I am currently in Kuala Lumpur doing a keynote at the 5th International Personal Learning Environment (PLE) conference. The focus of my talk is on the notion of ‘PLE+’, i.e. I want to argue that we are entering a third phase of learning environments; the first are Virtual Learning Environments (where tools are provided by the institutional system, and where the teacher chooses which are used for their courses), the second are Personal Learning Environments (where learners create their own learning space, mixing and matching institutional tools with cloud-based tools). The third generation, PLE+, builds on this and relates to the impact of ‘The Internet of Things’, and seamless learning across different contexts, surfaces and devices; in other words, learning across digital and physical spaces.
There is much talk about openness in education. Most of us by now are familiar with open learning, and many could describe their use of open source software such as Moodle, Mahara, Linux or Open Office. Many can also articulate what open educational resources look like, and have knowledge of Massive Open Online Courses - otherwise known as MOOCs. How many though, are familiar with the concept of open scholarship?
Mobile devices have become deeply engrained in our everyday lives. From reading to schedule management to entertainment to GPS, it is The Multi-Purpose Gadget in our lives and some have even said to suffer from the “phantom limb” syndrome without it! Mobile Learning, or mLearning for short, lets learners learn and get performance support via their mobile devices. This article introduces to you the unique features of mLearning, what it can be used for and the difference between mLearning and traditional eLearning.
Students, when asked, are usually quite honest. What engages them in learning the most is taking risks and having fun. This was mentioned recently by a headteacher of a school in England, who argued that schools are too risk averse today, and we need to inject some excitement back into lessons. Those who can remember their school days will often remember the fun they used to have with their friends. Ask them when the fun times happened, and most of them will recollect them occurring outside of formal lesson time. Rigid standards and curricula, and a growing culture of strict health and safety in schools has militated against a lot of risk taking. 'You can't do that' has become the commonly heard phrase when someone tries to innovate.
So how can we build fun and risk taking back into the school day?
The debate around Massive Open Online Courses (MOOCs) is much more focused on the social, institutional, technological and economical aspects than on the need for development of new pedagogical approaches that provide consistent guidance on how to design for this emergent educational scenario.
Learning design principles drawn from the learner's perspective: empowering learners in networked environments for fostering critical thinking and collaboration, developing competence based outcomes, encouraging peer assistance and assessment through social appraisal, providing strategies and tools for self-regulation, and using a variety of media and ICTs to create and publish learning resources and outputs.
Pues bien, voy a presentar un proyecto que me ha llamado la atención y que creo puede ayudarnos a los docentes, sobre todo a los que estamos preocupados por conseguir que la tecnología llegue de manera efectiva a nuestras aulas, a crear cursos multimedia para su uso en teléfonos móviles, y que de paso todos vayamos perdiendo el miedo a eso que se llama m-learning.
Victoria Marín's insight:
Aplicación OpenSource para crear cursos multimedia para móviles.
La Universidad de Sevilla, a través de su Secretariado de Recursos Audiovisuales y Nuevas Tecnologías (SAV), publicará en los próximos meses en el marco del II Plan Propio de Docencia una convocatoria dirigida a su personal docente e investigador ...
Here are some of my recent thoughts on learning spaces at universities, and the impact of student owned personal technologies:
As the shift from location specific learning to untethered learning gathers pace, so the personal device gains increasing importance. Distributed forms of learning are burgeoning, and geographical distance between learners and their parent institutions is less of a problem. This is because learners are intimately familiar with the capabilities of their own devices, and are able to use them to learn in creative and productive ways. 'Bring your own device' is now common place in universities and students no longer need to study in a single location. If students are no longer required to be in the same place as their teachers, several things become apparent.
Is there an inverse relation between the use of learning management systems (LMS) and social media in education? There does seem to be a certain conflict since they represent two very different types of learning environment for students. The LMS offers a secure all-inclusive enclosed arena with all services under one roof whereas social media offer a diverse, uncontrolled and highly personalised arena that the school/university has little influence over. The two would seem to be incompatible.
Victoria Marín's insight:
Reflection on the need for students to learn to move seamlessly between open and closed environments.
So I want to take a step back and look at a bigger picture for a moment. The previous diagram I created was meant as more of a “learner design” perspective, in the sense that the dual paths would be the two main possibilities for learners. This was meant to look at the course from the eyes of a learner. But, the diagram breaks down in many ways since this will not be a traditional course. This course will attempt to deconstruct what it is to learn, be a learner, and to move through a course.
Learning in Real Life: Mobile Learning and Non-Traditional Students. Mobile-friendliness means more than creating programs for cell phones in distance education; it means creating programming flexible enough to suit the ...
The TPACK (Technology, Pedagogy and Content Knowledge) model presents the three types of knowledge that are necessary to implement a successful technology-based educational activity. It highlights how the intersections between TPK (Technological Pedagogical Knowledge), PCK (Pedagogical Content Knowledge) and TCK (Technological Content Knowledge) are not a sheer sum up of their components but new types of knowledge. This paper focuses on TPK, the intersection between technology knowledge and pedagogy knowledge – a crucial field of investigation. Actually, technology in education is not just an add-on but is literally reshaping teaching/learning paradigms. Technology modifies pedagogy and pedagogy dictates requirements to technology. In order to pursue this research, an empirical approach was taken, building a repository (back-end) and a portal (front-end) of about 300 real-life educational experiences run at school. Educational portals are not new, but they generally emphasise content. Instead, in our portal, technology and pedagogy take centre stage. Experiences are classified according to more than 30 categories (‘facets’) and more than 200 facet values, all revolving around the pedagogical implementation and the technology used. The portal (an innovative piece of technology) supports sophisticated ‘exploratory’ sessions of use, targeted at researchers (investigating the TPK intersection), teachers (looking for inspiration in their daily jobs) and decision makers (making decisions about the introduction of technology into schools).
Keywords: educational portal; educational repository; open educational resources; educational technology; the TPACK model
Victoria Marín's insight:
Interesting article on the design and development of a repository of educational experiences involving technology and pedagogy factors.