Eeveloping Interactive Logbook A Personal Learning Environment
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The document describes the development of an Interactive Logbook (IL) which is a personal learning environment designed to address limitations of traditional virtual learning environments. The IL allows students to manage learning activities from both formal educational settings and informal settings. It provides tools for note-taking, knowledge sharing, learning management and personal development planning that can be accessed on both desktop and mobile devices. The IL was developed according to specific criteria including supporting lifelong learning, interoperability with other tools, and being owned by the student. It provides an integrated interface for accessing documents, email, web content and allows logging of learning activities.
![Developing Interactive Logbook: A Personal Learning Environment
Tony Chan, Dan Corlett, Mike Sharples, Jeffrey Ting and Oliver Westmancott
Centre for Educational Technology and Distance Learning
University of Birmingham, United Kingdom, B15 2TT
t.k.chan@bham.ac.uk; d.j.corlett@bham.ac.uk; m.sharples@bham.ac.uk; i.h.ting@bham.ac.uk;
oliver@westmancott.co.uk
Abstract and tutors may use a variety of informal collaborative
tools such as newsgroups, weblogs and instant messaging
Many universities and further education colleges alongside the tools that are provided by the institutional
provide Virtual Learning Environments (VLEs). In recent VLE. This increases the number of logins required by the
years a new direction has been to extend these to support users as they move from one system to the next,
Personal Development Planning (PDP) and Student presenting a major challenge to search and retrieve
Portfolio management. A major limitation of such relevant learning materials. In addition, students may use
approach is that the plans and portfolios are owned by a wide range of overlapping Personal Information
the institution, and do not support learning across Management (PIM) tools such as calendars, contact lists
institutions or in the workplace. We describe the and email, running on computers and mobile phones. The
development of an Interactive Logbook (IL) which information across these devices and applications needs
provides students with a suite of mobile tools for to be consolidated into one place and directed towards
multimedia note-taking, knowledge sharing, learning support for learning [1].
management and personal development planning. The IL
environment is designed to be owned by the student and A third trend is the requirement on tertiary education
offers interoperability with a wide range of existing to support students in maintaining learning portfolios and
software for learning and office work. personal development plans, as aids to reflective learning
and as transferable records of achievement. In science and
1. Introduction and Background engineering disciplines there is a long tradition of using
paper-based logbooks to record and review learning
Many higher and further education institutions now activities. A problem with the paper-based logbook is that
run Virtual Learning Environments (VLEs), with tools for much learning activity is now carried out online, through
course management, assessment and group working. email, web browsing and word processing. Currently,
students have to add these online activities to the paper
Although they have been widely adopted, VLEs are logs by printing out the documents or transcripts of email
limited in their support for new methods of teaching and and pasting them into the logbook. Activities such as
learning such as problem-based learning, informal interactive software design and video production can only
teamworking, and personal learning management. be included in the logbook as CDROMs or as references
Nowadays, most learners are no longer confined to a to online websites.
single institution throughout post-school education. The
availability of part-time courses, work-based learning and New designs for virtual learning environments are
other informal learning activities all contribute towards reflecting these educational changes, adding tools for
the attainment of an individual’s learning goals. It is collaborative document production, student project
expected that people well continue to acquire new skills management and multimedia presentation, as well as
throughout their lifetime and build a transferable portfolio integration with content management, student
of competences. administration, and examination. However, they are still
designed around the structure of the curriculum, rather
Another trend in tertiary education is towards small than the needs of the individual student. Even if the
group collaborative learning. Students are expected to learning can be captured and presented online, this is a
acquire competences in collaborative working and project taxing process. Students must save and organise their
management through team projects and group-assessed online activities from a variety of sources including tasks
coursework. In recent years these have typically been carried out on the VLE, email correspondence, and
mediated by online discussion and coordination. Learners material they may have designed in the form of
Proceedings of the 2005 IEEE International Workshop on Wireless and Mobile Technologies in Education (WMTE’05)
0-7695-2385-4/05 $20.00 © 2005 IEEE
Authorized licensed use limited to: BEIJING UNIVERSITY OF POST AND TELECOM. Downloaded on October 27, 2009 at 05:06 from IEEE Xplore. Restrictions apply.](https://image.slidesharecdn.com/eevelopinginteractivelogbookapersonallearningenvironment-091110020038-phpapp01/85/Eeveloping-Interactive-Logbook-A-Personal-Learning-Environment-1-320.jpg)
![documents, presentations, web pages, video, audio, and • People and institutions choose tools and services
computer programs. that suit them best for a wide variety of reasons. A
suitable solution should interoperate with other
To address the issues listed above, we have developed • ‘best of breed’ tools rather than compete with
a Personal Learning Environment (PLE) to meet the them.
needs of learners engaged in both formal and informal • The solution will need to integrate with a wide
learning. This is also prompted by the new requirement variety of other technologies, particularly online
for UK universities to provide a learner progress file – a systems. Recognised standards or specification for
means for supporting Personal Development Planning information exchange will have to be adopted.
