Floss in technology enhanced learning

FLOSS
in
Technology-‐Enhanced
Learning

Sara
Fernandes,
Antonio
Cerone,
Luis
Barbosa,
Pantelis
Papadopoulos

Aim
&
Overview

Aim

Provide
an
assessment
framework
for
analyzing
Learning
Management
System
(LMS)
tools

Assist
teachers
and
Higher
EducaJon
InsJtuJon
decision
makers
in
the
selecJon
of
the
suitable

LMS
tool

Overview

Background

Methodology

SelecJon

Assessment
Criteria

Results
and
Analysis

Conclusions

United Nations University - International Institute for Software Technology

Background

Online
educaJon

Natural
transiJon
of
the
InformaJon
Society
and
Knowledge
Economy

Perceived
as
an
innovaJon
that
has
considerable
potenJal
for
technology
enhancing
teaching
and

learning

Promote
lifelong
learning

Reach
out
to
non-‐tradiJonal
learners

InternaJonal
crisis

Funding
cuts
on
educaJon

Need
to
reduce
costs
Introduce new approaches into education that will

Maintain
educaJonal
quality
enable governments to continue promoting high-level
education

Impact
of
Internet
on
InsJtuJons


Background

FLOSS
–
Free/Libre
Open
Source
SoRware

Result
of
a
development
process
that
respects
freedom

Takes
place
within
communiJes

InternaJonal
crisis
and
FLOSS

Applying FLOSS paradigm to education may be and

Funding
cuts
on
educaJon

advantage to explore

Need
to
reduce
costs

Maintain
educaJonal
quality
Allows
insJtuJons
to
be
more
independent
(pricing

Impact
of
Internet
on
InsJtuJons
and
licenses
policies
of
soRware
companies)

Empowers
users
with
independency
to
run,
copy,

distribute
study,
change,
and
improve
it
according

to
their
needs


Background
–
some
terminology

The use of ICT in educational context often requires the use of proper terminology.

Learning
Management
Systems
(LMS)

SoRware
systems
design
to
support
student
learning.

Contain
a
number
of
presentaJon,
assessment,
communicaJon
and
management
tools

E-‐Learning

The
use
of
ICT
to
assist
teaching
and
learning
process.

Learning
(TEL)

Online
facility
(or
system)
that
directly
supports
learning
and
teaching
(
e.g.
insJtuJonal
intranet,
VLE

etc)


Background
(some
terminology
cont.)

Learning
Environment
(TELE)

Learning
environment
that
uses
technology
to
enhance
and
enrich
the
learning
process.

Computer-‐supported
collaboraJve
learning
(CSCL)

Pedagogical
approach
where
learning
takes
place
via
social
interacJon
using
computer
or
through

internet.

Learning
characterized
by
sharing
and
construcJon
of
knowledge
among
parJcipants
using
technology

(mean
of
communicaJon
or
common
resource)

InstrucJon
Methods

Used
in
teaching
(Explaining,
DemonstraJng,
CollaboraJng
and
Learning
by
teaching
)

CollaboraJve
learning
(CL)

PromoJon
of
collaboraJon
between
students

CollaboraJon
between
students
and
teachers


e-‐Learning
2.0

Social
learning

PerspecJve
that
states
that
people
learn
within
a
social
context
and
it
is
facilitated
by

concepts
such
as
modeling
and
observaJonal
learning

E-‐Learning
was
based
on
InstrucJonal
Packets

Student
perspecJve
-‐
Delivered
to
the
student
using
assignments

Teacher
perspecJve
–
Evaluate
the
assignments

e
-‐
Learning
2-‐0

Leads
to
the
concept
of
social
learning
through
the
use
of
social
soRware
tools
such
as:
blogs,
wikis,

forums,
and
chats,
promoJng
learning
at
a
wider
scale
than
individuals
or
learning
groups,
up
to
a
societal

scale,
through
social
interacJon
between
peers.


