Successfully reported this slideshow.
We use your LinkedIn profile and activity data to personalize ads and to show you more relevant ads. You can change your ad preferences anytime.
From Learning Standards to Smart
Learning Environments: A view of the
challenges of technology enhanced
learning
Miguel Ro...
Objective: Reshape education
What do we NOT want?
Non effective
Non motivating
Rigid
Poor assessment
Inefficient
…etc.
Why reshape education?
• New competences
• Knowledge needs are changing
• Life long learning
• New interactions and ways t...
Traditional education
• Prussian model since the XIX
century
• Few elements: Teacher, student
and educational material
• R...
Education “ecosystem”
• Degree
• Academic year
• Subject
• Classroom
• Lecture
• Lecture notes
• Handouts
• Exam
This model is effective but…
• Group students by age
• Regular school periods and
calendar
• Ideas and content structured
...
pre-TEL education
Teacher
Educational
Material
Student
Educative innovations
• Interactive software environments
• Virtual and remote laboratories
• Animations and simulations
•...
Adapting to changes
http://future.mit.edu/final-report
LMS-based Learning
Teacher
Educative Material
Student/Learner
LMS-based learning
• First integrated technology
enhanced learning
• Industry of e-learning
• E-learning standards
• Virtu...
LMS-based learning
• Communities
• Tracking
• Authoring
• Learning Objects
• Assessment
• Standards
LMS-based authoring
• Focus on reusable resources
• Label resources with metadata
tags
• Use of e-learning standards
• Aut...
http://www.digicult.info/downloads/digicult_thematicissue4_lres.pdf
Evolution of e-learning standards
Accesibilidad
Evaluación
Actividades/Contenido
Gestión
IMS Accesibility guidelines
IMS A...
• From package to open content
• From local content to semantic
search for suitable content
• OER + Linked data
New e-lear...
xAPI statements
I did THIS
ePub3 Interactions
Source: http://www.slideshare.net/JohnBCosta/adb-brief-for-edupub-2014
Activity example
<john> <launched> <cool book>
<john> <read> <page 1> ( d: "PT45S" ) { p: ["chapter 1"], g: ["cool book", ...
Authoring issues
• E-learning Standards are complex
• Complex authoring tools
• 2 examples:
• Instructional ontologies and...
22
Example #1: Semantic Web & education
SOURCE: W3c Consortium (2002)
Dublin Core
• Semantic framework
• Interoperability of resources
• Simple model
• Widely used in the WWW
and other industr...
24
RDF
Resource Description Framework
• Representing information about web resources
• Provides a “meaning” to resources
•...
Dublin Core and RDF
25
26
Ej. RDF
http://www.example.org/index.html tiene un creador cuyo
valor es John Smith
ex:index.html dc:creator “John Smit...
<?xml version="1.0"?>
<rdf:RDF xmlns:rdf=http://www.w3.org/1999/02/22-rdf-syntax-ns#
xmlns:dc="http://purl.org/dc/elements...
28
A semantic link in the WWW
29
Ontologies for education
An ontology is an
explicit
conceptualization of
a domain knowledge
30
Semantic authoring
Cognitive Design
Model
Learning Design
Model
Conceptualization level
Ontologies
Instructional
templa...
31
