Outline
Introduction
Ubiquitous & Social TEL
Semantic Web & Linked Data
The current HBST Scenario
An Innovative HBST Scenario
SMOOPLE Semantic Models
SMOOPLE
Conclusion
eMadrid Conference 2011 Futures Learning Landscapespage 2
Introduction
Contributors JM Gilliot, Telecom Bretagne, one of his Blogs C. Pham Nguyen, Telecom Bretagne S. Laubé, UBO, PAHST A. Bouzeghoub, Telecom SudParis
Some references http://conferences.telecom-bretagne.eu/futurelearning2010/
http://molene.enstb.org/futurelearning/
http://molene.enstb.org/mlearning09/
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Inquiry-Based Science Teaching
IBST Authentic and problem-based learning activities which are ill-
defined and have several answers;
A certain amount of experimental procedures, experiments and activities involving practical experience of equipment and including searching for information;
Self regulated learning sequences where student autonomy is emphasized;
Discursive argumentation and communication with peers ("talking science").
eMadrid Conference 2011 Futures Learning Landscapespage 5
Inquiry-Based Science Teaching
Requires Relevant problems and scenarios that enable learners to
achieve those activities, according to teacher’s didactic intentions
How to foster IBST? Importance of Technology Enhanced Learning was
acknowledged in this European FP7 Project “Mind The Gap”
Technology Enhanced Learning (TEL) systems and ICT can foster such types of activities
eMadrid Conference 2011 Futures Learning Landscapespage 6
Ubiquitous & Social TEL
Integration of
Social media applications, Personal Learning Environments
And Mobile / Ubiquitous Computing
Can increase the constructive learning processes in IBST
Integration to offer Rich Learning Environment
eMadrid Conference 2011 Futures Learning Landscapespage 7
Ubiquitous & Social TEL
Personal Learning Environment
Definition (M. A. Chatti) A PLE is characterized by the freeform use of a set of lightweight
services and tools (Web 2.0) that belong to and are controlled by individual learners.
Built by the learner for a specific & personal learning goal Mashing up the services that will support best the goal No institutional drive or control
page 8 eMadrid Conference 2011 Futures Learning Landscapes
Ubiquitous & Social TEL
From an educational perspective
PLE fit well with socio-constructivist learning approaches
Provide spaces for Collaborative knowledge building, Self-regulated learning sequences, Discursive argumentation, Communication with peers Reflective practices
eMadrid Conference 2011 Futures Learning Landscapespage 9
Ubiquitous & Social TEL
Mobile Learning Learning may occur in location and time, which are significant
and relevant for learners
Mobile Learning can increase the potentialities of PLE Web 2.0 and Communication tools: at anytime, at any place
Ubiquitous Learning The physical environment directly related to learning goals and
activities Situated learning activities (difficult before, sometimes
impossible), particularly relevant in a given context
eMadrid Conference 2011 Futures Learning Landscapespage 10
Semantic Web & Linked Data
PLE
How to access Data?
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Semantic Web & Linked Data
Is-it possible to have a precise search engine to
manage?
Context Awareness, Adaptation Seamless Learning
By Search engine like
page 12 eMadrid Conference 2011 Futures Learning Landscapes
Semantic Web & Linked Data
We need a kind of
page 13 eMadrid Conference 2011 Futures Learning Landscapes
The current HBST Scenario
The complete problem Problem 1: understand the industrial landscape in the area of the
bridge (Brest is a shipbuilding arsenal for the Navy).
Problem 2: understand what is the historical and technological method of problem solving that led to the construction of the swinging bridge.