(PDP) and Portfolio activities [2]. The Interactive • The complexity of engaging with information and
Logbook (IL) is designed to address shortcomings of communication must be reduced.
traditional VLEs through an integrated solution that • Ownership and management of the system must
allows learners to “access, piece together and manage the be personal and individualised.
learning they do throughout their life, in a range of • For recording of progress, only minimum effort
institutional, informal and work-based settings” [3]. The must be necessary.
PLE provides each student with a set of learning • Ubiquitous access is required, which for the
management tools to run on a wireless laptop or tablet foreseeable future demands on and offline support
computer. A limited subset of the tools is also available
• The solution and its associated costs will need to
on a mobile phone client.
be scalable and sustainable for the information to
be of use to learners throughout their lives and
2. Project Criteria and Evaluation across all their learning contexts.
• Informal and formal learning must be catered for,
The system was developed to conform to tight external as must individual and collaborative activities.
demands. The national funder required the work to be
carried out to high standards of software quality. The
system was evaluated by an external assessor to
determine whether it met the goals and requirements.
Within the time constraints of a six month project the
team was able to implement a robust system that met the
main goals.
Other criteria set out by the funder include that the
project must release its software under open source
licensing policy and the software should adhere to open
standards (e.g XMPP for chat).
3. Design & Development of Interactive Figure 3.1. Software Architecture of Interactive
Logbook Logbook
The following is a list of high level goals for a system 3.1 Software Architecture
that will support personal learning management in tertiary
education [4], derived from interviews with students and The Interactive Logbook Desktop Client consists of
academic staff: three main components: 1) the Host; 2) the DataStore and
3) Plugins. The Host coordinates a range of Plugins for
• A Personal Learning Environment is needed to applications such as a word processor, web browser, chat
manage and consolidate all of the different client, file browser and others. The system can support a
electronic environments that alread range of external services such as a VLE, RSS feeds,
• Mobile technology will be widely available, blogs and portals, where data can be cached for offline
though there may be a number of platforms on and mobile access, since ubiquitous network access
which they work. The availability of the mobile cannot be assumed. The final component is the
phone should be considered. DataStore. Applications and Services Plugins will send
Logs (Portfolio) and Targets (Learning Plans)
information via a datastore plugin which acts as a data
Proceedings of the 2005 IEEE International Workshop on Wireless and Mobile Technologies in Education (WMTE’05)
0-7695-2385-4/05 $20.00 © 2005 IEEE
Authorized licensed use limited to: BEIJING UNIVERSITY OF POST AND TELECOM. Downloaded on October 27, 2009 at 05:06 from IEEE Xplore. Restrictions apply.](https://image.slidesharecdn.com/eevelopinginteractivelogbookapersonallearningenvironment-091110020038-phpapp01/85/Eeveloping-Interactive-Logbook-A-Personal-Learning-Environment-2-320.jpg)
![adapter and put this information into the DataStore.
Figure 3.1 illustrates the software architecture. 4.1 Testing and Evaluation
All development builds of Interactive Logbooks have
been tested internally for bugs and usability issues. One
milestone build (Beta 1) was also tested with two groups
of students from the Birmingham Business School for the
perceived usefulness of the software.
The final software output and the development process
were evaluated by the external evaluators appointed by
Figure 3.2. Interactive Logbook desktop client showing the funder in March 2005. The evaluator feedback report
Log This button, tabs, and Microsoft Word plugin. indicated that the code was well written enabling it to be
easily maintained and that the system was robust and
From the user perspective, the Interactive Logbook performed well on the PC platform, but that mobile phone
provides an integrated set of tools to support learning, compatibility presented problems due to the different
including office, communications and web applications. implementation of the Java 2 Micro Edition (J2ME) by
Rather than replacing familiar packages such as Microsoft various phone manufacturers and that users would require
Office, IL presents documents, email, spreadsheets etc. specific instructions for different handset. The report also
within a single frame, with a set of tabs (see Figure 3.2) stated that the project website [www.il.bham.ac.uk]
to switch between them. When a user selects a tab, the presents sufficient information for another developer to
frame shows a toolbar for the particular application (such pick up the project and develop the system further from
as Microsoft Word) with its main tools and menu items. the open source code.
