Support materials and events for introducing PLE to first yearuniversity studentsD3.3.2 Report - Part 1

Hervé Platteaux1, Sergio Hoein1, Maud Foerster1, Johann Luethi1, 2, Omar Benkacem2, Bineta Ndiaye2, Ursula Schwander3, ChristophPimmer4, Denis Gillet5

1 Centre Nouvelles Technologies et Enseignement, DIT ­ Université de Fribourg2 STIC/NTICE ­ IT Division, Université de Genève3 LearnTechNet (BBiT), Universität Basel4 Learning Lab, University of Applied Sciences and Arts Northwestern Switzerland5 React Group, Ecole Polytechnique Fédérale de Lausanne

Learning Infrastructure WP3.3 Project25.11.2013

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Table of contents

Introduction

Further reflections about the needed information to introduce PLEWhat thematics to get a panoramic view about PLE?What documents to build different learning levels?What communication events to reach students?

The five PLE events organised during Autumn 2013The “round table” scenario (UniBAS and FHNW)The “student corner” scenario (UniGE)The “teacher corner” scenario (UniGE)The “PLE course for BA students” scenario (UniFR)The “interventions about PLE in other courses” scenario (UniFR)

Conclusions and perspectives

AnnexesA1. Two examples of flyers about PLE linked thematics

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IntroductionThe aim of the WP3.3 project is to develop a support package for first year students of HE institutions in order to introduce and sensitize them to Personal Learning Environment (PLE). In other words, the main objective of the project is to better know how to reach students about PLE Questions. One of the objectives of the project is the diffusion of pedagogical resources supporting introduction to PLE (information, tutorials, support materials).

During the first phase of the project (cf. D3.3.1), the partners considered the possible scenarios they could test in their institutions during the Autumn 2013 semester. Also they distinguished three different levels of learning objectives (to sensitize about PLE importance, to inform about PLE possibilities and to train with PLE solutions). On this basis, they decided to organise three types of events (Round tables, Corners and Courses) and they organised the five following events:

A Round table discussion with students (UniBAS and FHNW); A “Students Corner” (UniGE) A “Teacher Corner” (UniGE); A course about PLE for the BA students of Science of Education (UniFR) Interventions about PLE in other courses for the BA students (UniFR).

Despite it was making them working quite independently from each others, the four partners adopted this strategy by considering it would allow to collect feedbacks on a large variety of scenarios, learning aims and learning resources. In fact the 3 approaches (Round Table, Students' and Teachers’ Corner, Training session) are not at all opposed but complementary.

Then the partners worked about a first main task consisting in a further reflection about the complementarity aspects of the thematics, documents and events which can serve to introduce students to PLE. All the partners worked also on a second main task in order to allow the feasibility of the decided events (to precise further the details of the previewed events; to prepare the different pedagogical and organisational resources).

The Report D3.3.2 is structured on these two actions. A section is to the outcomes of the reflection dedicated to each of the four events. A second section is dedicated to the 5 organised events, explaining about the final scenarios which were implemented and about the resources (pedagogical, information, etc.) that were assembled and produced for making the event alive. When all the different events will be finished (A few did not happen yet), a deliverable D332­Part2 will complete these descriptions by explaining the analysis of the feedbacks collected from the participants.

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Further reflections about the needed information to introduce PLEThe main objective of the project is to better know how to reach students about PLE Questions. On the basis of the ideas expressed in the Report D331, the project partners continued to work to determine how to evaluate the impact of the three different types of events they plan to organize locally. In order to know about such an impact, partners figured three main aspects to be evaluated:

the PLE thematics the types of documents the types of events

What thematics to get a panoramic view about PLE?In order to develop a package to introduce and sensitize students to PLE, a first question should be answered. What list of themescould be considered as providing a panoramic view on the PLE?

In order to start this reflexion, the project partners took the lists of themes that they identified in other previous projects (PLE, PLEextension, ITSI). Then they commented these lists to let them evolve into richer ones.