Problem 3: understand the rotating mechanism of the swinging bridge
http://plates-formes.iufm.fr/ressources-ehst/spip.php?rubrique17
eMadrid Conference 2011 Futures Learning Landscapespage 15
The current HBST Scenario
Scenario
1. Problem analysis in small groups
2. Activation of prior knowledge
3. Strategy elaboration to find required information, Define
collaborative and cooperative activities
4. Collaborative work and exploitation
5. Collaborative report writing
6. Institutionalization / discussion
eMadrid Conference 2011 Futures Learning Landscapespage 17
The current HBST Scenario
Historical reading and understanding of an industrial
landscape (scenario stage 4) Photograph all elements of the current landscape with historical
aspects about cranes and bridges of the arsenal,
Locate the different elements on a current map of Brest,
Identify and photograph the actual bridges and cranes linked
existing bridges and cranes from previous: what continuities ? What
ruptures?
Store and publish information on the corresponding tools.
eMadrid Conference 2011 Futures Learning Landscapespage 18
An Innovative HBST Scenario
Scenario
1. Problem analysis in small groups
2. Activation of prior knowledge
3. Strategy elaboration to find needed information
(define collaborative and cooperative activities)
4. Collaborative work and exploitation
5. Collaborative report writing
6. Institutionalization / discussion
eMadrid Conference 2011 Futures Learning Landscapespage 20
An Innovative HBST Scenario
Smartphones / tablets Camera, GPS Network access
Three groups Site visit Information seeking in navy museum Information seeking in local public records
eMadrid Conference 2011 Futures Learning Landscapespage 21
An Innovative HBST Scenario
Recommend suitable entities
Resources, activities, tools, persons, … – Depending on the current situation without any human interventions
Push mode Groups or individuals can be notified according to the situation
changes. The group/individual can select or not one of the given
recommendations.
eMadrid Conference 2011 Futures Learning Landscapespage 22
An Innovative HBST Scenario
Three Push modes
Recommend information from Navy museum and local public records retrieved by other group members or subgroup according to the needed domain concepts identified on the port and/or the current activities
Recommend and provide information from subgroup visiting the port to other subgroups or group members
Recommend checking some domain concepts missed by students or subgroups on the port.
eMadrid Conference 2011 Futures Learning Landscapespage 23
An Innovative HBST Scenario
Pull Mode A query filters concepts, resources, activities and persons
Write queries
On relevant domain concepts like “crane”, “bridge”, etc. according to the current context (activities and localization),
On retrieved information from other group members or subgroups according to activities and/or localization
eMadrid Conference 2011 Futures Learning Landscapespage 24
SMOOPLE semantic Models
Ontologies to ensure interoperability at semantic
level A Domain model
A Context model including a user model, an activity model
A Resource model (metadata schema)
A Recommendation model (adaptation model)
eMadrid Conference 2011 Futures Learning Landscapespage 26
SMOOPLE Semantic Models
Some metadata can be generated automatically
(sometimes on the fly) from the tool databases according to common vocabularies like
Dublin Core, SKOS, SIOC, FOAF, OPO, etc.
Most of these vocabularies are lightweight
ontologies that can fit well database schemas
eMadrid Conference 2011 Futures Learning Landscapespage 31
SMOOPLE
My CLE
Course CloudComponentNotifications
RSS/SParQL& Queries
NotificationWidget
InformationWidget
Self-definedWidget
WorldOfWidgets
WidgetModel
QueriesPush/Pull flow
WebApps
eMadrid Conference 2011 Futures Learning Landscapespage 33
Conclusions
Ubiquitous Personal Learning Environments
Foster collaborative knowledge building, self-regulated learning sequences, discursive
argumentation, communication with peers and reflective practices.
Leads to
Learning at anytime, at any place and in any form using small devices
Learning in context and seamless learning across different contexts
Enhance authentic and problem-based learning activities,
enabling experiments and practical experience in relevant situations (location, time,
etc.)
eMadrid Conference 2011 Futures Learning Landscapespage 41
Conclusions
Requirements
Retrieve relevant information available in distributed tools
to reconstruct a complete view of actions, traces, and content of
learners,
to analyze these actions
to propose relevant recommendations at relevant times and
spaces.
Technical issues Context management
Distributed user model
Ontology management
Tags versus Ontologies
etc.
eMadrid Conference 2011 Futures Learning Landscapespage 42
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