REVIVE project. Technlogical approach
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REVIVE – technological approach REVIVE – technological approach
Joanna WildCentre for Social Innovation-ZSI
REVIVE kick-off meeting
Open session in the international conference „Adult learning and e-Learning Quality“
25-26 November 2008, Kaunas, Lithuania
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REVIVE – technological approachREVIVE – technological approach
Goal• transfer iCamp innovative
technological methodology for curriculum improvement from research and higher education to practical application in VET
Steps to achieve the goal• present iCamp technological
methodology to the partners• screen existing VET curriculum• adapt pedagogical and
technological methodologies to the project scope and SWOT analysis results – WP3
• train and consult – WP3 &WP4B
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VET – problems & shortcomingsVET – problems & shortcomings• Curriculum follows the rules of Instructional Design Model
– Pre-defined learning situations, not enough autonomy for learners in terms of individual/group planning for learning
• Strong emphasis on subject-matter learning– Not enough space for Learning to Learn (def. of Learning
to Learn by the EC)• VLEs – primary tutor-defined and controlled centralised
systems– Not enough autonomy for learners in terms of tools, not
enough space for social networking for learning purposes
Only VET problems?Only VET problems?
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The iCamp Context
heterogeneous tools
persons indistributed
locations
common model for competence acquisition
interoperability
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The iCamp projectThe iCamp project
• Learning to Learn in parallel to learning content• Move from closed institutional landscapes of tools (LMSs) to
augmented landscapes (LMSs and SoSo)– Personal Learning Environments (PLEs)
• Move from Instructional Design to Learning Environment Design– Learning Environment: a network of people, artefacts, and
tools involved in learning activities– Learning Environment: an outcome of the learning process– Learning Environment Design: the learner adapts the
environment to her needs
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Areas of challenge
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The iCamp projectThe iCamp project
• Learning to Learn in parallel to learning content• Move from closed institutional landscapes of tools (LMSs) to
augmented landscapes (LMSs and SoSo)– Personal Learning Envrionments (PLEs)
• Move from Instructional Design to Learning Environment Design– Learning Environment: a network of people, artefacts, and
tools involved in learning activities– Learning Environment: an outcome of the learning process– Learning Environment Design: the learner adapts the
environment to her needs
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Augmented Landscapesindividuals
use subsets oftools and services
providedby institution
actors can choosefrom a growing
variety of options
gradually transcendinstitutional landscape
actors appear asemigrants or
immigrants
leave and joininstitutional landscape
for particular purposes
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The iCamp projectThe iCamp project
• Learning to Learn in parallel to learning content• Move from closed institutional landscapes of tools (LMSs) to
augmented landscapes (LMSs and SoSo)– Personal Learning Environments (PLEs)
• Move from Instructional Design to Learning Environment Design– Learning Environment: a network of people, artefacts, and
tools involved in learning activities– Learning Environment: an outcome of the learning process– PLE: the learner creates, maintains adapts the
environment to her needs
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Performance supportPerformance support
• Conceptual and technological toolbox for practitioners– Activity patterns– Portfolio of open source tools and services which
are interoperable– Repository network
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CasesCases
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Planning / trial 3Planning / trial 3
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Planning/ trial 3Planning/ trial 3
• Initial choice of types of tools
• Facilitators and students should be informed about the strengths and limits of individual tools to make informed choices
• Both facilitators and students need support and training in using tools (digital natives are not learning natives)
iCamp Help CentreiCamp Help Centre
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iCamp Help Centre
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Planning/ trial 3Planning/ trial 3
• Initial choice of types of tools
• Facilitators and students should be informed about the strengths and limits of individual tools to make informed choices
• Both facilitators and students need support and training in using tools (digital natives are not learning natives)
iCamp Help CentreiCamp Help Centre
iCamp Handbook
iCamp HandbookMupple Mupple
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Implementing/trial 3 Implementing/trial 3
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Implementing – trial 3Implementing – trial 3
• European Master Interactive Media programme (EMIM)• LMS – Moodle
• course structure and objectives • activities• initial readings
• assessment in private mode
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EMIM - Moodle
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Implementing – examples from iCamp trials
Implementing – examples from iCamp trials
• Blog • Scuttle (social bookmarking)
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Implementing – examples from iCamp trials
Implementing – examples from iCamp trials
• Video Wiki • Personal Blog
• bookmarking the blog in scuttle using tag EMIM03
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Getting to know each otherGetting to know each other
FlashmeetingFlashmeeting
VideowikiVideowiki
Personal blogPersonal blog
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EMIM in scuttle
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Implementing – trial 3Implementing – trial 3
• finding group members • creating distributed learning environment to support the group work
• group blog• wiki• google docs• scuttle • Moodle forum, chat • skype/flashmeeting• doodle
• feed an tag – technologies for social networking
• Feed on feeds• Feedback
negotiationnegotiation
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Implementing – trial 3Implementing – trial 3
• sharing work and responsibilities within the group• preparing and updating personal learning contract
• Tools used for learning contracts:• iLogue• Blogs
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iLogue – learning contract
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Implementing – trial 3Implementing – trial 3
• Individual activities embedded in group activities• PLEs mixed and enriched with new components
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Object Spot – federated search for learning resources
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Scuttle – tagging and sharing interesting resources
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Blog – reflection on readings
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Wiki – work on a joint artefact
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Wiki – discussion space
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Blog – reflection on learning
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iLogue – learning contract
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Implementing – trial 3Implementing – trial 3
• active support in the first weeks• active support for self-reflection
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Implementing – trial 3Implementing – trial 3
• 50% for individual reading activities reflected in weblog and PLC• 25% based on facilitator’s assessment of the group product• 25% based on peer-assessment of the group product
• peer-review of learning contracts and weekly reflections on learning progress
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Case studies – some findingsCase studies – some findings
• 1st case: – The usage of PLEs should be supported by some official
course assignments• e.g. self-reflection tasks, self-directing tasks
• 2nd case: – Self-reflection and self-directing tasks should be an
integrated part of a collaborative activity • e.g reflections on common readings, Personal Learning
Contract negotiated by group members
– Self-reflection must be actively facilitated• e.g. templates, comments
•
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Case studies – some findingsCase studies – some findings
• 3rd case:– There is a need for tools and services which
enable to interact from PLE environment in the group environment• FEEDBACK• MUPPLE
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FeedBack enabled PLE NetworksFeedBack enabled PLE Networks
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Feedback enabled Wordpress
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MUPPLEMUPPLE
• Set of Web-Based Tools for learning,browser-based aggregation= ‘web-application mashup’
• Recommend tools for specific activities
– through design templates
– through data mining
• Scrutable: give learner full control over learning process
• Track learner interaction & usage of tools and refine recommendations
Mash-UP
Personal
Learning
Environments
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iCamp HandbookiCamp Handbook
• Performance support for facilitators• A portfolio of tools which support different types of
activities:– Communication– Publishing and sharing– Collaboration– Planning self evaluation– Creating social network– Searching the net
• Usage scenarios supported with tutorials
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Thank you for your attention!Thank you for your attention!
Joanna WildCentre for Social [email protected]
iCamp Projectwww.icamp.eu