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Smart Learning Environments
– a potential framework for
standardisation?
Tore Hoel
Oslo and Akershus University College of...
The Challenge – what has changed?
• Is technology the problem - or the way we conceive technology in
relation to our domai...
From AR/VR study group
Recommendation to SC36
• Human factor guidelines for AR and VR content in LET domain
Note: this may be categorized to scho...
The problem with Smart
• To define Smart Learning as the counterpoint to Stupid Learning is
not so smart!
• A is, what B i...
Smart should be
grounded…
So should also our
standards work!
What is the implied theoretical and
empirical model behind
Sm...
Conceptualizing the field
• Zhi-Ting Zhu
• Jonathan Michael
Spector
• Gwo-Jen Hwang
• Rob Koper
SLE
framework
(Koper 2014)
Where do Zhu, Spector, Hwang requirements fit?
• Location-Aware
• Context-Aware
• Socially Aware
• Interoperability
• Seam...
Should SC36 work
be led according to
a SLE model?
What are we looking for?
• Ideas to structure our work, i.e., getting new work items addressing
market needs
• Visibility ...
How would standards
development
according to Koper’s
SLE framework look
like?
26
Physical Environments
• CCNU project on developing metrics
for describing Learning Space
Situations and Events
• Curricula standards
• Competency frameworks
• Vocabulary for contexts (LA activity
specifications ...
Interventions
• What types of interventions?
• Question management
• Task management
• Provisioning of learning resources
...
Digital Devices
• Learning Technology Architecture
• Types of devices
• MOOCs
• Augmented and virtual reality tools
Observations
• All aspects of learning analytics
• Metics
• Activity stream formats
• Collection
• Storing
• Analysing
• A...
Context-Awareness
• Need for vocabularies describing
contexts
Adaptiveness
• Support for setting up learning
instances based on observations
Identification
• Competency descriptions
• Learning targets
• Tasks
• Problem descriptions
Socialization
• Social learning support
• Peer learning
• Group learning
• Role Negotiation
Creation
• Support for all types of externalisation
of learning activities
Practice
• Storage and retrieval
• Performance targets
• Self-monitoring systems
• Drill & practice
• Serious games
Reflection
• Create and present representations
of representations
Project approach
• What's in scope?
• Stop doing framework standards – answer the needs of the market
• Smaller pieces of ...
The ideal world
• Smart learning, smart education, smart learning environments, etc.
should to be grounded in a verified t...
The real world
• We will not have one framework guiding our standards development
• ‘Smart’ is part of a language game ser...
谢谢您的关注
This work is licensed under a Creative Commons
Attribution 4.0 International (CC BY 4.0).
tore.hoel@hioa.no
WeChat:...
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Smart Learning Environments - a framework for standardisation?

Presentation at a working group meeting at ISO/IEC JTC1/SC36, Melbourne, June 2017

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Smart Learning Environments - a framework for standardisation?

