context-specific role visions: formal higher education, life long learning, .. ple conference 2010
DESCRIPTION
TRANSCRIPT
© www.role-project.eu
Formal higher educationworkplace learning
Lifelong learning
Sylvana Kroop
PLE 2010 conference, Barcelona
Context-specific ROLE visions:
07.07.2010 © www.role-project.eu
Content:
→ The ROLE approach
→ The current use of Web 2.0 tools & learning activities in higher education
→ The future ROLE challenge in higher education
07.07.2010 © www.role-project.eu
The ROLE approach
07.07.2010 © www.role-project.eu
Discussion on the ROLE vision: tag cloud
formal higher education, informal learningworkplace learning, lifelong learning, social learning
highly adaptable to individual needsopenness, intelligent Recommender system
based on social interactions, responsiveness
self-directed learning, freedom & guidance
mash-up of widgets, usability
Impressions of the first ROLE Vision Sharing Workshop in Vienna (May 2009): http://www.role-project.eu/Videos
07.07.2010 © www.role-project.eu
Lifelong learning → is not seen as a program but as a concept that is based on social interaction: someone is learning all time while s/he has to deal with the consequences of his/her actions.
Openness: It is an open source system for everyone to use. Everyone can join to give his/her input, develop and extend the system.
Responsiveness: The system supports a quick intelligent response (individually-adapted recommendations, content, elements and tools) related to the learner’s individual needs. The response is essentially created from the users’ interactions with the system.
The ROLE approach
The ROLE approach:
Impressions of the first ROLE Vision Sharing Workshop in Vienna (May 2009): http://www.role-project.eu/Videos
07.07.2010 © www.role-project.eu
The ROLE approach
Survey of learning-related services (July 2009): http://www.role-project.eu/Deliverables
A user can individually select and aggregate their favourite tools & content. This should help to empower the learner in taking control over their own learning processes - as well as stimulating self-directed learning.
07.07.2010 © www.role-project.eu
The ROLE approach
Self-directed learning:• A mission of our project is to not only target gifted learners,
whose personal attitude is already based on self-directed and self-organized learning.
• Self-directed learning is seen as something that can be inspired and supported by an appropriate learning environment.
Survey of learning-related services (July 2009): http://www.role-project.eu/Deliverables
07.07.2010 © www.role-project.eu
The current use of
Web 2.0 tools & learning activities
in higher education
07.07.2010 © www.role-project.eu
The current Web 2.0 use in higher education
What are the most used Web 2.0 tools of students?
Literature / Study review: “Learning with Web 2.0” (www.hisbus.de)
07.07.2010 © www.role-project.eu
Literature / Study review: “Learning with Web 2.0” (www.hisbus.de)
What are the most used Web 2.0 tools of students?
Online-panel:- 4.400 students
(= 40% response rate)
- enquiry period:
09/2008-10/2008
- only German students
- students have been
recruited offline
- representative study
for the basic population
of students in Germany
The current Web 2.0 use in higher education
07.07.2010 © www.role-project.eu
Web 2.0 learning activities & their usage:→ How often do you use the following possibilities in Wikipedia?
reading articles
writing new articles
reworking existing articles
contributing to discussions on articles
Literature / Study review: “Learning with Web 2.0” (www.hisbus.de)
The current Web 2.0 use in higher education
often neverOnline-panel:- 4.400 students
(= 40% response rate)
- enquiry period:
09/2008-10/2008
- only German students
- students have been
recruited offline
- representative study
for the basic population
of students in Germany
07.07.2010 © www.role-project.eu
How reliable do you think are the information of the following online-lexica?
The current Web 2.0 use in higher education
Literature / Study review: “Learning with Web 2.0” (www.hisbus.de)
Online-panel:- 4.400 students
(= 40% response rate)
- enquiry period:
09/2008-10/2008
- only German students
- students have been
recruited offline
- representative study
for the basic population
of students in Germany
07.07.2010 © www.role-project.eu
Conclusion:• Most used and considered most reliable information resources are …
→ Web 2.0 applications (everyone can participate)
→ they are popular worldwide
Potential:• Web 2.0 provides a lot of (social innovative) learning activities which are most
welcome to stimulate self-directed learning & reflection as well as critical thinking• A user is invited to not just remain in a passive consumer-mode, reading articles,
but more over to become active through disputing, revising, reviewing, assessing and producing articles
Problem:• these Web 2.0 learning activities are barely used:
→ there is little reflection about the reliability of information resources
→ the popularity (of a Web 2.0 tool) seems to be decisive in order to be attributed as most reliable resource
• no critical thinking
The current Web 2.0 use in higher education
07.07.2010 © www.role-project.eu
The current Web 2.0 use in higher education
Boundaries in formal higher education:• Web 2.0 learning activities are barely supported in formal higher education• The usage of Web 2.0 tools is mostly learned informal• Web 2.0 learning activities are in general not accredited at universities• Although every student should be educated in self-directed learning, which includes
learning to distinguish between good and bad knowledge resources, Wikipedia is mostly rejected a-priori.
• Although Wikipedia is forbidden at universities every student is reading and using it
Reasons:• For teaching staff it is mostly unclear how to deal with Wikipedia
→ the simplest way is to ban it
→ “Students need simple & clear rules! To not use the Wikipedia is a simple rule!”
• Traditional learning activities are: read given learning material, writing sth.
→ students are not used to review and assess the work of peers
• There is no system that motivates & appreciates Web 2.0 learning activities
07.07.2010 © www.role-project.eu
The future ROLE challenge
in higher education
07.07.2010 © www.role-project.eu
Overall learning objectives at universities are:
• reflection, critical thinking, self-directed & self-organised learning
→ these are even more important competencies in a society with a continuously growing amount of accessible information
Use of Web 2.0 learning activities:• Web 2.0 has the potential to
support these learning objectives, but this potential is not used.
The future ROLE challenge in higher education
→ openness, responsiveness
Use the Web 2.0 potential:• Learners should not only aggregate
widgets, tools & services but also be support and empowered to collaborate, discuss, reflect, and think critical.
• Learners should know how to deal and assess the quality of information in a knowledge society.
• The interactions between learners are becoming more important than ever.
• The creation and usage of desirable learning activities should be stimulated by an pedagogically well founded incentive system.
Existing formal HE ROLE challenge:
ROLE Recommender system: the recommendation of learning activities differs between experts & novices, between freedom & guidance
learner should understand and control own learning process
ROLE infrastructure should provide adaptive guidance