Meze Learning Management System (LMS) pro poskytování vzdělávacího prostředí orientovaného na studenta - srovnání s možnostmi Web2.0 (PLE) E-learning forum 2009 12. 3. 2009 Praha, Olympic Danuše BAUEROVÁ Institut inovace vzdělávání Ekonomická fakulta, VŠB-TU O Danuse.Bauerova@vsb.cz
Content 1. 2007 2008? 2. Personal Learning Environment (PLE) 3. Comparison LMS PLE 4. Mush-Up as Learning Methodology 5. From Theory to Practice 6. Conclusion
Nová technologie nová metodologie Technologie WEB 2.0 je tu! Web 1.0: READ web Web 2.0: READ-WRITE web Dorazil automaticky též 'Learning 2.0'? Tzn. existuje již METODOLOGIE, jak využívat nástroje WEB 2.0 ve vzdělávání?
ZVYŠOVÁNÍ KVALITY vzdělávání Definice elearningu (oficiální EU)... the USE of new multimedia technologies and the Internet CÍL el: JAK: TO IMPROVE THE QUALITY OF LEARNING BY FACILITATING zvýšit kvalitu učení SE usnadněním, podporou: ACCESS to resources and services as well as přístupu REMOTE EXCHANGES and COLABORATION. vzdálené výměny a spolupráce
POKROK a PARADIGMA Nebylo by možno uskutečnit žádný POKROK za hranice STŘEDOVĚKÉ MEDICÍNY, kdybychom NEOPUSTILI její PARADIGMA: VŠECHNY NEMOCI mají svůj původ V KRVI! ZVYŠOVÁNÍ KVALITY medicíny bez opuštění starého paradigmatu by bylo LIMITOVÁNO hledáním pouze dokonalejších metod a forem POUŠTĚNÍ ŽILOU. Existuje PARALELA pro VZDĚLÁVÁNÍ?
Paralela ve VZDĚLÁVÁNÍ? Zvyšování KVALITY vzdělávání Co je krví a co je pouštěním žilou?
Blokace zvyšování KVALITY Středověká medicína Fyzika před Einsteinem Vzdělávání PŘED INTERNETEM Všechny nemoci mají původ v naší krvi Pravidla Newtonovy mechaniky???
Zvyšování kvality změna paradigmatu Středověká medicína Fyzika před Einsteinem Vzdělávání PŘED INTERNETEM Všechny nemoci mají původ v naší krvi Pravidla Newtonovy?!? mechaniky UČITEL jako?!? mudrc na scéně, jako DIREKTIVNÍ AUTORITA REVOLUČNÍ ZMĚNY NOVÉ PARADIGMA!
Učitel jako mudrc na scéně! Práce učitele se mění: přestává být jediným zdrojem znalostí a začíná být ovlivňovatelem (influencer). NET Bauerová, Brno, MEFANET, 2007 9
NET STUDENTI mají svou OSOBNÍ CESTU, která je vede v jejich VLASTNÍCH POTŘEBÁCH UČIT SE UČITEL MODERUJE DISKUSI A AKTIVITY DIALOG Změny ve vysokoškolském vzdělávání jdou směrem k UČENÍ SE postaveném na DIALOGU. CESTOU, která studenty KOLEKTIVNĚ vede k jejich vzdělávacím cílům (learning goals). Bauerová, Brno, MEFANET, 2007 10
New technology new METHODOLOGY Last year question: The WEB 2.0 technology is here. Has 'Learning 2.0' automatically arrived as well? Only STEP BY STEP WHERE we are ONE YEAR LATER?
Improvement in the quality of LEARNING? REVOLUTIONARY CHANGES : TECHNOLOGY: Internet is here! BUT METHODOLOGY: Step by step only! EVOLUTIONARY CHANGES! TRANSFORMATIVE IMPACT OF TECHNOLOGY in teaching and learning
Is there any PROGRESS here? content delivery LMS PLE (MUPPLE?) Learning Management Systems Social Software tools Web2.0 Personal Learning Environment 2000 2007 2008 2009
Content 1. 2007 2008? 2. Personal Learning Environment (PLE) 3. Comparison LMS PLE 4. Mush-Up as Learning Methodology 5. From Theory to Practice 6. Conclusion
LMS - PLE LMS (Learning Management System): IMITATION of classroom learning Content oriented Teacher oriented LEARNER as a CONSUMER PLE (Personal Learning Environment)??? Learner as a PROSUMER!
PLE translation to the Czech Language Personal Learning Environment (PLE) 1. Personalizované vzdělávací prostředí VOTING! 2. Personalizované prostředí pro učení SE LEARNING TEACHING The ENVIRONMENT IS NOT a platform (stage) for education but it is the OUTPUT of the LEARNING PROCESS!