Types of thematics Current list of thematics Thematics that could be added

Student learning tasks(from PLE and PLE extension)

Research of information Writing a document Oral presentation Time and task management E­identity management Document collection management Team working Thinking about your ICTs

Mobile learning Data treatment (taking notes,

brainstorming, data analysis, etc.)

Other thematics could be added with anexhaustivity approach on learning tasks ofstudents.

e­Learning activities(from PLE and PLE extension)

Communicate to transmit Take notes Social medias in education Never lose your documents

Educational portal Search engines Memorisation strategy RSS Feed (how can I access to)

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Writing together Copyright in teaching context

Working time management Exam preparation

Other thematics could be added with apriority approach on learning activities ofstudents.

ICT Anwendungen für lernen(Topics found in LTN site)

Social Media: Anwendungsklassen imÜberblick

Social Media an der Hochschule ­ Risikooder Chance?

Moderne Lernumgebung für den Campusvon morgen

Neue Medien und digitale Werkzeuge für dieakademische Arbeit

etc.

e­identity at University

Other thematics could be added with anactuality and prospective approach ontechnology usages for learning in anacademic context.

ICT Tool families(from PLE and PLE extension)

Carte conceptuelle Correcteur orthographique Editeur de texte Gestion bibliographique Outil de recherche d’information Présentation de contenu Réseaux sociaux Stockage de documents Prise de notes

Other thematics could be added with atechnopedagogical watch approach, thenlinked to actuality of technology basedlearning tools.

Then, in order to evaluate furthermore what thematics are allowing a complete introduction to PLE, one could use the above table and ask students questions like the following ones:

Is the list of thematics complete? On what other thematics would you be interested? On what other types of thematics would you be interested? What are the most interesting thematics?

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How would you like to inform and be informed about a new interesting thematic?

As an intermediate conclusion about the thematics to be identified for proposing a panoramic introduction about PLE, one could think further about diverse main aspects. First, a list of thematics can be considered as being panoramic because it allows to see many places (activities, tools, etc.) of the current landscape, a big variety of them, then leaving a minimum number of dark places. Second, a panoramic feeling can also be an outcome of thematics more linked towards how the landscape evolves over the time.

What documents to build different learning levels?To continue the reflection, the project partners listed different types of documents they are using to introduce and sensitize students toPLE. Then these documents were analysed in the perspective of their possible use to achieve different learning levels (aware, inform,train) and also of their advantages/disadvantages both for their creators and their users

Remark:In the table below, we insisted on the global structure, length and contents of different document types. On the contrary, we did notinsist on the media (paper printed, online) used to deliver the different documents and on the advantages/disadvantages of thesemedia (facilitation of diffusion, cost of prints, etc.).

Types of documents Learning levels / Advantages and Disadvantages

Learning Scenarios

Characteristics about 20­35 pages A4 equivalent online document

ContentsLearning scenarios describe a working task ofstudents (e.g.) by presenting a sequence of steps(activities) to be performed in order to complete thetask. In each activity step, it is explained how and

learning levels aware: +/­ inform: ++ train: ++

advantages/disadvantages for the creators large documents allow to propose a coherent explanation large documents need a long time to be produced students are autonomous complementary documents, focused on precise activities, are

needed high level of complexity

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what ICT tools can help to perform the activity.advantages/disadvantages for the users

large documents allow to access a coherent explanation large documents need a long time to be read large documents are not very motivating for students students are autonomous high level of complexity

eCulture Cards

Characteristics 2 pages A4 equivalent online document

ContentseCulture cards present shortly a question, a point ofview, etc. relative to PLE. They are made short inorder to make a quick tour of the question relatively toimportant aspects (What tools? Inconvenients?Perspectives? etc.). These aspects are common inall the cards of a collection.

learning levels aware: ++ inform: ++ train: +/­

advantages/disadvantages for the creators new themes can be produced easily according to PLE actuality cards must be produced with a common thread to obtain a

coherent collection

advantages/disadvantages for the users precise themes are attractive to students students get quickly an answer (“What to do”) to their questions students do not get an answer (“How to do”) to their questions

