From learning Work to Learning Adventure
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The document discusses moving from traditional "learning work" models in universities to more flexible "learning adventure" models enabled by new technologies. It proposes using technologies like social software, cloud computing, and personal knowledge spaces to support lifelong learning approaches, distributed teaching, and knowledge sharing among global communities. Case studies show how technologies can enhance blended and team-based learning, as well as connect experts across locations. While technologies provide opportunities, their adoption faces challenges regarding legal frameworks, service provision, and coordinating instruction across time zones.
![:: Conceptual Framework ::
Learner
Managed Cloud
A flow of connections (people
and information) aggregated
from a number of sources
selected by the learner:
•WWW: blogs, news, Youtube,
Twitter, Slideshare, Flickr,
communities, social
bookimarking, …
•MLE, VLE: public information,
syllabus, courses’ updates, …
The possibilities of the Web 2.0 tools
and Mush-up applications increase
the amount of information available
on the Internet and enables people to
access almost anything they need
COMPLICATED, COMPLEX CHAOS
▫ Information overload and cognitive
surplus [Shirky, 2008]
▫ Lost in social space [Dron, 2009]](https://image.slidesharecdn.com/eden-2010-univpm-171130135136/85/From-learning-Work-to-Learning-Adventure-17-320.jpg)
![:: Conclusions [1] ::
Technology may support Universities in managing the change
of approach towards learning
▫ Strong impact on the Universities organization and management
▫ Formal/Informal lifelong learning, seamless integration
▫ Local/Global local stakeholders requirements and
international brand
Brand based on local characters and global visibility
▫ Trust
▫ Global problem solutions
▫ Networking
▫ Intercultural relationships in a context of excellence](https://image.slidesharecdn.com/eden-2010-univpm-171130135136/85/From-learning-Work-to-Learning-Adventure-20-320.jpg)
![:: Conclusions [2] ::
Technology may support the creation of connections and
networks among Universities and teachers/researchers
▫ Digital collaboration team teaching and multiple supervisors
▫ Knowledge sharing environments communities of practice
▫ Distributed teaching and learning flexible organizations Cloud
Computing, Web Services, SaaS
Challanges and threats
▫ Definition of a legal framework
▫ Sourcing for the provision of services (in vs. out)
▫ Sharing a common time schedule to fit with teachers and
learners located at many different time zone locations (outside
EU)](https://image.slidesharecdn.com/eden-2010-univpm-171130135136/85/From-learning-Work-to-Learning-Adventure-21-320.jpg)
From learning Work to Learning Adventure
- 1. :: From Learning Work EDEN 2010 Annual Conference 9-12 June 2010 Valencia, Spain Tommaso Leo, Università Politecnica delle Marche, Italy Flavio Manganello, Università Politecnica delle Marche, Italy Nian-Shing Chen, National Sun Yat-Sen University, Taiwan to Learning Adventure ::
- 2. :: Summary :: 1. Context 2. Metaphors and Implications 3. Experiences and Ongoing Research 4. Conclusions
- 3. 1. Context Chicco Calleri Clarinettista - Watercolor and ink cm 30x18
- 4. :: Framework of reference :: Universities, Institutional Courses ▫ Undergraduate, graduate and postgraduate students Students as professionals-to-be ▫ Lifelong Learning ▫ Knowledge Society Rethinking the University? Quality and efficiency of education and training
- 5. :: Rethinking the University? :: QUALITY AS ADDED VALUE Pedagogical & Instructional Competence-based learning, flexible learning paths, mobility, … Managerial & Organizational University autonomy, strategic partnerships, funding, …
- 6. 2. Metaphors and Implications Michele Ciacciofera Da Vulcano - Oil on canvas cm 100x140
- 7. :: Metaphors :: Learning Work (LW) ▫ Student’s activity carried out in a structured curriculum and directed towards the attainment of a degree Learning Adventure (LA) ▫ Student’s activity aimed at satisfying a personal desire to acquire knowledge and/or aimed at attaining proficiency in some domain
- 8. CURIOSITYCURIOSITY DESIRE TO SUCCEEDDESIRE TO SUCCEED :: Learning Motivations :: LEARNING WORK Formal, Institutional Learning Directivity, Instructionism LEARNING ADVENTURE Informal, Lifelong Learning Discovery, Constructivism SOCIAL/FAMILIAR PRESSURE SOCIAL/FAMILIAR PRESSURE
- 9. :: Learning Technologies :: Within a University, Learning Technologies (LTs) may assist in: ▫ promoting the diffusion of the LA approach and in enhancing it, when already practised ▫ improving the efficiency of the LW and, even more, in transforming LW in LA for the interested people TO ATTAIN COMPETENCE OF THE GRADUATE STUDENTS ▫ Employability ▫ Institution reputation
- 10. :: LTs and Flexibility :: Providing learning and knowledge resources to curricula Learning pace and personalization of learning paths Answering lifelong learning and vocational requirements and defining the postgraduate study paths Knowledge Management ▫ Distributed digital archives of resources ▫ Digital Collaboration among students and among teachers Multicultural and international placement and attractivety ▫ Networks and communities of teachers and researchers