Personal Learning Environment PLEs are based on the idea of USER-centred approach use Social Software tools PLEs are WEB SITES or SERVICES where learners are able to PRODUCE learning CONTENT or reflections and STORE documentations about their LEARNING PROCESSES. PLEs ARE NOT another substantiation of educational technology but A NEW APPROACH TO LEARNING.
Social SW Social software defined as software that CONNECTS people and ensure collaboration and communication. Web base applications Wiki Weblogs Instant messaging (ICQ) Social bookmarking (del.icio.us) Media sharing (Flickr, YouTube) SaaS Software as a Service Social networking systems (MySpace, Facebook)
Content of the paper 1. 2007 2008? 2. Personal Learning Environment (PLE) 3. Comparison LMS PLE 4. Mush-Up as Learning Methodology 5. From Theory to Practice 6. Conclusion
SOCIAL SOFTWARE usage NEGOTIATION OF MEANING LMS model PLE model SHARING SPACE AND TIME IDEAS
Comparison LMS - PLE LMS Learner as a CONSUMER of predefined learning materials Content is developed by teacher PLE Necessary COMPETENCES to search, find and use appropriate sources Learner as an active, self-directed CREATOR of content SELF-ORGANISATION is possible and necessary Content is infinite bazaar
Comparison LMS - PLE LMS pre-defined learner's model is based on an underlying expert system PLE to get information about learning OPPORTUNITIES CONTENT from community members learning SERVICES fitting to the learner's interests
Comparison LMS - PLE LMS focus on the CLOSED learner group (e.g. in the LMS), collaboration and exchange NOT primarily in the focus PLE collaboration as the central learning opportunities World Wide Web usage of social SW
Comparison LMS - PLE LMS Sharing: Data repositories PLE Social Software tools and aggregation of multiple sources
Content of the paper 1. 2007 2008? 2. Personal Learning Environment (PLE) 3. Comparison LMS PLE 4. Mush-Up as Learning Methodology 5. From Theory to Practice 6. Conclusion
Mush-Up PLE are web services that are COMBINED, e.g. MUSH-UP, in the single portal for the purpose of LEARNING, provides ADAPTATION mechanisms for learning environment construction and maintainance, allows learners to REUSE existing webbased SERVICES and TOOLS (content?)
Mush-up PLE - enables learners to BUILD UP their OWN personal learning environment - BY COMPOSING web-based tools
Mush-up PLE GOALS: - Find the BEST PRACTICE, the BEST OF BREED EMERGENCE : - COLLABORATIVE activities implementation by SHARING DESIGNS with peers (and teacher) and ADAPTING them to REFLECT their learning PROCESS EXPERIENCES Nikoliv sdílet hotový obsah, ale SDÍLET PROCES tvorby (toho obsahu)!
Mush-up PLE as a GENERIC PLATFORM FOR END-USER LMS or instructional design theories: EXPERT-DRIVEN personalisation of learning PLE: Design of emergence METHOD for BUILDING PLE BY LEARNER himself The learning ENVIRONMENT is an (IF NOT THE ) important learning proces OUTCOME!
Content of the paper 1. 2007 2008? 2. Personal Learning Environment (PLE) 3. Comparison LMS PLE 4. Mush-Up as Learning Methodology 5. From Theory to Practice 6. Conclusion
NONTRADITIONAL usage of the LMS Moodle is better but not sufficient for personalisation 1. CLASSICAL usage of the LMS (Moodle): content oriented approach students are only passive CONSUMERS of pre-defined learning materials 2. NONTRADITIONAL = INNOVATIVE usage of the LMS (Moodle): students have their own course with rights to WRITE (= teacher s role ), they are active, self-directed CREATORS of content (= process of their learning supported by teacher) = first step to PERSONALISATION 3. Usage of SOCIAL SOFTWARE: Students CREATE their own PERSONAL LEARNING ENVIRONMENT
NONTRADITIONAL usage of the LMS Moodle is better but not sufficient for personalisation 1. CLASSICAL usage of the LMS (Moodle): content oriented approach students are only passive CONSUMERS of pre-defined learning materials 2. NONTRADITIONAL = INNOVATIVE usage of the LMS (Moodle): students have their own course with rights to WRITE (= teacher s role ), they are active, self-directed CREATORS of content (= process of their learning supported by teacher) = first step to PERSONALISATION 3. Usage of SOCIAL SOFTWARE: Students CREATE their own PERSONAL LEARNING ENVIRONMENT
NONTRADITIONAL usage of the LMS Moodle is better but not sufficient for personalisation 1. CLASSICAL usage of the LMS (Moodle): content oriented approach students are only passive CONSUMERS of pre-defined learning materials 2. NONTRADITIONAL = INNOVATIVE usage of the LMS (Moodle): students have their own course with rights to WRITE (= teacher s role ), they are active, self-directed CREATORS of content (= process of their learning supported by teacher) = first step to PERSONALISATION 3. Usage of SOCIAL SOFTWARE: Students CREATE their own PERSONAL LEARNING ENVIRONMENT
Authentic tasks with? How to design authentic learning environments? How to increase potential for authentic tasks? STUDENTS as WEB-DESIGNERS More effective web-based learning environment!