SW-based authoring
…
Here you can find more
<relation Name="Illustrates"
Domain="Conceptual"
Subject="invariant"
Catego...
Semantic authoring
33
Example #2: Semantic inference of
educational material
sun_java:'java/concepts/class.html'[
rdf:type->doc:Document;
dc:...
Semantic inference
FORALL D,E weaker_example(D,E) <-
studyMaterial(D) AND example(E)
AND
EXISTS C (D[dc:subject->C] AND E[...
Teacher
Educational
material
Student
Profesor
Material
Educativo
Estudiante
Teacher
Educational
Material
Student
Teacher
Educational
Material
Student
Reshaping education: post-LMS era
New frontiers in education
• How to break down barriers
• Nothing from the past is useful? What can we keep?
• What are th...
MOOCs
Can’t see the woods for the trees
NON relevant questions:
¿business model?
¿Why only 2-7% finish the course?
¿Why ar...
MOOCs
• Massive Open Online Courses
• First success model for distance
education
• Worldwide adopted in many
educational i...
Example: New schemas for new times
• Content of the book: from
cascade to agile software
development
• Book production: fr...
Software development models
Book production
• Traditional publisher
• Publisher printing
• Traditional marketing and
distribution
• Slow cycles and no...
Enriched teaching resources: MOOC
http://www.saasbook.info/courses
Awesome feedback!
New learning interactions
• Formal vs. Informal learning  including Higher Education
• Modularization of content  https:...
• Do It Yourself model
• Flexibility
• Based on Competences
• Student driven
Autonomous learning
• Peer to peer education
• Non centralized environments
• Knowledge generated in
microsocial interactions
• Social network...
• Not in the traditional ITS model
• Coacher, not teacher
• Emotive computing
• Reputation
• Context
 Smart Learning Envi...
• Not restricted to formal learning
• Autonomous and adaptive
learning  just-in-time
• More than a VLE: learning
guidance...
• Context to provide relevant
information
• Presentation of information,
service. Tagging of context to
information
• Stud...
• Tailor instruction to individual
needs
• Collect data from disparate
sources (physical, online,..)
• Inference of learni...
• Emotive computing
• Dynamic adaptivity
• Autonomous pedagogical
decission
• Learning support across contexts
• Personal ...
Pedagogical innovations
• Knowledge generated from
micro-social interactions
• Change in assessment practices
• Learning i...
Technological innovation
• Flipped classroom: combining
models
• MOOCs: Open, free access,
flexible, peer-to-peer
• Game-B...
— ”Everything needs
to change, so
everything can stay
the same.”
Giuseppe Tomasi di
Lampedusa
“The Leopard”
From Learning Standards to Smart
Learning Environments: A view of the
challenges of technology enhanced
learning
Miguel Ro...
From Learning Standards to Smart Learning Environments: A view of the challenges of technology enhanced learning
You’ve finished this document.
Download and read it offline.
Upcoming SlideShare
What to Upload to SlideShare
Next
Upcoming SlideShare
What to Upload to SlideShare
Next
Download to read offline and view in fullscreen.