Brochure

Characteristics about 10 pages A5 equivalent

ContentsA brochure makes a short presentation of a thematic.A brochure concentrates about the presentation ofmain ideas and and not of details. Generally it is made

learning levels aware: ++ inform: ++ train: +/­

advantages/disadvantages for the creators new themes can be produced easily according to PLE actuality allow to cover different aspects of a thematic

advantages/disadvantages for the users

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to motivate the reader for knowing more about thethematic.

constitute an attractive introduction and awareness document allow to access different aspects of a thematic

Tables for tool comparison

Characteristics about 10 pages A4 equivalent

ContentsComparative table of tools present a family of ICTtools (e.g. text treatment) and a series of criteriawhich should help students to choose toolscorresponding to their learning situation conditions.

learning levels aware: ++ inform: ++ train: +/­

advantages/disadvantages for the creators allow to present tools according to a common list of criteria allow to identify quite easily if a new tool is bringing a real innovation

advantages/disadvantages for the users help to choose a specific tool corresponding to a specific learning

situation help to understand choice criteria of learning tools

Tutorials

Characteristics 10­15 screen copies 3­5 mn length with oral explanation

ContentA tutorial presents a step by step sequence ofoperations to be performed with a tool in order tooperate a process. For ICTs, it is generally made ofscreen copies and associated explanations. A tutorialshould begin by saying its aim and public. It shouldend by summarizing weak/strong points of theprocess.

learning levels aware: ­­ inform: ++ train: ++

advantages/disadvantages for the creators need a large number of tutorials (number of tools, language

versions, etc.) allow the delivery of a quick answer to a student

advantages/disadvantages for the users students get an answer (“How to do”) to their questions tutorials only present a procedure applied with a single tool

Web site learning levels

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(e.g. myple.ch)

ContentsA web site associated to PLE introduction can beconceived as an information centre. This is the openplace where students can find learning resources,use a research engine to find specific resources, askquestions, inform about thematics they need, findpeople to help them, know about events to come(students’ corners, round tables, training sessions,etc.).

aware: ++ inform: ++ train: ­­

advantages/disadvantages for the creators facilitate diffusion of a document collection easy and quick updates (new version of a document) create a panoramic vitrine of PLE aspects

advantages/disadvantages for the users access to a document collection distance and asynchrone access allow to send messages to a “helpdesk, …, training” service

Flyers

e.g. (see Annexe 1) DICE flyer Informatik an der Universität: Start

ContentsThe contents of a flyer can be very diverse. But theyare usually 1) informing about an event (theme, date,place, etc.) or 2) questioning about a thematic (e.g.“Did you eat 5 fruits­vegetables yesterday?”).

learning levels aware: ++ inform: ++ train: ­­

advantages/disadvantages for the creators easy and quick to produce help to inform about an event, a site, etc. let think about a question

advantages/disadvantages for the users easy to find (dedicated places in every HEI) help to be informed about an event, a site, etc. help to access to an event, a site, etc.

Then, in order to evaluate furthermore what documents are allowing a complete introduction to PLE, one could use the above table

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and ask students questions like the following ones: What are the most useful documents for you? What do you prefer to work with? Print or online documents? To develop your PLE, would you need only documents? Or also workshops, class, information sessions, audio, video, etc.? Globally speaking, what learning level do you want to achieve about PLE thematics? Aware, informed or trained? With this aim, what amount of time do you want to spend on a single PLE thematic? In your mind, what is the most comfortable length of documents?

What communication events to reach students?Also, in order to know how to reach students to introduce and sensitize them to PLE, we want to answer two questions. What types ofcommunication events can we organise to reach students? What impact on the student community has a certain type of event?

Events Preparation of events Impacts of events

Round Table ways to invite students (e.g. flyer, mailing list) needed documents time for preparation (first time, second time) competence needs in the preparation team

number of students level of theme deepening interactivity level level of attitude changes best time to do it?