The system allows the user manage applications from
multiple providers, including the Microsoft Office and 5. Summary and Further Work
Open Office suites. IL also supports tablet computers, for
note-taking and annotation. A user can switch between The Interactive Logbook is available as a robust
tasks with a single click, viewing and editing documents, application that can be developed and adapted by another
reading email, or taking notes, which means the system is institution. In additional to the original deliverables the
particularly suited to one-handed use on the move. project has also contributed to best practice in the
academic community on rapid software development. The
The student can create a log entry for each task, either University of Birmingham has recently secured a second
manually, by clicking on a Log This button, or phase of funding which will focus on deploying
automatically when the user performs an operation such Interactive Logbook into tertiary education institutions to
as opening a web page or saving a document. The logs evaluate its value in supporting personal learning
have fields for identifier, title, date, links, keywords, and development with wireless mobile technology.
comments. Some of these can be added automatically
(e.g. the date and URL link), others can be filled out by 6. References
the user to assist retrieval of the logged activity. Each log
entry can be associated with a learning target (for [1] Corlett, D. & Sharples, M. (2004) Tablet Technology for
example, a course assignment, or a personal learning Informal Collaboration in Higher Education. To appear in
goal) and the learner can organise and view the learning Proceedings of MLEARN 2004: Learning Anytime, Everywhere,
activites associated with each target. Associating log Rome, 5-6 July 2004.
[2] Department for Education and Employment (1997) Higher
entries with learning targets is a way of organizing Education for the 21st Century. Report on the National
learning activites for different purposes, such as for self- Committee of Enquiry in Higher Education conducted by Lord
reflection or for formal assessment. Dearing. London: HMSO.
[3] JISC (2005a) e-Learning Focus – Distributed e-Learning.
There is also a complementary mobile phone client Retrieved on 11th June 2005. http://www.elearning.ac.uk/del
(see Figure 4.3) developed for providing access to a [4] Corlett, D., Chan T.K.S., Ting, J., Westmancott, O., &
subset of functionalities including email, calendar and Sharples, M. (2005) Interactive Logbook: A Personal learning
news from the desktop version. This offers greater access Environment. To appear in Proceedings of HCI International,
to Interactive Logbook for the people on the move with Las Vegas, 22-27 July.
limited access to a computer.
Proceedings of the 2005 IEEE International Workshop on Wireless and Mobile Technologies in Education (WMTE’05)
0-7695-2385-4/05 $20.00 © 2005 IEEE
Authorized licensed use limited to: BEIJING UNIVERSITY OF POST AND TELECOM. Downloaded on October 27, 2009 at 05:06 from IEEE Xplore. Restrictions apply.](https://image.slidesharecdn.com/eevelopinginteractivelogbookapersonallearningenvironment-091110020038-phpapp01/85/Eeveloping-Interactive-Logbook-A-Personal-Learning-Environment-3-320.jpg)
Eeveloping Interactive Logbook A Personal Learning Environment
- 1. Developing Interactive Logbook: A Personal Learning Environment Tony Chan, Dan Corlett, Mike Sharples, Jeffrey Ting and Oliver Westmancott Centre for Educational Technology and Distance Learning University of Birmingham, United Kingdom, B15 2TT t.k.chan@bham.ac.uk; d.j.corlett@bham.ac.uk; m.sharples@bham.ac.uk; i.h.ting@bham.ac.uk; oliver@westmancott.co.uk Abstract and tutors may use a variety of informal collaborative tools such as newsgroups, weblogs and instant messaging Many universities and further education colleges alongside the tools that are provided by the institutional provide Virtual Learning Environments (VLEs). In recent VLE. This increases the number of logins required by the years a new direction has been to extend these to support users as they move from one system to the next, Personal Development Planning (PDP) and Student presenting a major challenge to search and retrieve Portfolio management. A major limitation of such relevant learning materials. In addition, students may use approach is that the plans and portfolios are owned by a wide range of overlapping Personal Information the institution, and do not support learning across Management (PIM) tools such as calendars, contact lists institutions or in the workplace. We describe the and email, running on computers and mobile phones. The development of an Interactive Logbook (IL) which information across these devices and applications needs provides students with a suite of mobile tools for to be consolidated into one place and directed towards multimedia note-taking, knowledge sharing, learning support for learning [1]. management and personal development planning. The IL environment is designed to be owned by the student and A third trend is the requirement on tertiary education offers interoperability with a wide range of existing to support students in maintaining learning portfolios and software for learning and office work. personal development plans, as aids to reflective learning and as transferable records of achievement. In science and 1. Introduction and Background engineering disciplines there is a long tradition of using paper-based logbooks to record and review learning Many higher and further education institutions now activities. A problem with the paper-based logbook is that run Virtual Learning Environments (VLEs), with tools for much learning activity is now carried out online, through course management, assessment and group working. email, web browsing and word processing. Currently, students have to add these online activities to the paper Although they have been widely adopted, VLEs are logs by printing out the documents or transcripts of email limited in their support for new methods of teaching and and pasting them