- 11. :: What LTs? :: Social Software ▫ Large diffusion of WEB 2.0 tools Cloud Computing ▫ Policies of cooperation among Universities Roles and Competences, not only Technologies ▫ Teacher commitment Coaching, Facilitating, Team Teaching ▫ Student activity Self-directed Design, Peer Collaboration
- 12. 3. Experiences and Ongoing Research Chicco Calleri Autunno Azzurro - Mixed technique on canvas cm 80x80
- 13. :: LTs for an Institutional Degree Course :: An experience for exploiting team teaching and Immersive Telelaboratory for blended learning in local settings “Automatic Control Systems” course (Engineering studies) ▫ Many students (around 300), delivered in blended e-Learning ▫ A mix of laboratory experiences and theory explanation Instructional features Technological features Team Teaching (3 teachers) Students’ team work (3 students) Collaborative learning Peer tutoring Learning Management System Immersive Telelaboratory Web Services Cloud Computing
- 14. :: LTs for a PhD course :: An experience for leveraging different specialist competences by means of synchronous cyber classroom in a global setting “E-learning theory and practice” course ▫ Teacher in Taiwan and students in Italy “Research issue on adaptive & synchronous learning” course ▫ One teacher in Taiwan, one teacher in Canada; students in Italy Instructional features Technological features Online Team Teaching Online Seminar Peer Collaboration 3C Synchronous Learning Management System (SLMS) Synchronous Cyber Classroom
- 15. :: LTs for a PhD course :: “Online Research Seminar in e- Learning” ▫ E-learning experts around the world ▫ Students in Italy, Taiwan and Canada
- 16. :: LTs for Distributed Knowledge Sharing :: An ongoing research for using Web 2.0 to create a Personal Knowledge Space (PKS) A personalized environment filtering and collecting meaningful connections, resources and personal metacognition which can be open (totally or partially) to similar environments ▫ Mash-up, SOA, Web Services, API, RSS, XML ▫ Personal profile, dynamically updated An Institution may provide a PKS to train students in knowledge management and knowledge sharing having the teacher as a coach ▫ Promoting a lifelong learning approach ▫ Joining experts within communities of practices
- 17. :: Conceptual Framework :: Learner Managed Cloud A flow of connections (people and information) aggregated from a number of sources selected by the learner: •WWW: blogs, news, Youtube, Twitter, Slideshare, Flickr, communities, social bookimarking, … •MLE, VLE: public information, syllabus, courses’ updates, … The possibilities of the Web 2.0 tools and Mush-up applications increase the amount of information available on the Internet and enables people to access almost anything they need COMPLICATED, COMPLEX CHAOS ▫ Information overload and cognitive surplus [Shirky, 2008] ▫ Lost in social space [Dron, 2009]
- 18. :: Conceptual Framework :: Learner Managed Cloud A flow of connections (people and information) aggregated from a number of sources selected by the learner: •WWW: blogs, news, Youtube, Twitter, Slideshare, Flickr, communities, social bookimarking, … •MLE, VLE: public information, syllabus, courses’ updates, … PKS API/WS/RSS Processing and Filtering Learner Profile Learning Contexts Learner Profile Learning Contexts Meaningful selection of recommended and personalized connections Meaningful selection of recommended and personalized connections Social Networking Tags Ratings and comments Friends and group Presentation Contexts wievs Maps views Timeline views Faceted views (widget) Negotiation & Reification Mapping Interactive writing Planning & Design Scheduling Discussing Organizing Tools
- 19. 4. Conclusions Michele Ciacciofera Spiaggia, Oil on canvas cm 100x120
- 20. :: Conclusions [1] :: Technology may support Universities in managing the change of approach towards learning ▫ Strong impact on the Universities organization and management ▫ Formal/Informal lifelong learning, seamless integration ▫ Local/Global local stakeholders requirements and international brand Brand based on local characters and global visibility ▫ Trust ▫ Global problem solutions ▫ Networking ▫ Intercultural relationships in a context of excellence
- 21. :: Conclusions [2] :: Technology may support the creation of connections and networks among Universities and teachers/researchers ▫ Digital collaboration team teaching and multiple supervisors ▫ Knowledge sharing environments communities of practice ▫ Distributed teaching and learning flexible organizations Cloud Computing, Web Services, SaaS Challanges and threats ▫ Definition of a legal framework ▫ Sourcing for the provision of services (in vs. out) ▫ Sharing a common time schedule to fit with teachers and learners located at many different time zone locations (outside EU)
- 22. Tommaso Leo Università Politecnica delle Marche, Italy tommaso.leo@univpm.it Flavio Manganello Università Politecnica delle Marche, Italy f.manganello@univpm.it Nian-Shing Chen National Sun Yat-Sen University, Taiwan nschen@mis.nsysu.edu.tw
- 23. Thank you for your attention Flavio Manganello f.manganello@univpm.it Acknowledgments: this work has been partially founded by MIUR FIRB Project “L4ALL” RBNE07RCPX Chicco Calleri Scogliere – Watercolor cm 18x24