Students Corner& Teacher Corner

ways to invite students surveys to understand students needs ways to confirm students registration choice of global theme for teacher Corner Ways to invite teachers Doodle to schedule the common date ways to confirm presenters ways to invite the community ( participants) Ways to organise the event ways to prepare the aperitif

number of students number of participants exchange animation content conviviality choice of the place snacks

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PLE course learning platform space learning resources (1st time, 2nd time) learning activity description (1st time, 2nd time) time for preparation (1st time, 2nd time) competence needs in the preparation team ways to make students able to use their PLE in

other contexts

number of students year in the curriculum number of themes level of theme deepening impact according to learning activity interactivity level students and teachers engagement transfers to other contexts practical and theoretical learning

outcomes

Intervention in acourse

same as PLE course but less in quantity

further preparation needed ways to identify interested teachers ways to invite students

same as PLE course but less in quantity (?)

Then, in order to evaluate furthermore what events are allowing a complete introduction to PLE, one could use the above table andask students questions like the following ones:

What approach do you prefer (Round Table, Students' Corner, Training sessions)? Do you see another approach? What would make you come again to the same type of event? What do you think about the reception? What do you think about the selection of topics? Have you others topics to propose? What are your expectations coming to this event? Do you participate to an upcoming event? Which topic do you like to be tackled? In the future, would you recommend this kind of event to other students?

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The five PLE events organised during Autumn 2013In the deliverable D331, we presented a list of previewed events of different types. Their scenarios were also explained as they were anticipated in July. Now, in the deliverable D332, we present the events that were organised by the project partners in their institutions during the Autumn 2013 Semester. Their scenarios are explained again with further details and precisions due to their evolution for their implementation.

These events are the sources of feedbacks from students, and also teachers, that we will analyse with the aim of defining concrete scenarios for introducing PLE. As we explain in the previous section, this analysis will focus mainly on thematics, documents and events, all the resources which can serve an introduction to PLE. Also this analysis will be made with a global perspective: finding complementarity aspects in the resources. This analysis will be presented in the deliverable D332 Part 2.

The “round table” scenario (UniBAS and FHNW)The round table was held on Thursday, September 19, 2013 from 12:00 to 1:30 p.m. at the University of Basel (Kollegienhaus, Seminar Room 206). A number of six students (University of Basel/FHNW) met for a discussion organized in the form of a semi­structured focus group moderated by Ursula Schwander (LearnTechNet­BBiT, University of Basel) and Christoph Pimmer (learning.lab, FHNW). In a deliberately created informal atmosphere (all participants addressed each other with the familiar “du”­form and had lunch together while discussing) students talked about their personal learning environments, how and where they usually learn, which digital tools they use, why they use them and finally about their wishes and expectations of how universities could assist them in building and using their PLE. In order to structure the discussion, a question guide had been developed before the round table.

The “student corner” scenario (UniGE)From the beginning of the 2013 Fall semester, a new type of events will be proposed in collaboration with Formev (Service of Formation and Evaluation of the University of Geneva) a series of workshops to promote an academic culture among students, through a selection of tools and practical advices on topics such as saving documents, collaborative writing or taking notes. Taking Notes will be the theme of the first workshop in November. The workshop will include two sessions of 90 minutes each. It is free and open to the student community.

Based on the observation that students who succeed are not just those who know more than others or have a "superior intelligence”,

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but those who apply effective strategies, who use their knowledge in a systematic and meaningful way, that motivate or re­motivate, who continuously monitor their learning and adjust their strategies when not achieving expected results. This program is designed to 1

help students to adapt their learning strategies to the needs at university.

On 11th november 2013, a workshop is dedicated to Note taking which is an essential activity for all students because they all conserve traces to support reflection and critical thinking. The notes also can help in­depth understanding and preparing for memorization.

There are several solutions to help student taking notes, unlike conventional processing tools text (eg Word). In this workshop, we will discuss tools for taking notes online that allow disorganised editing, as on a sheet of paper. These tools also allow sharing, collaborative editing, and synchronization of different devices (smartphones, tablets, computers), without providing much to practise a method of effective note taking (Cornell method, for example).