into the logbook. Activities such as learning such as problem-based learning, informal interactive software design and video production can only teamworking, and personal learning management. be included in the logbook as CDROMs or as references Nowadays, most learners are no longer confined to a to online websites. single institution throughout post-school education. The availability of part-time courses, work-based learning and New designs for virtual learning environments are other informal learning activities all contribute towards reflecting these educational changes, adding tools for the attainment of an individual’s learning goals. It is collaborative document production, student project expected that people well continue to acquire new skills management and multimedia presentation, as well as throughout their lifetime and build a transferable portfolio integration with content management, student of competences. administration, and examination. However, they are still designed around the structure of the curriculum, rather Another trend in tertiary education is towards small than the needs of the individual student. Even if the group collaborative learning. Students are expected to learning can be captured and presented online, this is a acquire competences in collaborative working and project taxing process. Students must save and organise their management through team projects and group-assessed online activities from a variety of sources including tasks coursework. In recent years these have typically been carried out on the VLE, email correspondence, and mediated by online discussion and coordination. Learners material they may have designed in the form of Proceedings of the 2005 IEEE International Workshop on Wireless and Mobile Technologies in Education (WMTE’05) 0-7695-2385-4/05 $20.00 © 2005 IEEE Authorized licensed use limited to: BEIJING UNIVERSITY OF POST AND TELECOM. Downloaded on October 27, 2009 at 05:06 from IEEE Xplore. Restrictions apply.
- 2. documents, presentations, web pages, video, audio, and • People and institutions choose tools and services computer programs. that suit them best for a wide variety of reasons. A suitable solution should interoperate with other To address the issues listed above, we have developed • ‘best of breed’ tools rather than compete with a Personal Learning Environment (PLE) to meet the them. needs of learners engaged in both formal and informal • The solution will need to integrate with a wide learning. This is also prompted by the new requirement variety of other technologies, particularly online for UK universities to provide a learner progress file – a systems. Recognised standards or specification for means for supporting Personal Development Planning information exchange will have to be adopted. (PDP) and Portfolio activities [2]. The Interactive • The complexity of engaging with information and Logbook (IL) is designed to address shortcomings of communication must be reduced. traditional VLEs through an integrated solution that • Ownership and management of the system must allows learners to “access, piece together and manage the be personal and individualised. learning they do throughout their life, in a range of • For recording of progress, only minimum effort institutional, informal and work-based settings” [3]. The must be necessary. PLE provides each student with a set of learning • Ubiquitous access is required, which for the management tools to run on a wireless laptop or tablet foreseeable future demands on and offline support computer. A limited subset of the tools is also available • The solution and its associated costs will need to on a mobile phone client. be scalable and sustainable for the information to be of use to learners throughout their lives and 2. Project Criteria and Evaluation across all their learning contexts. • Informal and formal learning must be catered for, The system was developed to conform to tight external as must individual and collaborative activities. demands. The national funder required the work to be carried out to high standards of software quality. The system was evaluated by an external assessor to determine whether it met the goals and requirements. Within the time constraints of a six month project the team was able to implement a robust system that met the main goals. Other criteria set out by the funder include that the project must release its software under open source licensing policy and the software should adhere to open standards (e.g XMPP for chat). 3. Design & Development of Interactive Figure 3.1. Software Architecture of Interactive Logbook Logbook The following is a list of high level goals for a system 3.1 Software Architecture that will support personal learning management in tertiary education [4], derived from interviews with students and The Interactive Logbook Desktop Client consists of academic staff: three main components: 1) the Host; 2) the DataStore and 3) Plugins. The Host coordinates a range of Plugins for • A Personal Learning Environment is needed to applications such as a word processor, web browser, chat manage and consolidate all of the different client, file browser and others. The system can support a electronic environments that alread range of external services such as a VLE, RSS feeds, • Mobile technology will be widely available, blogs and portals, where data can be cached for offline though there may be a number of platforms on and mobile access, since ubiquitous network access which they work. The availability of the mobile cannot be assumed. The final component is the phone should be considered. DataStore. Applications and Services Plugins will send Logs (Portfolio) and Targets (Learning Plans) information via a datastore plugin which acts as a data Proceedings of the 2005 IEEE International Workshop on Wireless and Mobile Technologies in Education (WMTE’05) 0-7695-2385-4/05 $20.00 © 2005 IEEE Authorized licensed use limited to: BEIJING UNIVERSITY OF POST AND TELECOM. Downloaded on October 27, 2009 at 05:06 from IEEE Xplore. Restrictions apply.
