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Future Learning Landscapes Towards the Convergence of Pervasive and Contextual Computing, Global Social Media and Semantic Web in Technology Enhanced Learning Serge Garlatti

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ISITC Hammam SousseApril 2011

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Page 1: Future Learning Landscapes

Future Learning Landscapes Towards the Convergence of Pervasive and Contextual Computing, Global Social Media and

Semantic Web in Technology Enhanced Learning

Serge Garlatti

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Outline

¢  Introduction

¢  Web 2.0

¢  Mobile, Pervasive, Ubiquitous Learning

¢  Semantic Web, Linked Data

¢  Convergence

¢  Inquiry Based Science Teaching: IBST V. 1

¢  Inquiry Based Science Teaching: IBST V. 2

¢  An Ubiquitous Cloud Learning Environment

•  Models, architecture and tools

¢  Conclusion

Hammam Sousse ISITC 2011 Futures Learning Landscapes page 1

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Introduction

¢ Contributors •  JM Gilliot, Telecom Bretagne, l’un de ses Blogs

•  C. Pham Nguyen, Telecom Bretagne

•  S. Laubé, UBO, PAHST

•  Yan Peter, LIFL

•  A. Bouzeghoub, Telecom SudParis

¢ Some references •  http://conferences.telecom-bretagne.eu/futurelearning2010/

•  http://molene.enstb.org/futurelearning/

•  http://molene.enstb.org/mlearning09/

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WEB 2.0

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Web 2.0

Source: Dion Hincliffe Hammam Sousse ISITC 2011 Futures Learning Landscapes page 4

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Web 2.0 - Applications

¢ Blogs

•  Personal publication + comments by others

•  Linking facilities at the level of information & people

•  For education -  Reflection, diary, assignment publishing

-  Course information & follow up (answering questions…)

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Web 2.0 - Applications

¢ Wikis

•  Collaborative writing & content organisation

•  For education -  Supporting group and project work, Annotated reading list,

Practicing writing skills

¢ Collaborative editing

•  Web tools are used collaboratively to design, construct and distribute some digital product -  Google Docs, Etherpad

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Web 2.0 - Applications

¢ Conversational Arenas •  One-to-one or one-to-many conversations between

internet users

• 

¢ Online Games and virtual world

•  Rule-governed games or themed environments that invite live interaction with other internet user

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Web 2.0 - Applications

¢ Social bookmarking •  Keep reference of interesting material

•  Organising information with tags

•  Taking benefit from resources found by others

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Web 2.0 - Applications

¢ Media sharing and manipulation

•  Tools to upload, download, design and edit digital media files

•  For education -  Images & videos can be provided

-  Annotation on the images or video can support specific explanations

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Web 2.0 - Applications

¢ Social networking

•  Keeping in touch with relations, forming and supporting social communities

•  For education -  Course animation outside the class

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Web 2.0 - Applications

¢ Syndication & Notifications

•  Users can ‘subscribe’ to RSS feed enabled websites so that they are automatically notified of any changes or updates in content via an aggregator. -  Easy notification of updates, automatic media distribution

(podcast episodes)

•  For education -  A way to keep an eye on learners’ progress

-  A way to distribute course content automatically

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WEB 2.0: Emerging Paradigm

¢ Personal Learning Environment

•  Definition (M. A. Chatti) -  A PLE is characterized by the freeform use of a set of

lightweight services and tools (Web 2.0) that belong to and are controlled by individual learners.

•  Built by the learner for a specific & personal learning goal -  Mashing up the services that will support best the goal

-  No institutional drive or control

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WEB 2.0: Emerging Paradigm

¢ Personal Learning Environment

•  Fit well with socio-constructivist learning approaches -  Foster collaborative knowledge sharing and building and

reflective practices in a social context

-  Foster self-regulated learning sequences by student and discursive argumentation and communication with peer

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WEB 2.0: Emerging Paradigm

Hammam Sousse ISITC 2011 Futures Learning Landscapes

PLE

How to access Data?

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Mobile, Pervasive, Ubiquitous Learning

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Mobile, Pervasive, Ubiquitous Learning

Is-it a technological problem?

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Mobile, Pervasive, Ubiquitous Learning

¢ A first definition •  Learning with portable technology: PDA,

smartphones, PSP, PDA phones, mobile phones, Ipods, Iphones, MP3 players, labtop, UMPC, etc. everytime, everywhere.

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Mobile, Pervasive, Ubiquitous Learning

¢ Mobile Computing •  Mobile computing: increasing our capability to physically

move computing services with us.

•  The computing device cannot seamlessly and flexibly obtain information about the context in which the computing takes place and adjust it accordingly.

¢ Pervasive Computing •  Capability to obtain information from the environment in

which it is embedded and use it to dynamically build models of computing.

