facilitating active learning utilizing the online environment of nfomedia
TRANSCRIPT
FACILITATING ACTIVE LEARNING
UTILIZING THE ONLINE
ENVIRONMENT OF NFOMEDIA
Malinka Ivanova, Technical University – Sofia
Valentin Hristov, South West University
September 15 -17, 2010 Hasselt, Belgium
AimResearching active strategies to facilitate students’ knowledge gathering, applying, distributing
and analyzing the gained experience
Outline
- Web 2.0 for active learning- Specification of Nfomedia Learning
Environment- Implemented active learning strategies- Prototyping in Nfomedia- Conclusion
Active Learning
Includes a set of activities that involve students in doing things and thinking about the things they are doingBonwell and Eisen (1991)
Active Learning and Web 2.0
Active learning approaches have particular relevance and meaning to net generation learners
Oberlinger and Oberlinger (2005) and Prensky (2001)
Active Learning and Web 2.0
The students embrace virtualization visualization interactivity new interfaces mashup services
different ways of thinking, learning and practicing
Active Learning and Web 2.0
Students have preferences about:
digital literacy experiential and
engaged learning interactivity,
immediacy, connectivity
collaboration and networking
Active Learning and Web 2.0
Students have experience with social applicationsthis can contribute in a classroom setting and
in their future professional lives Web 2.0 technologies have the potential
to impact a learning process and outcomes provide relevant skills increase engagement
Learning Management Systems and Web 2.0
- free hosted- flexible -
arrangement of activities
- extendibility – services, widgets
- openness- educational
community forming
Martin Weller, 2006
Nfomedia social software specially designed for
learning management in Higher education
Nfomedia• works like a wiki
Nfomedia pages are treated as nodes that can be
linked among them-selves
Nfomedia
Any content media object can be embedded and interpreted
Nfomedia
possibilities for extension and external components integration
Nfomedia
Social networking features include
user profiles friends discussion
boards text messaging connection with
NfomediaEvery student can join public announced
courses
Nfomedia can create and share his/her own
personal learning web site
Main Functions in Nfomedia
External applications (links, embed code)External applications (links, embed code)Content and Activities managementContent and Activities management
Communication/SocializationCommunication/Socialization
Personal Learning Space BuildingPersonal Learning Space Building
Assignments Quizzes
Instructions
Learning Content
Assessment
Announcements Message Board Chat Internal Email Contacts
Blog
Feed
Content creation Collaboration
Results presentation
Links to Web resources ChatProfile WidgetsLinks to Social Networks Share
Concepts mapping
Nfomedia
developed on open standards and the latest Web technologies (J2EE, Web 2.0, AJAX, etc)
widgets, HTML code and JavaScript integration available layouts and templates can store resources and link these resources in the
system can integrate A/V media files mobile access to personal and shared content
disadvantages of Nfomedia: extendibility and openness requires advanced programming skills from the participants in the learning process and sometimes it is distracting
Technical Architecture
Student
Nfomedia
Statistics: sites, course, members
Access: web-based, mobile, on-demand
Integration of: embed code, HTML code
Upload/download files
Wiki structure, nodes, subnodes
Server-application-service-tool-storage
Server
Integration of: embed code, HTML
Upload/download files
Wiki structure, nodes, subnodes
Personal Learning Space
Shared Personal Learning Space
Shared Course
Course Space
Educator/Admin
Server
File storage
Active learning methods
concepts mapping – for discovering and describing meaningful relations among the concepts object matter of the study and for their understanding and analysis
Active learning methods working on individual projects to master
several programming techniques and technologies and to stimulate creativity for the creation of unique products
Active learning methods Personal Learning Environments building – for
supporting self-learning and for artefacts promotion
Conceptual Maps
Conceptual mapping - a way of representing information graphically using keywords, links, and key images a lot more information can be systematized
Mind map follows the way the brain works, which is not in linear matter
Because concept maps are more visual and depict associations between key words, they are much easier to recall than linear notes
A concept map is started from one or several central concepts that allow it to be expanded in all directions
Concept maps are easy to review, to remember and to repeat main ideas
Conceptual Maps
Conceptual mapping during the course Applied Programming Systems:
in the time of several lectures - to show how the students understand the new topics actively involved in the creative and analytical process
method for tracking the created knowledge after lectures’ time
as a technique for understanding the architecture, functional possibilities and design on Microsoft Office package and several graphical applications
