Presentation given at the Seminar "Opportunities and Challenges of Learning with Technologies: Evidence-based Education" at the Permanent Representation of Estonia to the EU on 12 November 2014 in Brussels.
3. http://Learning-Layers-eu
Some trends in distributed
Learning Environments
• Use of social media and social software in
education and at the workplace
• Open Educational Resources
• A drive towards Personal Learning Environment
• New pedagogical trends: Self-directed learning,
learning as knowledge building
• Lifelong Learning and Professional Development
• MOOCS and other modes of scaling learning
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Dialectics of TEL system
evolution
• THESIS: mainstream TEL systems today are LMS (e.g. Moodle)
• ANTITHESIS: innovators among academic staff are radically
opposing LMS and propose using PLE and social media instead
• SYNTHESIS: new quality, taking the best from both worlds.
Digital Learning Ecosystem?
IVA LMS Blog-based
PLE
Dippler
DLE
!
Pedagogy-driven design User-centered design
1.1 Initial ped. framework
1.2. Participatory
design
1.3. Evaluation
2.1. Experimenting with blogs
2.2. Participatory
design
2.3. Case
studies
3.1. Participatory design
3.2. Updated
ped. framework
3.3. Participatory
action research
3.4. Generic ped.
model for DLE
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Digital Learning Ecosystem
DLE is an adaptive socio-technical system
consisting of mutually interacting digital agents
(tools, services, content used in learning process)
and communities of users (learners, facilitators,
trainers, developers) together with their social,
economical and cultural environment.
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Some Examples
• Higher Education: From blog-based courses to
digital learning ecosystems
• Higher Education: Managing the
MOOCS Ecosystem
• Scaling Informal Learning at the Workplace
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Open and Personal
Blog-based Courses
• Students use
Weblogs as Personal
Learning Environments
• Courses are temporal
configurations of learning
settings
• Tools offer coordination,
awareness and
management
functionalities
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Course
Blogs
Student
Blogs
Content
Assignments
Feedack
Analytics
EduFeedr
LePress
DIPPLER
12. http://Learning-Layers-eu
DIPPLER: Prototype of a Digital
Learning Ecosystem
Social media
Blog Profile
Courses
Activities
RSS
Users
Analytics
Courses
Widgets
Institutional
BOS Middleware:
BackOffice Service
Cloud
Storage
HTTP
WS
Types of tasks:
Post
Structured post
Artefact (file)
Discussion
Self-test
Test
Group task
Offline task
All courses
Featured
My courses
Course page
Summary
Course info
Outcomes
Announcem.
Participants
Groups
Resources
Tasks
Settings
Categories
Learner's Wordpress
with Dippler plugin
Dippler: institutional
client, teacher's tool
IOS
app:
mobile
client
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EMMA Learning Analytics
• For learners:
– Support personalization and support the achievement
of learning goals through:
• personalized feedback to individual learners
• new learning paths recommendations
• reflection opportunities to assist in monitoring learning and
achievement
• For MOOC providers/ instructors
– Offers prediction functionalities to give feedback in
order to enhance/improve their course design
considering traced learning experiences
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The Dilemma of Informal
Learning at the Workplace
How do people learn at the workplace?
• Ask colleagues, search for help, try
things out, learn from experience
• Learning is informal, connected to
work practices, multi-episodic, just-
in time [Hart 2011, Kooken 2009]
How do learning technologies look like?
• follow traditional training models
• based on direct classroom instruction
and courses transfered to the screen
[Kraiger 2008]
highly effective
individualized
contextualized
motivating
does not scale
not persistent
few benefit
expensive
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Straw Building
How To
X3-PVQX3-PJC
X3-POZ PLC Equipment
One possible
Construction Scenario
Explaining the use of a new
construction technique and
materials on site
Making video material available
on site through QR tagsUse of video recording and
annotation
Further questions on the use of
the technique connected to site
Material, questions and best
practices collected and
discussed
Collection transformed into
instructional material to
enhance traditional training
22. http://Learning-Layers-eu
Deployment & Sustainability
Scaling in Regional Clusters
Architecture & Integration Layer
Integration through Common Infrastructure
Workplace Learning Layer
Integration through Workplace Learning Practices
Scaling Informal Learning:
Project Architecture
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Interaction Layers: An Ecosystem of Tools
Social Semantic Layer
Integration through Shared Meaning
Interacting with
Physical Objects
Interacting
with People
Interacting with
Digital Materials
Straw Building How To
X3-PVQX3-PJC
X3-POZ PLC Equipment
29. http://Learning-Layers-eu
Deployment & Sustainability
Scaling in Regional Clusters
Architecture & Integration Layer
Integration through Common Infrastructure
Workplace Learning Layer
Integration through Workplace Learning Practices
Scaling Informal Learning:
Project Architecture
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Interaction Layers: An Ecosystem of Tools
Social Semantic Layer
Integration through Shared Meaning
Interacting with
Physical Objects
Interacting
with People
Interacting with
Digital Materials
Straw Building How To
X3-PVQX3-PJC
X3-POZ PLC Equipment
30. http://Learning-Layers-eu
Who When Where What ... ... ... ... ... ...
An Artefact
Actor Network
User
Profile
Resource
Profile
Topic
Modeling
Recommended
Resource
Each interaction
increases the network ...
... and is tracked in the history
Trust and Social
Network
Traces of the Network History
Knowledge is built by people
interacting with other people and artefacts
New Information displayed to
Support User Interactions
Intelligent Services
derive new information
1
2
3
4
5
Who When Where What ... ... ... ... ... ...
Who When Where What ... ... ... ... ... ...
Who When Where What ... ... ... ... ... ...
Whom to ask? What to read and watch? Who are the experts? What do people talk about?What’s the quality?
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DLEs introduce new
opportunities ...
• Social and informal processes play a bigger
role in learning
• Better opportunities for connecting formal
and informal contexts of learning
• Learning across institutional boundaries
• Learning as knowledge creation, not as simple
acquisition
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... but also new challenges!
• How to make tools work together to allow for a
meaningful learning experience?
• How to help learners make sense of the
multitude of content and experiences?
• How to enable teachers and institutions to exhibit
some control over the learning process?
• How to make the educational system evidence-
based?
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Conclusions
• Both tools and infrastructure are needed to
make sense of the Digital Learning Ecosystem
• Learning Analytics provide an opportunity to
cope with the inherent complexity and make
education more evidence-based
• Great Opportunities for European Learning
Technology SMEs
– Strong focus on Open Source and Open Resources
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Learning in the Digital Ecosystem
35
Tobias Ley
Tallinn University
Institute of Informatics
tley@tlu.ee
skype tobias_ley
http://tobiasley.wordpress.com
Learning Layers Project
ICT EU-FP7, 12mEUR, 2012-2016
Web: http://learning-layers.eu
Software: http://github.com/learning-layers
Notes de l'éditeur
EMMA – European Multiple MOOC Aggregator
Operates in two main modes:
as an aggregator and hosting system of courses produced by European universities;
as a system that enables learners to construct their own learning pathways using units from MOOCs as building blocks
