customized xlearning environment
TRANSCRIPT
01-05-2023 Anabela Mesquita, Paula Peres, Fernando Moreira 1
Customized xLearning Environment
Anabela MesquitaCICE –ISCAP / IPP, Portugal
Algoritmi RC, [email protected]
Fernando MoreiraUPT, IJP, DEGI, Portugal
IEETA, UA, Aveiro, [email protected]
Paula PeresCICE – ISCAP /IPP, Portugal
Anabela Mesquita, Paula Peres, Fernando Moreira
Agenda• Introduction• Background• Some assumptions• Model proposed• Conclusions and next steps
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Anabela Mesquita, Paula Peres, Fernando Moreira
Introduction
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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
Ass
umpt
ions
Adopting e-learning platforms
Effective in connecting people and resources
Facilitate interaction
Promote collaboration
Contribute to critical thinking
Development of informal learning environments
Anabela Mesquita, Paula Peres, Fernando Moreira
Introduction
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Platforms designed for elearning, 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
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IntroductionModel
To develop their CxLE using a set of tools and services that cover the functions in their learning process and customise their learning environment.
Learning and e/m/ulearning elements
Student is the focus Decides what should be included in this learning environment
Customized xLearning Environment
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CxLEPLE
Social networks
Pedagogical learning theories
Anabela Mesquita, Paula Peres, Fernando Moreira
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
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Related with engagement with other learners and experts; consists of an assembly of resources from various sources.
Anabela Mesquita, Paula Peres, Fernando Moreira
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.
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Anabela Mesquita, Paula Peres, Fernando Moreira
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.
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Anabela Mesquita, Paula Peres, Fernando Moreira
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
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Anabela Mesquita, Paula Peres, Fernando Moreira
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
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Anabela Mesquita, Paula Peres, Fernando Moreira
Model - assumptions• 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).
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Learningenvironment
InstitutionalLMS
Facilitate communication
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Model - assumptions• Will it be an e/m/ulearning environment? – this will clarify what are the
necessary technologies• Need to define the learning environment in wider context, the
interaction with social networks and ways to communicate with the LMS
• What happens in the wider context can be used in the institutional environment
• Learning contents can / should be enhanced with the funcionality of the LMS
• Enhanced with social networking contents
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Proposed Model
Institutional environment
PLE – one or more tools
Social networks
Channels and interfaces of communication
Model to use
Network / interaction
Anabela Mesquita, Paula Peres, Fernando Moreira
Conclusions and next steps• CxLE
• 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. • Other people should be involved in the process – external experts,
potential employers
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Anabela Mesquita, Paula Peres, Fernando Moreira
• Next step• Test this customized xlearning environment by implementing it
as proof of concept• Propose an integration of all the learning space - formal and
informal - in the LMS • Involve other key players in the learning environment
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Anabela Mesquita, Paula Peres, Fernando Moreira
Thank you
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