REVIVE project. Technlogical approach
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REVIVE project. Technlogical approach
- 1. REVIVE â technological approach Joanna Wild Centre for Social Innovation-ZSI REVIVE kick-off meeting Open session in the international conference âAdult learning and e-Learning Qualityâ 25-26 November 2008, Kaunas, Lithuania
- 4. The iCamp Context interoperability heterogeneous tools persons in distributed locations common model for competence acquisition
- 8. Augmented Landscapes individuals use subsets of tools and services provided by institution actors can choose from a growing variety of options gradually transcend institutional landscape actors appear as emigrants or immigrants leave and join institutional landscape for particular purposes
- 11. Cases
- 12. Â
- 13. Planning / trial 3
- 19. EMIM - Moodle
- 22. Getting to know each other Flashmeeting Videowiki Personal blog
- 23. EMIM in scuttle
- 26. iLogue â learning contract
- 28. Object Spot â federated search for learning resources
- 29. Scuttle â tagging and sharing interesting resources
- 30. Blog â reflection on readings
- 31. Wiki â work on a joint artefact
- 32. Wiki â discussion space
- 33. Blog â reflection on learning
- 34. iLogue â learning contract
- 40. FeedBack enabled PLE Networks
- 43. Â
- 45. Thank you for your attention! Joanna Wild Centre for Social Innovation [email_address] iCamp Project www.icamp.eu
Hinweis der Redaktion
- Learning Environments and their construction as well as maintenance is an important part of learning process and desired learning outcomes In many instructional theories learning environment is created by an instructional designer
- From the educational perspectuve we concentrated on competence advancement in three areas of challenge, We assumed that competence advancement in the specifi areas of challenge takes place in parallel to domain specific teaching which can be reorganised to make the comptenece advancement possible These areas of challenges are highly interconneted,
- From the perspective of the learner we are talking here about PLE â learner can choose the tools by herself and compose an environment according to her own preferences. The envirnment can be easily changed and updated when new, better tools apear or when learning goals or interests change. Learner can use such an environment after leaving the educational institution, In the LMS settigs the systems are normally closed and made available to the students only when they are involved in formal educational process at this institution
- Learning Environments and their construction as well as maintenance is an important part of learning process and desired learning outcomes In many instructional theories learning environment is created by an instructional designer â but they plan for an average learner, not for the individual The researchers of iCamp project argue that Learners need to actively adapt their learning environments to their needs, the facilitators should facilitate the process Instructional Design Theories assume that the learning environment should authomatically adapt to learner. iCamp assums that it should be other way round -
- Our main goal was to come up with a performance support for practitioners who try to (re)design and (re)organise domain-specific instructional activities to create opportunities for competence advancement in the areas of SDL, collaboration and SN
- To validate the concepts three trials were conducted within iCamp project. The first one was focused mainly on student collaboration across borders. Self direction component was added to the second trial and the last trial focused on social networking. The main goal of the trials was to validate how collabor, SDL and SN can be supported with the use of SoSo in collaborative learning settings. Within the trials students were supposed to adance their competenes in these areas of challenges, advance their skills in establishing their PLEs and Distributed learning environments All trials were carried out in the context of formal HE settings were stundents and facilitators were distributed geographically, the trials were also aligned with academic calendars of participating institutions
- EMIM is a programme offered by a partnership of several European Univerities. As Tallinn University of Technology is one of the partners of the network we had a chance to run the trial witin this programme. Course structure, objectives, grading and some initial learning resources were introduced within the LMS used by EMIM Universities which is Moodle
- The students were required to deploy a subset of the educational tools made suggested for trials â assemble their PLEs - create their personal blog, create account in scuttle (social bookmarking tool Blog â personal presentation, describing and negotiating learning contacts, personal reflection, Scuttle â organisation and sharing of bookmarks, tagging interesting resources
- Doodle Supports the process of scheduling the meetings
- iLogue -
- Stress â starting to learn in an initially unstructured system
- A learning situation is represented by an activity, in this case collaborative writing, which consists of some actions. For each of the actions we need a tool to accomplish it,