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

ISC Conference 2011 Futures Learning Landscapes

Outline

Introduction

Web 2.0

Mobile, Pervasive, Ubiquitous Learning

Semantic Web, Linked Data

Convergence

Inquiry Based Science Teaching: IBST V. 1


An Ubiquitous Cloud Learning Environment

• Models, architecture and tools

Conclusion

page 2


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/

page 3

http://tipes.wordpress.com/

http://pahst.bretagne.iufm.fr/

http://conferences.telecom-bretagne.eu/futurelearning2010/

http://conferences.telecom-bretagne.eu/futurelearning2010/

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

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

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

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

WEB 2.0


Web 2.0

Source: Dion Hincliffe

page 5

http://www.vincentabry.com/le-web-20-en-images-565

http://www.vincentabry.com/le-web-20-en-images-565


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…)

page 6



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

page 7



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

page 8



Social bookmarking• Keep reference of interesting material

• Organising information with tags

• Taking benefit from resources found by others

page 9



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

page 10



Social networking

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

• For education- Course animation outside the class

page 11



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

page 12


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

page 13



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

page 14



PLE

How to access Data?

page 15




Is-it a technological problem?

page 17



A first definition

• Learning with portable technology: PDA, smartphones, PSP, PDA phones, mobile phones, Ipods, Iphones, MP3 players, labtop, UMPC, etc. everytime, everywhere.

page 18



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

page 19



Ubiquitous Computing

• Integrating large-scale mobility with pervasive computing features

Features of mobile, pervasive, ubiquitous

computing belong to those of mobile,

pervasive, ubiquitous learning

page 20



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 ».

page 21



(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“.

page 22



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. page 23



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

page 24



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

page 25



page 26



Input content:

Resources

Metadata Features

Context Features

Clustering Filtering

Relevant content

{«Good» «Bad»}

Ranking/Annotation

Situation

Adaptation process

«Average»

According to resource category!

Display

page 27



Is-it possible to manage

• Context Awareness,

• Adaptation

• Seamless Learning

By Search engine like

page 28



We need a kind of

page 29

Semantic Web & Linked Data



Who is teaching at Telecom Bretagne

and riding a motorcycle

across Europe?

page 31



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

page 32



Goals

• Reuse and sharing of data

• Interoperability at semantic level

How?

• Associate semantic metadata to resources

• Linked data silos by these semantic metadata

page 33



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...

page 34



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)

page 35

http://dbpedia.org/property/president

http://dbpedia.org/property/type

http://dbpedia.org/property/website

http://dbpedia.org/property/president

http://dbpedia.org/property/type



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

page 36

Convergence


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.

page 38


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

page 39

Inquiry-Based Science Teaching 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").

page 41



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

page 42





Vestigepage 43



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. Collaborative report writing

6. Institutionalization / discussion

page 44



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.

page 45

Inquiry-Based Science Teaching 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. Collaborative report writing

6. Institutionalization / discussion

page 47



Smartphones

• Camera,

• GPS

• Network access

Three groups

• Site visit

• Information seeking in navy museum

• Information seeking in local public records

page 48



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.

page 49



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.

page 50



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

page 51


Activities Tool families Content produced

Searching information

Search engines, Social book-marking,

Blogs, Wikis, etc.

Shared bibliographyAnnotations, 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.

ISC Conference 2011 Futures Learning Landscapes page 52


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

ISC Conference 2011 Futures Learning Landscapes page 53



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 Recommendation model (adaptation model),

page 54



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

page 55


A Cloud Learning Environment

My CLE

Course CloudComponentNotifications

RSS/SParQL& Queries

NotificationWidget

InformationWidget

Self-definedWidget

WorldOfWidgets

WidgetModel

QueriesPush/Pull flow

WebApps

page 56



page 57



page 58


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?

page 59


Conclusions

Technical issues

• Context management

• Distributed user model

• Ontology management

• Tags versus Ontologies

• etc.

page 60

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