•  Acquisition /management of context models and adaptations

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Mobile, Pervasive, Ubiquitous Learning

¢ Ubiquitous Computing •  Integrating large-scale mobility with pervasive

computing features

¢ Features of mobile, pervasive, ubiquitous computing belong to those of mobile, pervasive, ubiquitous learning

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Mobile, Pervasive, Ubiquitous Learning

¢  Bomsdorf 2005 - « Ubiquitous learning is the next step in

performing e-learning and by some groups it is expected to lead to an educational paradigm shift, or at least, to new ways of learning. The potential of ubiquitous learning results from the enhanced possibilities of accessing learning content and computer-supported collaborative learning environments at the right time, at the right place, and in the right form. Furthermore, it enables seamless combination of virtual environments and physical spaces ».

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Mobile, Pervasive, Ubiquitous Learning

¢  (Hundebol and Helms 2006)

- « Pervasive learning environment is a context (or state) for mediating learning in a physical environment enriched with additional site-specific and situation dependent elements – be it plain data, graphics, information -, knowledge -, and learning objects, or, ultimately, audio-visually enhanced virtual layers“.

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Mobile, Pervasive, Ubiquitous Learning

¢ Mobility •  Portable Technologies

•  Spatial Mobility -  Learners moving between different learning settings

•  Tool and Thematic Mobility -  Learners alternating between different tools and topics

•  Temporal Mobility -  Learning is cumulative, current learning builds on

previous learning and are the basis for future learning.

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Mobile, Pervasive, Ubiquitous Learning

¢ Social Community

•  Learning is a social process which links learners to communities, people and situations

•  Learners are not taught by one teacher, but rather by a community

•  Collaborative learning -  Learning happens in collaboration between people and

technology

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Mobile, Pervasive, Ubiquitous Learning

¢ Enable learning activities difficult before, sometimes impossible

•  Learning may occur in location and time which are significant and relevant for learners

•  Learning occurs in the context of activities involving an authentic task or problem, a location, a time, an environment, a social community, etc.

•  Learning in context and across contexts

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Mobile, Pervasive, Ubiquitous Learning

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Mobile, Pervasive, Ubiquitous Learning

Hammam Sousse ISITC 2011 Futures Learning Landscapes

Input content:

Resources

Metadata Features

Context Features

Clustering Filtering

Relevant content

{«Good» «Bad»}

Ranking/Annotation

Situation

Adaptation process

«Average»

According to resource category!

Display

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Mobile, Pervasive, Ubiquitous Learning

¢  Is-it possible to manage •  Context Awareness, •  Adaptation •  Seamless Learning By Search engine like

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Mobile, Pervasive, Ubiquitous Learning

Hammam Sousse ISITC 2011 Futures Learning Landscapes

We need a kind of

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Semantic Web & Linked Data

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Semantic Web & Linked Data

Who is teaching at Telecom Bretagne and riding a motorcycle across Europe?

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Semantic Web & Linked Data

¢ Find the movies of type « thriller »

¢ And classified

¢ And appreciated by at least four friends on •  Or those following me on

¢ And without Leonardi Di Caprio as Actor

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Hammam Sousse ISITC 2011 Futures Learning Landscapes

Semantic Web & Linked Data

¢ Goals •  Reuse and sharing of data •  Interoperability at semantic level

¢ How? •  Associate semantic metadata to resources •  Linked data silos by these semantic metadata

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Semantic Web & Linked Data

¢ Description of Telecom Bretagne website

•  Subject Verb Object

•  Telecom Bretagne has a president Paul Friedel •  Telecom Bretagne is a French Grande Ecole •  Telecom Bretagne has a website http://www.tele...

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Semantic Web & Linked Data

¢  In DBpedia •  Telecom Bretagne dbpprop:president Paul Friedel(en)

•  Telecom Bretagne dbpprop:type French Grande Ecole(en)

•  Telecom Bretagne dbpprop:website http://www.tele...

¢  Question •  French Grande Ecole whose Paul Friedel is a President?

-  ?Grande_Ecole dbpprop:president Paul Friedel (en)

-  ?Grande_Ecole dbpprop:type French Grande Ecole (en)

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Semantic Web & Linked Data

¢ Linked Data

•  Published data according to standards -  RDF / RDFS / OWL

-  SPARQL Access Point –  Query language + Access protocol

The Web will be

a Tremendous Global Database

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Convergence

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Convergence

¢ A global, distributed and open architecture perspective

•  Composed of social web environments, institutional learning environments and personal learning environments exposing, sharing, and connecting data on the Web.

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Convergence

¢ Reuse, analyze and manage content across web application sources

¢ Monitor and analyze user activities and content production, to get user traces and to provide guidance and advices according to user activities and needs

¢ Combination of all these resources and techniques allow getting contextual data from web environments and sensors

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Inquiry-Based Science Teaching V. 1

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Inquiry Based Science Teaching: IBST V. 1

¢  IBST features

•  Authentic and problem-based learning activities which are ill-defined and have several answers

•  A certain amount of experimental procedures, experiments and activities involving practical experience of equipment and including searching for information;

•  Self regulated learning sequences where student autonomy is emphasized;

•  Discursive argumentation and communication with peers ("talking science").

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Inquiry Based Science Teaching: IBST V. 1

¢ The complete problem •  Problem 1: understand the industrial landscape in

the area of the bridge (Brest is a shipbuilding arsenal for the Navy).