You know: Many TOOLS for COLLABORATION and COMMUNICATION are in Moodle Main idea of the course: The tools are useful for STUDENTS as well BUT only when the teacher gives to the STUDENTS the PERMISION TO WRITE to the course!
STUDENTS as WEB-DESIGNERS More effective web-based learning environment! STUDENTS COURSES:
NONTRADITIONAL = INNOVATIVE usage of the LMS (Moodle) Online course COMMUNICATION SKILLS IN VIRTUAL ENVIRONMENTS 37 Bauerová, Zaragoza, 2008
Students from 2 universities Ostrava Hradec Králové They have never seen each other F2F 280 km
The TEACHER is in Ostrava Students from Ostrava Virtual communication between students Students from Hradec Králové Students from two Universities
2 course types in the study subject Communication Skills in Virtual Environment: 1. MAIN course = typical course: teacher + students 2. STUDENTS TEAMS COURSES: STUDENTS are in the CENTRE of the course activities
MAIN Course with the TEACHER (CS in VE) Student Ostrava Student Ostrava Student H K Student H K F2F and VIRTUAL communication Student Ostrava Student Ostrava Student Ostrava Student Ostrava Student Ostrava Student Ostrava Student Ostrava Student Ostrava Student Ostrava TEAMs from 2 univ. with their own WEBSPACE in Moodle STUDENTS COURSES Student H K Student H K Student H K Student H K Student H K Student H K Student H K Student H K Student Ostrava Main stream of communication (VIRTUAL) Student H K
NONTRADITIONAL usage of the LMS Moodle is better but not sufficient for personalisation 1. CLASSICAL usage of the LMS (Moodle): content oriented approach students are only passive CONSUMERS of pre-defined learning materials 2. NONTRADITIONAL = INNOVATIVE usage of the LMS (Moodle): students have their own course with rights to WRITE (= teacher s role ), they are active, self-directed CREATORS of content (= process of their learning supported by teacher) = first step to PERSONALISATION 3. Usage of SOCIAL SOFTWARE: Students CREATE their own PERSONAL LEARNING ENVIRONMENT
Connectivism and Connective Knowledge CONNECTIVISM is the thesis that knowledge is distributed across a NETWORK OF CONNECTIONS, and therefore that LEARNING consists of the ABILITY to CONSTRUCT and TRAVERSE those networks. Some educators suggest that the "CONNECTIONS that enable us to learn more are MORE IMPORTANT THAN OUR CURRENT STATE OF KNOWING". [Stephen Downes ] The NETWORKS WE CREATE to ACQUIRE and MANAGE information are the FOUNDATIONS OF LEARNING.
Personal Learning Environment in a simple alternative - PRACTICE 1. WIKI as chaotic, informal knowledge spaces for individuals to CREATE a collective resource 2. WEBLOG postings for STORING of documentation about their (students ) learning PROCESSES 3. LMS, e.g. Open MOODLE forum for asynchronous DISCUSSION
Personal Learning Environment in a simple alternative 1. WIKI as chaotic, informal knowledge spaces for individuals to CREATE a collective resource 2. WEBLOG postings for STORING of documentation about their (students ) learning PROCESSES 3. LMS, e.g. Open MOODLE forum for asynchronous DISCUSSION
WIKI for learning opportunity supplying and for individual creations Bauerová, ICETA, 2008 46
Bauerová,, 2009 47
Bauerová,, 2009 48
Bauerová,, 2009 49
Bauerová,, 2009 50
Personal Learning Environment in a simple alternative 1. WIKI as chaotic, informal knowledge spaces for individuals to CREATE a collective resource 2. WEBLOG postings for STORING of documentation about their (students ) learning PROCESSES 3. LMS, e.g. Open MOODLE forum for asynchronous DISCUSSION
BLOG for students learning processes storing Bauerová, ICETA, 2008 52
Personal Learning Environment in a simple alternative WIKI as chaotic, informal knowledge spaces for individuals to CREATE a collective resource WEBLOG postings for STORING of documentation about their (students ) learning PROCESSES LMS, e.g. Open MOODLE forum for asynchronous DISCUSSION
Moodle FORUM for asynchronous DISCUSSION Bauerová, ICETA, 2008 54
Content of the paper 1. 2007 2008? 2. Personal Learning Environment (PLE) 3. Comparison LMS PLE 4. Mush-Up as Learning Methodology 5. From theory to Practice 6. Conclusion
Conclusion The quality of education process product is tracing the quality of the achieved DIALOG!
Učit MÉNĚ Učit se VÍCE Děkuji za pozornost!! JÁN ÁMOS KOMENSKÝ Danuše BAUEROVÁ Danuse.Bauerova@vsb.cz EkF VŠB-TU Ostrava