The “teacher corner” scenario (UniGE)Teacher's Corner is an informal meeting that takes the form of interactive workshops. The contents are provided by stakeholders in a position to contribute by sharing their experiences about digital practices.

Since December 2012, three events have been held at the University of Geneva on the following topics:1. Digital device blended learning, which refers to "any education, courses, training, etc. of higher education which is based on a

digital environment (platform­learning)."2. The use of educational technology in teaching such as hybridization device training, learning activities, online platforms Moodle

and Dokeos, collaborative work on WiKis and social networks.3. Massification and customization of lessons such as: personalized course with 550 students: Utopia or reality?, CALIS

Sciences, E­learning for scientific documentation, MERLOT Library online educational resources, etc.

These informal meetings take place in large different open places at Geneva University. Each meeting assembles different thematic tables animated by a stakeholder who introduced quickly his theme and undertakes an informal discussion with participants. Every 20 minutes, the participants are invited to rotate and move to another table. With each rotation, stakeholders reflect the description of

1 “Réussir ses études” :http://www.unige.ch/dife/reussir/index.html

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their topic. In this way, participants are able to learn and exchange about the different topics.

Each event brought together some fifty participants. After each event, a satisfaction form was given to participant to evaluate the choice of topics, the content, the exchange, the conviviality and the aperitive. The results of satisfaction form confirmed the relevance of the theme and format of the events. The friendliness and quality of the exchanges were particularly welcomed. Respondents also expressed their expectations for an upcoming event.

On the basis of the foregoing elements, the fourth edition is planned for 26 November 2013 with an overall theme: learning environment in faculty of Medicine at Geneva University. At this informal meeting, we propose to confront teachers and students to share in a relaxed atmosphere on topics such as: MOOC overall health, CAMPUS, technical assessment, Computer monitors.

The “PLE course for BA students” scenario (UniFR)A module called “Dispositifs de formation” is part of the curriculum in the Science Education BA at the University of Fribourg. It is made of 2 courses and a seminar, each with 3 ECTS. For the Autumn 2013 Semester, it was decided to dedicate the 14 sessions (2 hours) of the seminar to an introduction about PLE. The learning objective: to inform and train about PLE. We have 34 students (31 female, 3 male) participating, with a big majority of BA Year 3. About 28 students are in a cursus with a major in Science of Education and about 6 students have Science of Education as a second field.

In the module introduction, we make students aware of the existence of “Dispositifs de formation” and we make emerge their conceptions (their understanding at the very beginning of the module) about it. In the seminar introduction, we let students enter a reflexion about PLEs and about their main components: Learning Activities, Technologies, Knowledge and competences, Human Actors, and Physical environment aspects.

Then students fill a questionnaire to make a list of ICT tools they are using in their main learning tasks at university. The questionnaire also helps them to estimate what learning tasks they are considering as the most important for their studies. Students constitute work teams according to this estimation. From this time, we begin a long learning activity aiming at building up tutorials explaining how to perform a learning activity with the help of a given ICT tool (or a set of a few tools). Through this activity, students learn three main things:

to perform different learning tasks with ICT tools (mainly first steps); to build up a tutorial (conception of a process sequence, pedagogical functions of a tutorial resource);

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to manipulate advanced features of oral presentation softwares (e.g. insertion of recorded voice).

The seminar continues after about two other main thematics. The first one is mobile learning situations. We introduce what are these situations. On this basis, students discuss in groups to determine what mobile learning situations they already experienced and what other ones they would like to experiment. Then a global discussion is lead about the factors that are making a mobile situation­technology the biggest potential at university (link with WP1.6 of Learning Infrastructure project). Students then make a last activity on this topic. They have to make photographs with their smartphones of different places, in the university building, where they can work or not. They must send the images to a Moodle Forum where they explain why they can, or can not, work in these places.

The second thematic is an individual reflexive thinking about PLE. Students make an assessment of their own PLE (about the 5 main components; cf. above list). They first consider what should evolve in their PLE (e.g. What main tasks and tools to be better mastered). Then students also estimate what are the types of supports which would help them. (e.g. Can you manage alone to make these next steps? What types of help do you need to progress: a course, a web site with learning resources, etc.? What types of documents do you need to progress: learning scenarios, brochures, tutorials, etc.?)