Share

From Learning Standards to Smart Learning Environments: A view of the challenges of technology enhanced learning

Download to read offline

The main purpose of TEL has been to provide an adequate support at the right time and with the appropriate means to foster the learning process by means of technology. In the last years we have provide modelization frameworks for learning content as long as improved intelligent analysis of the needs of students at an individualized level. The appearance of IoT and the new scenarios of massive courses introduces new factors and needs in the design of personalized and effective learning situations based on sensible environments, ubiquitous learning and scalable infrastructure. This talk overviews the evolution of TEL and describes some of its current challenges to provide orchestration of services and analytics that makes use of technical and semantic interoperability of the student data.

  • Be the first to like this

From Learning Standards to Smart Learning Environments: A view of the challenges of technology enhanced learning

  1. 1. From Learning Standards to Smart Learning Environments: A view of the challenges of technology enhanced learning Miguel Rodríguez Artacho Universidad Nacional de Educación a Distancia (UNED, Spain) miguel@lsi.uned.es Twitter: @martacho Manila, 14 de Octubre de 2017
  2. 2. Objective: Reshape education
  3. 3. What do we NOT want? Non effective Non motivating Rigid Poor assessment Inefficient …etc.
  4. 4. Why reshape education? • New competences • Knowledge needs are changing • Life long learning • New interactions and ways to learn • New technologies • … Jean-Marc Côté
  5. 5. Traditional education • Prussian model since the XIX century • Few elements: Teacher, student and educational material • Rigid schemas: enrolment, schedule, assessment
  6. 6. Education “ecosystem” • Degree • Academic year • Subject • Classroom • Lecture • Lecture notes • Handouts • Exam
  7. 7. This model is effective but… • Group students by age • Regular school periods and calendar • Ideas and content structured in matters • Strict ethics: discipline • Competences in reading, writing and arithmetic
  8. 8. pre-TEL education Teacher Educational Material Student
  9. 9. Educative innovations • Interactive software environments • Virtual and remote laboratories • Animations and simulations • Exercises platforms • Mobile applications • eBooks • Social networks
  10. 10. Adapting to changes http://future.mit.edu/final-report
  11. 11. LMS-based Learning Teacher Educative Material Student/Learner
  12. 12. LMS-based learning • First integrated technology enhanced learning • Industry of e-learning • E-learning standards • Virtual mobility (e-portfolio) • Quality assurance models
  13. 13. LMS-based learning • Communities • Tracking • Authoring • Learning Objects • Assessment • Standards
  14. 14. LMS-based authoring • Focus on reusable resources • Label resources with metadata tags • Use of e-learning standards • Authoring tools
  15. 15. http://www.digicult.info/downloads/digicult_thematicissue4_lres.pdf
  16. 16. Evolution of e-learning standards Accesibilidad Evaluación Actividades/Contenido Gestión IMS Accesibility guidelines IMS Addition to LIP IMS Metadata extensions IMS QTI IMS QTI results IMS Content Packaging ADL SCORM 2004 IMS Learning Design IMS Simple Sequencing ADL SCORM 1.3 ISO SC36/WG2 Collab. Learning Inf. estudiante LIP IMS ePortfolio iCOPER PALO European Learner Mobility (ELM) IMS Enterprise IMS DRM IMS DR Metadata IEEE LOM IMS Metadata Dublin Core CanCore AEN/SC36 LOM Perfil de aplicación 2000 2010
  17. 17. • From package to open content • From local content to semantic search for suitable content • OER + Linked data New e-learning standards
  18. 18. xAPI statements I did THIS
  19. 19. ePub3 Interactions Source: http://www.slideshare.net/JohnBCosta/adb-brief-for-edupub-2014
  20. 20. Activity example <john> <launched> <cool book> <john> <read> <page 1> ( d: "PT45S" ) { p: ["chapter 1"], g: ["cool book", "cool class"] } <john> <read> <page 2> ( d: "PT15S" ) { p: ["chapter 1"], g: ["cool book", "cool class"] } <john> <read> <page 3> ( d: "PT55S" ) { p: ["chapter 1"], g: ["cool book", "cool class"] } <john> <read> <page 4> ( d: "PT45S" ) { p: ["chapter 1"], g: ["cool book", "cool class"] } <john> <watched> <video 1> ( d: "PT3M" ) { p: ["page 4"], g: ["chapter 1", "cool book", "cool class"] } <john> <paused> <video 1> { p: ["page 4"], g: ["chapter 1", "cool book", "cool class"] } <john> <resumed> <video 1> { p: ["page 4"], g: ["chapter 1", "cool book", "cool class"] } <john> <watch> <video 1> ( d: "PT2M" ) { p: ["page 4"], g: ["chapter 1", "cool book", "cool class"] } <john> <completed> <video 1> ( d: "PT5M" ) { p: ["page 4"], g: ["chapter 1", "cool book", "cool class"] } <john> <read> <page 5> ( d: "PT45S" ) { p: ["chapter 1"], g: ["cool book", "cool class"] }
