Transcript Future-Learning-Landscape-1

Future Learning Landscapes
Yvan Peter – Université Lille 1
Serge Garlatti – Telecom Bretagne
Multiple innovations
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A number of technologies and uses are
emerging and developing
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Mobile & pervasive learning
Web 2.0
Semantic web
What about convergence ?
Setting the stage
Mobile learning
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Developing theory
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Emerging frameworks
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Conversation theory, use of activity
theory…
For software architecture & design
Context management
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To drive adaptation and the learning
situation
Challenge
Level of embeddedness
High
Pervasive
computing
Ubiquitous
computing
Low
High
Traditional
computing
Low
Mobile
computing
Level of mobility
Challenge
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From mobile to pervasive/ubiquitous
learning
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A seamless environment to keep learning
across context
An easy and meaningful interaction with
the environment
A localised accumulation of knowledge and
efficient retrieval according to the learner’s
needs
Web 2.0
Web 2.0
Web 2.0 - features
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Switching from a traditional publishing
model to individual contributions
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Leveraging collective intelligence
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Easy publishing (AJAX, blogs, wiki)
Multiple media : text, photo, video
Social bookmarking, tags & folksonomies
The web as a platform
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Everything through your browser
Web 2.0 - features
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The “long tail”
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Composability
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On any topic you could find a critical mass of
people to contribute
Open APIs, open formats, REST style
communication
Enable mashups: data, services
Push model for information
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No more need to check every web site for changes
RSS & ATOM feeds
Types of applications
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Blogs
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Personal publication + comments
Linking facilities at the level of information
& people
For education
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Reflection, diary, assignment publishing
Course information & follow up (answering
questions…)
Types of applications
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Wikis
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Collaborative writing & content
organisation
For education
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Supporting group and project work
Annotated reading list
Practicing writing skills
Types of applications
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Social bookmarking
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Keep reference of interesting material
Organising information with tags
Taking benefit from worthy resources found by
the others
For education
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Organisation of a corpus of useful references (reading
list)
Supporting group gathering of information on a subject
Types of applications
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Media-sharing facilities
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Sharing photos, videos, presentations,
recordings…
For education
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images & videos can be provided
Annotation on the images or video can support
specific explanations
Types of applications
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Social networking
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Keeping in touch with relations, forming
and supporting communities
For education
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Course animation outside the class
Types of applications
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Syndication & notifications
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Easy notification of updates, automatic
media distribution (podcast episodes)
For education
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A way to keep an eye on learners’ progress
A way to distribute course content
automatically
Divergent phenomenon
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Inclusion of web 2.0 services into learning
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Teacher lead use / outside the learning
environment
Integration of Web 2.0 into learning platforms
(e.g., Moodle)
Institutional resistance & personal interest
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If it is not managed by the institution and/or
teacher, it is rejected
Learners may already have their own spaces on
the web. Why use the institutional one ?
Emerging paradigm
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Personal Learning Environment
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Learner led learning environment
Built by the learner for a specific &
personal learning goal
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Mashing up the services that will support best
the goal
No institutional drive or control
It is not technology but Web 2.0
technology enabled this and supports it.
Challenge
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How to combine the management of the
learning and freedom of support services?
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The teacher needs to be able to “deploy” his/her
learning design
Learners may choose their personal environments
& services and must be directed in their activities
The teacher has to keep an eye on what is going
on and to provide directions
Semantic Web
Semantic Web
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The Semantic Web isn't just about putting data on
the web. It is about making links, so that a person or
machine can explore the web of data.
With linked data, when you have some of it, you can
find other, related, data through a network of RDF
triples.
Semantic Web
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Linked Data:
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Published data according to standards
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RDF / RDFS / OWL
SPARQL Access Point
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Query language + Access protocol
The Web
will be
a Tremendous Global Database
page 22
Opportunity
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A global, distributed and open
architecture perspective
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Composed of social web environments,
institutional learning environments and
personal learning environments exposing,
sharing, and connecting data on the Web.
Opportunity
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It will be possible
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To reuse, analyze and manage content
across web application sources,
To monitor and analyze user activities and
content production, to get user traces and
to provide guidance and advices according
to user activities and needs.
Opportunity
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Combination of all these resources and
techniques allow getting contextual
data from web environments and
sensors
Convergence at last…
Convergence
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Can be used to conceptualize and
design the next generation of learning
landscapes relying on pervasive
computing, social media and semantic
web standards
Imagine...
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A natural interaction with knowledge
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Related to the environment & across all
environments (class, home…)
Mixing personal choice of environment &
institutional drive on the learning
objectives & process
Enabling the learner & teacher to follow up
the activities across services &
environments