peer-to-peer learning technologies, visualisation and the education around the person

Peer-to-Peer learning technologies, Visualisation and theeducation around the Person

Dr. D. Francisco José García Peñalvo

GRupo de investigación en InterAcción y eLearning (GRIAL)Instituto de Ciencias de la EducaciónDepartamento de Informática y AutomáticaUniversidad de Salamanca

[email protected]://grial.usal.eshttp://twitter.com/frangp

Universidad Complutense de MadridMadrid, 13 de junio de 2016

Agenda

Peer-to-Peer learning technologies, Visualisation and the education around the Person 2

1. Personal Learning Environments

2. TRAILER Project

3. Visual Learning Analytics

1. Personal Learning Environments

Formal, non formal, informal


Why ICT is not used to personalise education


PLE


Personal learning centre “The e-learning application (…) begins to look very much like a

blogging tool. It represents one node in a web of content, connected to other nodes and content

creation services used by other students. It becomes, not an institutional or corporate application, but a personal learning centre,

where content is reused and remixed according to the student's own needs and interests. It

becomes, indeed, not a single application, but a collection of interoperating applications — an environment rather than a system” Stephen

Downes

PLE


Facility “A Personal Learning Environment is a facility for an individual to access, aggregate, configure and manipulate digital artefacts of their ongoing learning

experiences” Ron Lubensky

http://www.deliberations.com.au/2006/12/present-and-future-of-personal-learning.html

PLE


Interface “The PLE is a unique interface into the owners digital environment. It integrates their personal and professional interests (including their formal and informal learning), connecting these via a series of syndicated and distributed

feeds” Terry Anderson

http://terrya.edublogs.org/2006/01/09/ples-versus-lms-are-ples-ready-for-prime-time/

PLE


System “Personal Learning Environments are systems that help learners take control of and

manage their own learning. This includes providingsupport for learners to set their own learning goals, manage their learning; managing both content and

process, communicate with others in the process of learning and thereby achieve learning goals. A PLE may be composed of one or more sub-systems: As such it may be a desktop application, or composed

of one or more web-based services” Mark van Harmelen

PLE


Ecosystem “An ecosystem of connected educationalresources facilitated by a (large) set of tools and fueled

by collaboration opportunities facilitating theconsumption of content that enables an increasedunderstanding of specific knowledge domains” Lee

Kraus

http://leekraus.blogspot.com.es/2007/06/ple-not-personal-and-not-learning.html

PLE


Collection of tools/Conceptual notions “PLEs aren’t anentity, structural object or software program in the

sense of a learning management system. Essentially, they are a collection of tools , brought together underthe conceptual notion of openness, interoperability, and learner control. As such, they are comprised of two elements – the tools and the conceptual notions

that drive how and why we select individual parts. PLEs are a concept-entity” George Siemens

http://www.elearnspace.org/blog/2007/04/15/ples-i-acronym-therefore-i-exist/

PLE


Knowledge Network (digital & non-digital) “Mypersonalized learning environment is a knowledge

network that includes my browser favorites, my RSS feeds, my electronic documents and so on. But it's also

non-digital and not easily captured in my browser. Itincludes my wife, friends and work colleagues, my tenniscoach, my books, magazines and newspapers, the TV I watch, the films I see, the radio programmes that I listen

to” Clive Shepherd

http://clive-shepherd.blogspot.com.es/2007/04/ples-what-are-we-talking-about-here.html

PLE


A new approach “Yet for all the talk there was no consensuson what a Personal Learning Environment (PLE) might be. The only thing most people seemed to agree on was that it

was not a software application. Instead it was more of a new approach to using technologies for learning. Underpinning a

number of the discussions was the issue of what role teachers and institutions would play if learners themselves

developed and controlled their own online learningenvironment” Graham Attwell

http://www.openeducationeuropa.eu/en/article/Personal-Learning-Environments---the-future-of-eLearning%3F

PLE


A new pattern of users’ practices “Wecharacterize this new pattern a Personal Learning Environment, although unlike

the VLE this is primarily a patternconcerned with the practices of users in

learning with diverse technologies , ratherthan a category of software” Scott

Wilson et al. (2007)

LMS & PLE


INSTITUTIONAL

Controlled learning and a predefined set of tools

PERSONAL

Lifelong learning with chosen tools by the user

LMS & PLE


LMS do not solve all the problems• They are centred in the

institution and in the subject

• They do not support lifelong learning

• They are monolithic

Learning environments are needed that are adapted to users’ needs, are under the students’

control and support lifelong learning are

LMS & PLE


PLE

LMS & PLE integration


2. TRAILER Project

Description


• Coordinator: University of Salamanca – GRIAL• Starting date: 01/01/2012 Ending date: 31/12/2013• Main objective is to articulate the activity flow involved in the integration

of informal learning as part of an individual’s development; this starts with the identification by the learner of informal learning activities and the subsequent process in which these are made visible to the institution. This will be done by developing methodologies and tools that facilitate this process, making it transparent both to learners and institutions and allowing all involved to make the most of these processes

• Results• Definition and application of methodologies and recommendations for the integration

of informal learning in educational institutions and the workplace• Establishment of the technological framework (ILC, Portfolio Component, Competence

Catalogue and Institutional Environment)• Set of pilot actions

Architecture


Workflow


TRAILER Ecosystem


Final system


3. Visual Learning Analytics

Introduction


Term Proposed DefinitionProposedLevel of Focus

Analytics / Data Mining

An overarching concept that is defined as data-driven decision making (from Ravishanker) / Clustering, clasification an asociation analysis.

All levels 90's

AcademicAnalytics

A process for providing higher education institutions with the data necessary to support operational and financialdecision making (adapted from Goldstein and Katz).

Institution 2005

LearningAnalytics

The use of analytic techniques to help target instructional, curricular, and support resources to support the achievement of specific learning goals (adapted from Bach).

Department/learner 2005

PredictiveAnalytics

An area of statistical analysis that deals with extracting information using various technologies to uncover relationshipsand patterns within large volumes of datathat can be used to predict behavior and events (adapted from Eckersen).

All levels

Introduction


Visualization model


VeLA System


Peer-to-Peer learning technologies, Visualisation and theeducation around the Person

Dr. D. Francisco José García Peñalvo

GRupo de investigación en InterAcción y eLearning (GRIAL)Instituto de Ciencias de la EducaciónDepartamento de Informática y AutomáticaUniversidad de Salamanca

[email protected]://grial.usal.eshttp://twitter.com/frangp

Universidad Complutense de MadridMadrid, 13 de junio de 2016

peer-to-peer learning technologies, visualisation and the education around the person

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