Method

Development of an assessment framework

SelecJon
of
cases

Source
Forge

Keyword
“LMS”

Weekly
downloads

URLSPY

Assessment
Criteria

FuncJonal

CommunicaJon
Features

Assistance
Features

Impact

Languages

Total
Number
of
countries
where
is
used


SelecJon

Source
Forge

Search
of
EducaJonal
Projects
in
Source
Forge
(>100)

Keyword
“LMS”

30
projects

Downloads

11
projects
(Moodle,
Dokeos,
Claroline,
Atutor,
Sakai,
ILIAS,
OpenElms,
Eclass.Net,
e-‐Learning

ApplicaJons
Suite,
Docebo
reborn,
BrilhaspaJ)


SelecJon

URL
SPY

Database
containing
informaJon
on
hundreds
of
websites

World
Wide
Rank

Total
Number
of
years
that
the
tools
as
been
available

External
Links
–
number
of
websites
that
refers
the
project
website

Number
of
pages
–
visited
by
users
within
the
tool
website

EsJmated
Daily
Users
–
esJmated
number
of
users
of
the
website
tool


SelecJon


Assessment
Criteria

FuncJonality
–
correspond
to
features
of
the
soRware

CommunicaJon
features

Assistance
features

Impact
–
correspond
to
the
impact
of
each
tool
worldwide

SelecJon
(previous
slides)

Number
of
countries

Number
of
Languages


Assessment
Criteria
-‐
FuncJonality

Forum – students can submit post in a discussion forum

Forum Management – teachers can create discussion forums, moderate discussions, etc

File Exchange – Files upload and download by teachers or students

Email – email an entire class by using a single email alias

Online Journal / Notes – enables students to create journal entries

Whiteboard – tool used by teachers and students in synchronous mode (virtual classroom)


Assessment
Criteria
-‐
Assistance

Bookmarks – helps organize content

Calendar – Student and Teachers to create events in the online course calendar and
supports announcements

Content Search – Allows the users to search for content

Orientation – Online help for users

Group Work – create groups for discussions, assignments, etc.

Community network – students can create online clubs, interest groups, etc at a system
level.

Portfolios – Allow students to collect their work.


Assessment
Criteria
-‐
Impact

Impact of each project by: Relevant for the analysis of the concept of
1. Analyzing data from the pre-selection table Learning 2.0 and the concept of social
2. Number of languages learning, since with these parameters we
3. Total number of countries can determine the range of a certain tool.


Assessment
Framework


Analysis
and
Results
(2)

LSM tool analysis according to the communication features


Analysis
and
Results
(2)

LSM tool analysis according to the assistance features


Analysis
and
Results
(2)

Impact Criteria data


Findings

Exception of Open Elms and ECLass.Net the tools fulfill all requirements for
communication tools

Assess different Instructional Methods:
Explanation and Demonstration methods are available in
almost all LMS through whiteboard
Collaborative model is available in Forum

Explaining and Demonstration methods are almost present in
all almost all LMS through Group Work and Orientation
Collaborative method is present, for example, Group Work
Learning by teaching, where students assume the role of
teachers, can be found on Community Networks


Conclusions

Choice and usage of LMS according to social and economic viewpoints

Moodle more used

FLOSS tools are not 100% free

Despite similarities, the appropriateness of different FLOSS LMSs can be greatly
affected by specific needs of:

• Students

• Teachers

• nstitutions
I


FUTURE
WORK

We intend to pursue the analysis of the 8 selected tools, through a usability point
of view;

Conduct further analysis from an educational point of view concerning the
support of instructional methods, such as individual and collaborative learning
using survey techniques.


Thank
you!

“The fact is that given the challenges we face, education doesn't need to be reformed -- it needs to be
transformed. The key to this transformation is not to standardize education, but to personalize it, to build
achievement on discovering the individual talents of each child, to put students in an environment where
they want to learn and where they can naturally discover their true passions.”

― Ken Robinson, The Element: How Finding Your Passion Changes Everything


Floss in technology enhanced learning

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