  1. 1. Smart Learning Environments – a potential framework for standardisation? Tore Hoel Oslo and Akershus University College of Applied Sciences Norway WG6 Melbourne meeting June 2017
  2. 2. The Challenge – what has changed? • Is technology the problem - or the way we conceive technology in relation to our domain? • Lack of progress in SC36 – we have not produced much of value! • Lack of stakeholder involvement • Have SC36 left the CD-ROM era? Is ‘SMART’ going make the difference?
  3. 3. From AR/VR study group
  4. 4. Recommendation to SC36 • Human factor guidelines for AR and VR content in LET domain Note: this may be categorized to school or age levels. • Interaction model in AR and VR content for educational usage Note: meta tagging in terms of library interoperability is included in this area. • Cataloging models that bring together the curriculum and AR/VR learning resources (from metadata perspectives) • Packaging standards for adding AR and VR contents to existing learning platforms (LMS/VLE); • Learning analytic systems that reflect the use of AR and VR contents, etc. Note: data capturing standards in term of multi-model learning analytics We captured potential standardization items which can be covered in SC36. SC36 may consider project sharing between new WGs. SlidefromtheStudyperiodereport Very few technical issues identified – it’s mostly about how AR&VR are used in education How to connect to the agendas that gives visibility and energy to our work?
  5. 5. The problem with Smart • To define Smart Learning as the counterpoint to Stupid Learning is not so smart! • A is, what B is not: Mathematically, this gives an indefinite space of A – you will never be able to know what the boundaries of A are • We have the same problem defining Scope when developing standards! Smart StupidSmart
  6. 6. Smart should be grounded… So should also our standards work! What is the implied theoretical and empirical model behind Smart Learning Environments? What theoretical and empirical model of learning technologies should inform LET standardisation?
  7. 7. Conceptualizing the field • Zhi-Ting Zhu • Jonathan Michael Spector • Gwo-Jen Hwang • Rob Koper
  8. 8. SLE framework (Koper 2014)
  9. 9. Where do Zhu, Spector, Hwang requirements fit? • Location-Aware • Context-Aware • Socially Aware • Interoperability • Seamless Connection • Adaptability • Ubiquitous • Whole Record • Natural Interaction • High Engagement • Scalable • Flexible • Personalized • Conversational • Reflective • Innovative
  10. 10. Should SC36 work be led according to a SLE model?
  11. 11. What are we looking for? • Ideas to structure our work, i.e., getting new work items addressing market needs • Visibility of our work • Engagement of new experts with the competencies we need
  12. 12. How would standards development according to Koper’s SLE framework look like? 26
  13. 13. Physical Environments • CCNU project on developing metrics for describing Learning Space
  14. 14. Situations and Events • Curricula standards • Competency frameworks • Vocabulary for contexts (LA activity specifications - xAPI) • Nomadicity and Mobile Learning
  15. 15. Interventions • What types of interventions? • Question management • Task management • Provisioning of learning resources • Conditioning of learning environment • What digital support for pedagogical interventions?
  16. 16. Digital Devices • Learning Technology Architecture • Types of devices • MOOCs • Augmented and virtual reality tools
  17. 17. Observations • All aspects of learning analytics • Metics • Activity stream formats • Collection • Storing • Analysing • Assessments and tests
  18. 18. Context-Awareness • Need for vocabularies describing contexts
  19. 19. Adaptiveness • Support for setting up learning instances based on observations
  20. 20. Identification • Competency descriptions • Learning targets • Tasks • Problem descriptions
  21. 21. Socialization • Social learning support • Peer learning • Group learning • Role Negotiation
  22. 22. Creation • Support for all types of externalisation of learning activities
  23. 23. Practice • Storage and retrieval • Performance targets • Self-monitoring systems • Drill & practice • Serious games
  24. 24. Reflection • Create and present representations of representations
  25. 25. Project approach • What's in scope? • Stop doing framework standards – answer the needs of the market • Smaller pieces of work - e.g., facilitator model, classroom.. • 9 months development cycle
  26. 26. The ideal world • Smart learning, smart education, smart learning environments, etc. should to be grounded in a verified theory • A coherent framework model of Smart Learning Environment • When a new element is identified and being run through the model you see where it fits, and if not, where the model needs to be fixed • Smart Learning Environment Framework: Model for structuring learning technology standardisation
  27. 27. The real world • We will not have one framework guiding our standards development • ‘Smart’ is part of a language game serving ‘political’ positioning rather than providing the scientific rigour needed to develop standards • Go for a more pragmatic approach where SLE models are used to develop & evaluate NWIs – refraining from doing large framework (multipart) standards, but start doing self-containedm, smaller standards
  28. 28. 谢谢您的关注 This work is licensed under a Creative Commons Attribution 4.0 International (CC BY 4.0). tore.hoel@hioa.no WeChat: Tore_no

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