•  Problem 2: understand what is the historical and technological method of problem solving that led to the construction of the swinging bridge.

•  Problem 3: understand the rotating mechanism of the swinging

http://plates-formes.iufm.fr/ressources-ehst/spip.php?rubrique17

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Inquiry Based Science Teaching: IBST V. 1

Vestige Hammam Sousse ISITC 2011 Futures Learning Landscapes page 42

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Inquiry Based Science Teaching: IBST V. 1

Prototypical Scenario 1.  Problem analysis in small groups

2.  Activation of prior knowledge

3.  Elaboration of a strategy to find needed information (define collaborative and cooperative activities)

4.  Collaborative work and exploitation

5.  Peer-assessment 1

6.  Collaborative report writing

7.  Peer-assessment 2

8.  Institutionalization / discussion

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Inquiry Based Science Teaching: IBST V. 1

¢  Historical reading and understanding of an industrial landscape (scenario stage 4)

•  Photograph all elements of the current landscape with historical aspects about cranes and bridges of the arsenal,

•  Locate the different elements on a current map of Brest,

•  Identify and photograph the actual bridges and cranes linked existing bridges and cranes from previous: what continuities ? What ruptures?

•  Store and publish information on the corresponding tools.

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Inquiry-Based Science Teaching V. 2

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Inquiry Based Science Teaching: IBST V. 2

Prototypical Scenario 1.  Problem analysis in small groups

2.  Activation of prior knowledge

3.  Elaboration of a strategy to find needed information (define collaborative and cooperative activities)

4.  Collaborative work and exploitation 5.  Peer Assessment 1

6.  Collaborative report writing

7.  Peer Assessment 2

8.  Institutionalization / discussion

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Inquiry Based Science Teaching: IBST V. 2

¢ Smartphones •  Camera, •  GPS •  Network access

¢ Three groups •  Site visit •  Information seeking in navy museum •  Information seeking in local public records

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Inquiry Based Science Teaching: IBST V. 2

¢ Recommend suitable entities Resources, activities, tools, persons, … –  Depending on the current situation without any human

interventions

¢ Push mode •  Groups or individuals can be notified according to

the situation changes. •  The group/individual can select or not one of the

given recommendations.

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Inquiry Based Science Teaching: IBST V. 2

¢ Three Push modes •  Recommend information from Navy museum and

local public records retrieved by other group members or subgroup according to the needed domain concepts identified on the port and/or the current activities

•  Recommend and provide information from subgroup visiting the port to other subgroups or group members

•  Recommend checking some domain concepts missed by students or subgroups on the port.

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Inquiry Based Science Teaching: IBST V. 2

¢ Pull Mode •  A query filters concepts, resources, activities and

persons •  Write queries

-  On relevant domain concepts like “crane”, “bridge”, etc. according to the current context (activities and localization),

-  On retrieved information from other group members or subgroups according to activities and/or localization

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Inquiry Based Science Teaching: IBST V. 2

Activities Tool families Content produced Searching

information Search engines,

Social book-marking, Blogs, Wikis, etc.

Shared bibliography Annotations, Notes, images, videos, etc., potentially geo-localised.

Site visit Smart terminal with Camera, GPS and CMS

Geo-localised text, pictures, videos.

Group communication

Chat, Microblogging, Voice, Video, etc.

Real-time information sharing for work group coordination.

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Inquiry Based Science Teaching: IBST V. 2

Activities Tool families Content produced Collaborative

Collected Data analysis

Maps Mind map tools.

Knowledge restructuration

Collaborative Report writing

Shared bibliography Annotations, Notes, Images, Videos, etc. and Collaborative Writing Tools

Final report : knowledge construction

Peer assessment Collected Group work Quality analysis, Hints, Rating based on an assessment scheme

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Inquiry Based Science Teaching: IBST V. 2

¢ Models enable us to have common vocabularies to ensure exchange, reuse and sharing of resources at semantic level (Ontologies)

•  A context model -  including a user model, a scenario model

•  A domain model •  A resource model (a metadata schema) •  A peer assessment model •  A recommendation model (adaptation model),

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Inquiry Based Science Teaching: IBST V. 2

¢ Some metadata can be generated automatically (sometimes on the fly) •  from the tool databases according to common

vocabularies like -  Dublin Core, SKOS, SIOC, FOAF, OPO, etc.

¢ Most of these vocabularies are lightweight ontologies that can fit well database schemas

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A Cloud Learning Environment

My CLE

Course Cloud Component Notifications

RSS/SParQL & Queries

Notification Widget

Information Widget

Self-defined Widget

World Of Widgets

Widget Model

Queries Push/Pull flow

WebApps

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Conclusions

¢ Convergence of 1.  Personal Leaning environment, 2.  Ubiquitous learning environment 3.  Semantic Web

Main Issue How could we change our practices and/or learning scenarios to enhance the learning processes?

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Conclusions

¢ Technical issues •  Context management •  Distributed user model •  Ontology management •  Peer Assessment model •  Tags versus Ontologies •  etc.

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