The following list presents the different learning resources that are used during the seminar: Moodle platform: A course space for the entire Module web site: myple.ch

created during PLE extension projects enriched by WP3.3 and WP1.6 projects

Learning task scenarios already produced (PLE projects): “Rechercher de l’information”, “Ecrire un travail”, “Présentation orale”, “Vos TICE” newly produced (WP3.3 project): “Gérer son temps”, “Gérer sa collection de documents”, “Gérer son identité

numérique” Learning task tutorials (WP3.3 project):

tutorials produced by the students, working in teams about 8 tutorials produced

Tool Comparison tables (all produced during PLE projects): see the list on myple.ch Questionnaires

adapted from a previous questionnaire (PLE projects): “Vos outils pour Apprendre à l’Université” newly produced (WP3.3 project): “Grille d’évaluation des tutoriels” (a grid used by students to give feedbacks to their

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colleagues about the tutorials produced during the seminar) newly produced (WP3.3 project): “Bilan réflexif sur mon EPA” newly produced (WP1.6 project): “High potential mobile technology uses in higher education”

The “interventions about PLE in other courses” scenario (UniFR)Since Autumn 2013 semester, Centre NTE proposes a new service to the teachers and students from the University of Fribourg. If a professor is organising, in one of his courses, a learning activity where ICT tools are used, NTE staff helps students for this ICT usage. Concretely, a workshop is organised for the students to be supported into their first steps with the technology and/or to be helped in the choice of the adequate technology for performing the learning activity.

Two teachers volunteered this semester. Prof. Eric Davoine:

Course in BA “Sciences Economiques et Sociales”, Year 1 2 workshops of 2 hours organised (October 16­17th) 53 students in total Thematics: 1) structuring a document with outliners 2) Zotero bibliographic tool 3) preparation of an oral presentation

visual support Ms. Mireille Walther:

Course in BA “Sciences de l’éducation”, Year 1 1 workshop of 2 hours organised (November 20th) 20­30 participants Thematics: 1) collaborative writing of a document 2) Two bibliographic tools 3) Taking notes with Evernote 4)

Repository solutions

Conclusions and perspectivesThe three main types of scenarios that were chosen by the project partners and the five events organised during Autumn 2013

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semester should allow the collection of feedbacks over a large variety of action types and aims. Indeed all of them are complementary ways to introduce and sensitize the students to Personal Learning Environment. They also focus on different thematics and use different documents.

The current D332­Part1 deliverable then announces and rich next analysis of all these feedbacks which will be presented in the D332­Part2 deliverable. In this perspective, the work presented in the first section of the previous pages will help the partners into this future work by providing them a framework for this analysis.

A regret. The initial foreseen translation of a basic series of documents, in French and German languages, appears today as not possible… However, the different organised events during the project will allow to determine how far the different documents, produced locally, were accepted and useful. Then the project partners will be able to say for what types of documents the translation effort is required. Also, for doing the translation of learning resources (in French and/or German), one could try to get support from other ICT Competence Centres who want to use a series of documents and to define priority levels for the translation of the different documents (Scenarios, eCulture cards, etc.).

Thinking to presentation and dissemination of the project results of the project, we concretized what follows: 1) the web site myple.ch 2) student associations seem to be also a good way 3) Eduhub Days 2014 will be a nice platform.

Let us also remark that a new informal partner was joining the project during its first phase. Indeed we had a very good and fruitful contact with Stefan Van der Vlies, head of the SIG Students’ Voice which is also working on similar scenarios (for introducing students to PLE). A discussion of concrete ways to collaborate is launched. Stefan joined the round table organised in Basel, so this has already been one "concrete way to collaborate”.

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Annexes

A1. Two examples of flyers about PLE linked thematics

Source: DICE Project

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Source: University of Fribourg, page 1

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Source: University of Fribourg, page 2

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