suny presentation jan13_2015
TRANSCRIPT
Using technology-enhanced PLEs to support mobile learning
Sean DowlingProf. Inmaculada Arnedillo-Sánchez
Prof. Declan O’ Sullivan
About the Presenter
• Almost 20 years experience in education;
• Worked as an EFL teacher in Japan, Thailand and the Middle East;
• Last 10 years – educational technologist in the Middle East;
• Currently Marie Curie Research Fellow in Trinity College Dublin, Ireland.
• Working on PhD as part of the European Commission funded EDUWORKS project.
Presentation Overview
• Lifelong learning (LLL), informal learning, mobile learning
• Learning trajectories and transitions
• Challenges to maintaining learning trajectories
• Using technology-enhanced personal learning environments (PLEs) to respond to the challenges
Lifelong learning
All learning activity undertaken throughout life, with the aim of improving knowledge, skills and competencies within a personal, civic, social and/or employment-related perspective.
(European Commission, 2001)
Lifelong learning
• formal / non-formal / informal• “interact and overlap with each other both conceptually and temporally”
(Schugurensky & Myers, 2003, p. 331)
(LIFE Center: Stevens, R. Bransford, J. & Stevens, A., 2005)
Informal learning
• Incidental learning that results from everyday experiences occurring in a wide variety of contexts.
• Mobile in nature
Mobile Learning
• Learning that occurs in different locations, with different people, interwoven with other activities, using different technologies and dispersed over time. (Sharples et al, 2009)
• Multi-dimensional• Formal, non-formal or informal
Learning Trajectories and Transitions
change
trigger
abstraction
synthesis
Trajectory
transition
transition
transition
transition
experience
Challenges to learning trajectories
Mobility of learners presents some challenges:
1. Competing conceptual demands;
2. Limited access to existing knowledge;
3. Poor recall of original experiences.
Technology-enhanced solutions
Challenge 1 – Competing conceptual demands
• Record experience for later reflection• Audio / Video / Photo / Text• Text editor
Technology-enhanced Solutions
Challenge 2 – Limited access to existing knowledge
• Record experience for later reflection• Recommendation systems• Sharing / collaboration with others• Organizing / connection learning experiences
Technology-enhanced Solutions
Challenge 3 – Poor recall of original experiences
• Record experience for later reflection• Notifications
Personal Learning Environments
• Technical level - a customized set of resources, services and tools,
generally consisting of web-based technologies, selected and used by learners to create a flexible learning environment (Godwin-Jones, 2009)
• Social level - “an environment where people and tools and
communities and resources interact in a very loose kind of way” (Wilson, 2008, p.18)
Some current research projects
• MIRROR (http://www.mirror-project.eu/)
• Learning Layers (http://learning-layers.eu/)
• TRAILER (http://trailerproject.eu/)
Future work
• Collect data on 1) how technology (in particular, PLEs) is being used to support lifelong learning trajectories; 2) effects (positive and negative) of learner mobility on lifelong learning trajectories;
• Identify any significant patterns in this data;
• Recommendations for future learning technologies based on the data/patterns.
Acknowledgments
• Prof. Inmaculada Arnedillo-Sánchez / Prof. Declan O’ Sullivan
• EDUWORKS – European Commission FP7 funding
References
• European Commission. (2001). Making a European Area of Lifelong Learning a Reality. Communication from the Commission. European Commission. Retrieved from http://eric.ed.gov/?id=ED476026.
• Godwin-Jones, R. (2009). Emerging technologies: Personal learning environments. Language Learning & Technology, 13(2), 3–9.
• LIFE Center: Stevens, R. Bransford, J. & Stevens, A. (2005). Details on the LIFE Center Lifelong and Lifewide Learning Diagram. Retrieved from http://life-slc.org/about/citationdetails.html
• Sharples, M., Arnedillo-Sanchez, I., Milrad, M., & Vavoula, G. (2009). Chapter 14 Small devices , Big issues. In Technology-Enhanced Learning - Principles and Products (pp. 233–251).
• Schugurensky, D., & Myers, J. (2003). A framework to explore lifelong learning: the case of the civic education of civics teachers. International Journal of Lifelong Education, 22(4), 325–352.
• Wilson, S. (2008). Patterns of personal learning environments. Interactive Learning Environments, 16(1), 17–34.