customized xlearning environment

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

[email protected]

Anabela Mesquita, Paula Peres, Fernando Moreira

Agenda• Introduction• Background• Some assumptions• Model proposed• Conclusions and next steps

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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


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


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


CxLEPLE

Social networks

Pedagogical learning theories


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.


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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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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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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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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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


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


Proposed Model

Institutional environment

PLE – one or more tools

Social networks

Channels and interfaces of communication

Model to use

Network / interaction


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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• 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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Thank you

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