised Learning Environment (CLE) apply. In addition, the model must include proxy tools to interact with, for example, Google tools, social networking, i.e., use the APIs provided by the various suppliers. An important issue for the use of these APIs is the need for evaluation of the activity performed in the external tools (not controlled by institutions) so it is necessary to integrate information (performed activity) for the assessment to be carried out “internally” so that evidences of assessment remain preserved, since it is a formal teaching-learning process. In this context, the components must be connected by interfaces based on web services and interoperability specifications. The way to test this model is by implementing it as proof of concept. This implementation involves some restrictions of design that affect the technologies used in the components of the model. The first issue is the institutional point of view, that is, in this context there are many LMS available (commercial and open source) but the option is the use of multiple instances of Moodle LMS. This platform was selected because it is open source and has a very wide community of users, includes a web services layers that allows the inclusion of new technologies and facilitates the integration with other tools as well as the existing experience in national educational institutions (http://moodle.org/stats). The second issue is directly related to the choice of the most appropriate social networks for training activities (hard skills or soft skills), with a natural tendency, in horizontal social networks to Facebook (https://developers.facebook.com/), Twitter (https://dev.twitter.com/), etc., and in the vertical social networks, Stackoverflow (https://api.stackexchange.com/); Github (https://developer.github.com/v3/), Doximity (https://www.doximity.com/developers/home), etc. Finally, the communication channels can be implemented through the mechanisms of communication between the components of the model, for example Moodle web services (https://docs.moodle.org/dev/Core_APIs) and BLTI (http://www.imsglobal.org/developers) (an interoperability specification), to interact with the LMS to integrate the results of students in relation to activities carried out in other environments / tools.
- #16: The next step will be the testing of this customized learning environment in order to see if it works, and propose an integration of all the learning space - formal and informal - in the LMS and introducing knowledge management applied to learning repositories to the personalized management of the teaching-learning process of the student lifelong, resulting in Personalized Lifelong Learning Space (PL2S).
- #17: The next step will be the testing of this customized learning environment in order to see if it works, and propose an integration of all the learning space - formal and informal - in the LMS and introducing knowledge management applied to learning repositories to the personalized management of the teaching-learning process of the student lifelong, resulting in Personalized Lifelong Learning Space (PL2S).