PLE Reference Model

Colin Milligan

(Scott Wilson)

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Elements domain scope domain ontology analysis and theory software  - used to derive patterns, topics keywords agents (actors or roles - learner, tutor, administrator) - patterns - the patterns are structured according to

Alexander (problem, motivation, solution, services, use cases, user category, known uses, category) -

scenarios - high level use cases showing typical uses of a PLE

service descriptions - defining the services referenced by the collected patterns

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Domain Ontology

process pattern x involves agent y and is known to have been used in software z. The pattern uses service a and service b to solve a problem in the scope of topic c, and satisfies use case 1 and 2

reference model artifact

use caseagent

organisation person

process pattern

software

topic

service

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Scenario Issues

PLE is disruptiveexisting systemssecurity IPRstudent skills

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Scenario Practicalities

Fallback position Transition between current and future Provisioning

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Scenarios

1. Formal Study

2. Future (Lifelong) Learner

3. Independent or Informal Learning

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1. Formal Learning

The scenario reflects the current norm, where a student studies for a formal qualification at a single institution.

Variations or extensions to this scenario could include special requirements of some subjects (law, medicine etc.)

where specific ways of demonstrating competencies might exist, different educational levels (Masters, Doctorate)

The student may or may not possess their own computer and so may need their data and preferences stored centrally, or at least need to sync.

Simple relationship between student and institution – requires negotiation.

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Scenario Constraints (1)

Learning Episode (course, degree etc.) is a contract between individual and institution

Student has attributes (Educational Level, competency, prior

knowledge) preferences (learning mode and learning style) constraints (disability, technology, time commitments,

preferred tools)

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Scenario Constraints (2)

Institution hasattributes (courses offered, staff, pedagogical

approach)constraints (qa, rules and regulations)

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Scenario Constraints (3)

Together, they negotiate an instance of learning The student is then provided with an environment in

which to work. Or they may supply the environment themselves, but

both the student and the institution places constraints on this environment.

The environment needs to be: Capable: It needs to have (at least an awareness of) all the

tools a learner is likely to use Usable: It needs to self-assemble, but allow customisation and

evolution.

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Scenario Constraints (4)

Initiation: where the environment is (dependent on constraints and attributes): furnished with tools (communication, calendar, content discovery and

creation), loaded with settings (groups, email addresses, schedules, search tools, prior

evidence etc.) populated with content (from the institution), including workflows.

Customisation (ongoing) where the student adds in his or her own custom tools, augmenting and possibly replacing existing ones. Modulates environment as they develop as a learner.

Progression: where the student undertakes a series of negotiated tasks using (progressing through) and creating resources, notifying and being notified of events. communicating with individuals and groups (peers and tutors, experts) Undertaking assessments

Reflection –where the student augments their portfolio – this may occur throughout the learning event.

Termination: Where an endpoint is achieved (for instance through accreditation)

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2. Future Learner

This alternative to the first case acknowledges the specific needs of a learner who may study with a number of different institutions, either sequentially, or at the same time as anticipated in lifelong learning.

The learner may also have other commitments (e.g. may also work) and there will be greater emphasis on generating evidence through ePortfolio.

The learner would expect to own their own computer (laptop) and use this (almost) exclusively.

Much more complex relationship between student and multiple institutions (and work and groups …)

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3. Informal or Independent Learner

This scenario encompasses the typical informal learner, who might have less formal goals and no institution.

They are not registered for a qualification, and therefore have no formal learning relationships (with tutors etc.) They do belong to informal groups but their goals may differ from those of their peers.

Typified by a need for more fluidity, as individual moves between different communities. Environment may be entirely self-assembled.

Researchers and knowledge workers would also utilise this type of environment.

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Patterns

Recurrent Problems After Alexander

Problem Motivation Solution User Category Services Known uses Related Patterns

Look at Software

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Pattern Categories

Conversation Patterns (managing communication) Team Patterns (managing groups) Temporal Patterns (manage calendaring) Network Patterns (managing syncing) Resource Patterns Context Patterns (managing instances) Social Patterns (aka People Patterns – managing relationships) Workflow Patterns

Activity Patterns (managing learning: LADIE) Assessment Patterns (FREMA) Other Patterns (at different level cf ped. patterns LMS Patterns)

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eyeOS SynchroEdit

Writely Writeboard BaseCampTaDaList

AOLInstantMessengeriChat

MSNMessenger

GrooveWiredReach

ELGGOutlook

Chandler Colloquia

AppleMail Eudora

Thunderbird

iCalSunbird

ShrookNetNewsWire

Blogger Drupal

Wordpress XJournal

Google Amazon Software

FlockMozilla/XUL)

NetVibes SuprGlu

43Things FlickrFurl

Technorati del.icio.us

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Sample PatternGraphical Avatar (aka Buddy Icon)This is one of the Patterns of the PLE Reference Model

ProblemHow can a learner easily recognise another learner, even when they appear in multiple contexts?

MotivationWhen a learner communicates using various media, such as email and instant messaging, it often is unclear to

the recipient that they are in fact the same person, as very often the handles associated with different media are not the same for the same person.

SolutionUse a single Graphical Avatar to visually represent the learner to enable their rapid recognition. The "gravatar"

should be the same even if the person it represents is using different account details (for example, an email account or an IM account).

User CategoryLearner

Services

Known UsesThe most well known use is the "Buddy Icon" found in AOLInstantMessenger, but many other systems make use

of graphical avatars, such as Colloquia.

Related Patterns

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Some Patterns

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Services: eLearning Framework

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Activity Management Service

Service allows a PLE user to

publish activities, join activities others have

created, contribute resources for

activities access resources for

activities. Broker for Workflow

service

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Workflow Pattern: Conversation for Action

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