- 3. adapter and put this information into the DataStore. Figure 3.1 illustrates the software architecture. 4.1 Testing and Evaluation All development builds of Interactive Logbooks have been tested internally for bugs and usability issues. One milestone build (Beta 1) was also tested with two groups of students from the Birmingham Business School for the perceived usefulness of the software. The final software output and the development process were evaluated by the external evaluators appointed by Figure 3.2. Interactive Logbook desktop client showing the funder in March 2005. The evaluator feedback report Log This button, tabs, and Microsoft Word plugin. indicated that the code was well written enabling it to be easily maintained and that the system was robust and From the user perspective, the Interactive Logbook performed well on the PC platform, but that mobile phone provides an integrated set of tools to support learning, compatibility presented problems due to the different including office, communications and web applications. implementation of the Java 2 Micro Edition (J2ME) by Rather than replacing familiar packages such as Microsoft various phone manufacturers and that users would require Office, IL presents documents, email, spreadsheets etc. specific instructions for different handset. The report also within a single frame, with a set of tabs (see Figure 3.2) stated that the project website [www.il.bham.ac.uk] to switch between them. When a user selects a tab, the presents sufficient information for another developer to frame shows a toolbar for the particular application (such pick up the project and develop the system further from as Microsoft Word) with its main tools and menu items. the open source code. The system allows the user manage applications from multiple providers, including the Microsoft Office and 5. Summary and Further Work Open Office suites. IL also supports tablet computers, for note-taking and annotation. A user can switch between The Interactive Logbook is available as a robust tasks with a single click, viewing and editing documents, application that can be developed and adapted by another reading email, or taking notes, which means the system is institution. In additional to the original deliverables the particularly suited to one-handed use on the move. project has also contributed to best practice in the academic community on rapid software development. The The student can create a log entry for each task, either University of Birmingham has recently secured a second manually, by clicking on a Log This button, or phase of funding which will focus on deploying automatically when the user performs an operation such Interactive Logbook into tertiary education institutions to as opening a web page or saving a document. The logs evaluate its value in supporting personal learning have fields for identifier, title, date, links, keywords, and development with wireless mobile technology. comments. Some of these can be added automatically (e.g. the date and URL link), others can be filled out by 6. References the user to assist retrieval of the logged activity. Each log entry can be associated with a learning target (for [1] Corlett, D. & Sharples, M. (2004) Tablet Technology for example, a course assignment, or a personal learning Informal Collaboration in Higher Education. To appear in goal) and the learner can organise and view the learning Proceedings of MLEARN 2004: Learning Anytime, Everywhere, activites associated with each target. Associating log Rome, 5-6 July 2004. [2] Department for Education and Employment (1997) Higher entries with learning targets is a way of organizing Education for the 21st Century. Report on the National learning activites for different purposes, such as for self- Committee of Enquiry in Higher Education conducted by Lord reflection or for formal assessment. Dearing. London: HMSO. [3] JISC (2005a) e-Learning Focus – Distributed e-Learning. There is also a complementary mobile phone client Retrieved on 11th June 2005. http://www.elearning.ac.uk/del (see Figure 4.3) developed for providing access to a [4] Corlett, D., Chan T.K.S., Ting, J., Westmancott, O., & subset of functionalities including email, calendar and Sharples, M. (2005) Interactive Logbook: A Personal learning news from the desktop version. This offers greater access Environment. To appear in Proceedings of HCI International, to Interactive Logbook for the people on the move with Las Vegas, 22-27 July. limited access to a computer. Proceedings of the 2005 IEEE International Workshop on Wireless and Mobile Technologies in Education (WMTE’05) 0-7695-2385-4/05 $20.00 © 2005 IEEE Authorized licensed use limited to: BEIJING UNIVERSITY OF POST AND TELECOM. Downloaded on October 27, 2009 at 05:06 from IEEE Xplore. Restrictions apply.