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
[email protected]
Content 1. 2007 2. 3. 4. 5. 6.
…
2008 ?
Personal Learning Environment (PLE) Comparison LMS – PLE Mush-Up as Learning Methodology From Theory to Practice Conclusion
Nová technologie Technologie WEB Web 1.0:
„READ“ web
nová metodologie
2.0 je tu! 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:
TO IMPROVE THE QUALITY OF LEARNING zvýšit kvalitu učení SE
JAK:
BY FACILITATING
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
LIMITOVÁNO
bez opuštění starého paradigmatu by bylo 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
Všechny nemoci mají původ v naší krvi
Pravidla Newtonovy mechaniky
Vzdělávání PŘED INTERNETEM
???
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
STUDENTI • mají svou OSOBNÍ CESTU, která je vede v jejich VLASTNÍCH POTŘEBÁCH UČIT SE
NET
UČITEL • MODERUJE DISKUSI A AKTIVITY
DIALOG Změny ve vysokoškolském vzdělávání jdou směrem k UČENÍ SE postaveném na
CESTOU, • která studenty KOLEKTIVNĚ vede k jejich vzdělávacím cílům (learning goals).
DIALOGU. 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. 4. 5. 6.
Comparison LMS – PLE Mush-Up as Learning Methodology From Theory to Practice 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) TEACHING
1. Personalizované vzdělávací prostředí VOTING!
2. Personalizované prostředí pro učení SE LEARNING
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 • • • • • •
SaaS
Software as a Service Wiki Weblogs Instant messaging (ICQ) Social bookmarking (del.icio.us) Media sharing (Flickr, YouTube) 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 PLE
LMS
model
model
SHARING SPACE AND TIME
IDEAS
Comparison LMS - PLE LMS PLE
Learner as a CONSUMER of predefined learning materials Content is developed by teacher
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. 2. 3. 4.
2007 … 2008 ? Personal Learning Environment (PLE) Comparison LMS – PLE 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):
2.
content oriented approach students are only passive CONSUMERS of pre-defined learning materials
NONTRADITIONAL = INNOVATIVE usage of the LMS (Moodle):
3.
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
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):
2.
content oriented approach students are only passive CONSUMERS of pre-defined learning materials
NONTRADITIONAL = INNOVATIVE usage of the LMS (Moodle):
3.
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
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):
2.
content oriented approach students are only passive CONSUMERS of pre-defined learning materials
NONTRADITIONAL = INNOVATIVE usage of the LMS (Moodle):
3.
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
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
280 km
They have never seen each other F2F
The TEACHER is in Ostrava
Students from Ostrava
Students from Hradec Králové
Virtual communication between students
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 HK
Student Ostrava
Student HK
Student Ostrava
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 Main stream of communication (VIRTUAL)
Student HK Student HK Student HK Student HK Student HK Student HK Student HK Student HK Student HK
NONTRADITIONAL usage of the LMS Moodle is better but not sufficient for personalisation 1.
CLASSICAL usage of the LMS (Moodle):
2.
content oriented approach students are only passive CONSUMERS of pre-defined learning materials
NONTRADITIONAL = INNOVATIVE usage of the LMS (Moodle):
3.
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
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.“ [Stephen Downes ]
Some educators suggest that the "CONNECTIONS that enable us to learn more are MORE IMPORTANT THAN OUR CURRENT STATE OF KNOWING".
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. 2. 3. 4. 5.
2007 … 2008 ? Personal Learning Environment (PLE) Comparison LMS – PLE Mush-Up as Learning Methodology 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
[email protected] EkF VŠB-TU Ostrava
