A collaborative pervasive ibst scenario
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1) The document discusses using a collaborative, pervasive inquiry-based science and technology (IBST) scenario with semantic tools for learning. 2) It proposes using a problem-based learning scenario involving groups of students conducting site visits, information seeking, and real-time data sharing using mobile devices and various digital tools. 3) The document argues that an integrated approach is needed where different learning tools can share data and provide different views into a common body of work to better support collaborative group work and individual assessment.
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A collaborative pervasive ibst scenario
- 1. Is Learning … A Technical Problem ?
- 2. A collaborative pervasive IBST scenario with semantic facilities Jean-Marie Gilliot Sylvain Laubé Cuong Pham-Nguyen
- 3. Few Claims
- 7. Web 2.0 is an “open” World
- 8. LME’s OR PLE’s ? LMS administration Activities PLE
- 9. Learning process: opportunistic LMS Activity flow administration Activities PLE learnerID Subject of last year’s talk Learner
- 10. Semantic Web Activity flow PLE « LMS » Context Mgt Learner Teacher
- 11. Exploring rich scenario : example of IBST Vestige
- 15. Tools according to activities Real-time information sharing for work group coordination. Chat, Microblogging, Voice, Video, etc. Group communication Geo-localised text, pictures, videos. Smart terminal with Camera, GPS and CMS Site visit Shared bibliography Annotations, Notes, images, videos, etc., potentially geo-localised. Search engines, Social book-marking Blogs, Wikis, etc. Searching information Content produced Tool families Activities
- 16. Tools according to activities Quality analysis, Hints, Rating based on an assessment scheme Collected Group work Peer assessment Final report : knowledge construction Shared bibliography Annotations, Notes, Images, Videos, etc. and Collaborative Writing Tools Collaborative Report writing Knowledge restructuration Maps Mind map tools. Collaborative Collected Data analysis Content produced Tool families Activities
Notes de l'éditeur
- First, we think it has to be taken into account a the syllabus level. The Web is a set of community spaces and communication tools that enable collaborative activities like discovering, exchanging, commenting, criticizing and building information. All that skills are prerequisite Image de soutien au discours DL is a now a fundamental component for …
- For Creativity, innovation, entrepreneurship All those skills exist in the CDIO list, but managing it in a digital environment is slightly different and has to be taken into account, as it is the pervasive environment of our XXIth Century society. As CAD, simulation and visualization tools have changed the way we design systems, Wikis and other social tools will change the way we imagine and conceive systems. Innovation is based on knowledge and collaboration. Internet is by no doubt the infrastructure for knowledge. So is Web2.0, or read write web, is the architecture of participation Slide suivant : Lego a plusieurs team group / project
- Secondly, we have noticed that the use of web tools like blogs, wikis and others helps students to engage themselves in learning. Use of such tools encourage exchange between students, going up to collaboration. You can see here an exercise where students have to present web 2.0 tools and usage to all people crossing the main hall of our school. We call it ExplorCamp ! pbe : passer de digital literacy à digital tools L’un renforce l’autre : 2 flèches
- Activities suggested But also: Chosen actvities Learner should be able to chose whether he includes or not some activities in his learning track E-portfolio Access through many devices – during different situations Context management shoudl help the student and propose some document, tool, activitiy, alternatives. Teacher may want to follow and asses some parts of learning process
- Activities suggested But also: Chosen actvities Learner should be able to chose whether he includes or not some activities in his learning track E-portfolio Access through many devices – during different situations Context management shoudl help the student and propose some document, tool, activitiy, alternatives. Teacher may want to follow and asses some parts of learning process
- Activities proposed : -inscription – course space - resources reading – comments – additional resarch – discussion – data production Activities suggested Chosen actvities Access through many devices Context Teacher want to follow and asses some parts of way of learning
- Vestige, remainder