Conceptual MapsOne topic – different concept maps
Conceptual Maps The advanced students are introduced
to the features of online free hosted software MindMeister
Conceptual Maps
It allows easy creation, editing, sharing and embedding of maps into the students’ personal spaces and into the course space
Project-Based Learning
The PBL model is applied with the following steps: (1) Introducing students to the state of the art problems
and showing the huge potential of working topics;(2) Identification of challenging problems and solving
the problems by students; (3) Setting up the driving questions and content that to
be studied; (4) Introducing students to the environment for problem
solving (including collecting and managing its main components when students organize their PLEs) with 3 main components: digital resources (web-based open courses, tutorials, best practices, papers), web-based applications/tools and free hosted services
Project-Based Learning
(5) The process of the actual investigation : how the tasks can be completed that require higher-level and critical thinking skills, such as analysis, synthesis and evaluation of information;
(6) Guidance is provided when students need it (through student-educator interactions, peer counselling, guiding, project templates, etc.);
(7) Assessment of the students’ knowledge and competences as a result of the project work
Project-Based Learning
The PBL - a very useful strategy for active learning (doing something, applying existing knowledge and skills and receiving new) the students feel the responsibility for
realizing their own problems exploration and for their own learning organization
Created digital artefacts are part of their learning portfolios and they are evaluated for quality and originality
Project-Based Learning
Personal Learning Environments Usage as Portfolios
Virtual Personal Learning Environment (VPLE) possibilities to integrate information and
knowledge sources, social contacts and communication channels
authoring functions and components easy for technical configuration and for learning scenarios management
according to present students’ interests and goals
Personal Learning Environments Usage as
Portfolios The visible part of PLEs
consists of 3 main components:
(1) public available profile, (2) shared personal learning
space,(3) portfolio with the attached
created digital artefacts
Learner profile
defines the type of learner via a set of the attributes and descriptors can be used when viewing and discussing the
student development can present students as: independent,
merciful, resourceful, respectful, open-minded facilitates student’s personalised learning,
encourages ownership, support student collaboration with others who can help with their learning
Learner profile
According to The International Baccalaureate: http://www.ibo.org/programmes/profile/documents/Learnerprofileguide.pdf
Learner profile
Shared personal learning spaces
Contribute to personal development distribution of additional information and
knowledge to course’s participants expansion of the course knowledge pool
The process of sharing different digital media formats, different tools and services leads to a possibility for personal and professional interactions among networked students and educators
Shared personal learning spaces
Shared personal learning spaces
Shared personal learning spaces
Using PLE as forming student’s learning Portfolio contributes to defining his/her progression and achievements
The visibility of created products encourages students to review, reflect, collaborate and discuss on what they have done, experienced and learnt
Portfolio not only documents, guides, and advances learning during the course, but also it is a part of the life-long learning process
Prototyping
Conceptual mapping
Project-based learning
Personal learning environment as portfolio
Active Learning Realization in Nfomedia
Active Learning OrganizationActive Learning Organization
Digital profile
Shared personal learning space
Portfolio
Conceptual mapping
Project working
Personal learning environment building
understand
clear
review
summarize analyze
motivate
engageinteract
give feedback
discuss
remember repeat
track
explorecreate innovate
evaluate
manage
make decisionscommunicate
document
guide
share
collaborate
collectremix
Conclusion
- functional and technical architectures of Nfomedia are created
- a technology-enhanced model for active learning organization is proposed
- a prototype is tested during one semester- practical recommendations are proposed
according to gained experience in the online learning environment Nfomedia
Conclusion
- For students’ engagement and awareness 3 methods are applied: conceptual mapping, working on projects and PLE building
- These involve them in processes of: (1) subject matter deeper comprehension(2) becoming familiar with the functionality of
Nfomedia by using wiki concepts (3) studying and working with Web 2.0 technologies
inside and outside the LMS (4) understanding the PLE bases for formal and
informal learning organization during the course and in the long term
Thank you for your attention!
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