  21. 21. Authoring issues • E-learning Standards are complex • Complex authoring tools • 2 examples: • Instructional ontologies and Educational Modelling Languages • Inferring new relationships in educational content
  22. 22. 22 Example #1: Semantic Web & education SOURCE: W3c Consortium (2002)
  23. 23. Dublin Core • Semantic framework • Interoperability of resources • Simple model • Widely used in the WWW and other industries
  24. 24. 24 RDF Resource Description Framework • Representing information about web resources • Provides a “meaning” to resources • Suitable for software processing • Described using XML
  25. 25. Dublin Core and RDF 25
  26. 26. 26 Ej. RDF http://www.example.org/index.html tiene un creador cuyo valor es John Smith ex:index.html dc:creator “John Smith,#4545534" creator http://www.example.org/ind ex.html John Smith http://www.example.org/index.html has a creator named John Smith
  27. 27. <?xml version="1.0"?> <rdf:RDF xmlns:rdf=http://www.w3.org/1999/02/22-rdf-syntax-ns# xmlns:dc="http://purl.org/dc/elements/1.1/" xmlns:exterms="http://www.example.org/terms/"> <rdf:Description rdf:about="http://www.example.org/index.html"> <dc:creator rdf:resource="http://www.example.org/staffid/4545534"/> </rdf:Description> </rdf:RDF> 27 <?xml version="1.0"?> <rdf:RDF xmlns:rdf=http://www.w3.org/1999/02/22-rdf-syntax-ns# xmlns:dc="http://purl.org/dc/elements/1.1/" xmlns:exterms="http://www.example.org/terms/"> <rdf:Description rdf:about="http://www.example.org/index.html"> <dc:creator rdf:resource="http://www.example.org/staffid/4545534"/> </rdf:Description> </rdf:RDF> RDF http://www.example.org/index.html has a creator named John Smith
  28. 28. 28 A semantic link in the WWW
  29. 29. 29 Ontologies for education An ontology is an explicit conceptualization of a domain knowledge
  30. 30. 30 Semantic authoring Cognitive Design Model Learning Design Model Conceptualization level Ontologies Instructional templates Instantiation level LT specification based content Instances
  31. 31. 31 SW-based authoring … Here you can find more <relation Name="Illustrates" Domain="Conceptual" Subject="invariant" Category="Example">examples </relation> of the concept invariant. …
  32. 32. Semantic authoring
  33. 33. 33 Example #2: Semantic inference of educational material sun_java:'java/concepts/class.html'[ rdf:type->doc:Document; dc:subject->doc:OO_Class]. doc:OO_Class[ rdf:type->doc:Concept; doc:isPrerequisiteFor->doc:OO_Inheritance; doc:subConceptOf->doc:Classes_and_objects]. doc:ClassesIntroduction[ rdf:type->doc:ConceptRole; doc:isPlayedBy->doc:OO_Class; doc:isPlayedIn->sun_java:'java/concepts/class.html'; doc:hasType->doc:Introduction]. doc:Introduction[ rdf:type->doc:ConceptRoleType; doc:subConceptRoleOf->doc:Cover].
  34. 34. Semantic inference FORALL D,E weaker_example(D,E) <- studyMaterial(D) AND example(E) AND EXISTS C (D[dc:subject->C] AND E[dc:subject->C]). Weak example • E and D are semantically labelled resources for education. • E is an example (weak) for D if there is a C Source: Nicola Hence et al. (2004) “Reasoning and Ontologies for Personalized E-Learning in the Semantic Web” in Journal of Educational Technology and Society
  35. 35. Teacher Educational material Student Profesor Material Educativo Estudiante Teacher Educational Material Student
  36. 36. Teacher Educational Material Student Reshaping education: post-LMS era
  37. 37. New frontiers in education • How to break down barriers • Nothing from the past is useful? What can we keep? • What are the new models • New reference frameworks • New ecosystem for education
  38. 38. MOOCs Can’t see the woods for the trees NON relevant questions: ¿business model? ¿Why only 2-7% finish the course? ¿Why are free? … MOOCs are not a panacea
  39. 39. MOOCs • Massive Open Online Courses • First success model for distance education • Worldwide adopted in many educational institutions • More adapted to post-industrial needs
  40. 40. Example: New schemas for new times • Content of the book: from cascade to agile software development • Book production: from traditional publisher to DIY • Teaching model: from traditional class to MOOC and SPOC Source: “Refactorizando la Educación” (2015) Carlos D. Kloos
  41. 41. Software development models
  42. 42. Book production • Traditional publisher • Publisher printing • Traditional marketing and distribution • Slow cycles and not agile re-print • Expensive • Not adapted to demand • DIY model: Do it Yourself • LaTeX + GitHub • Print on demand • Print and electronic editions • Faster cycle • Adapted to demand
  43. 43. Enriched teaching resources: MOOC http://www.saasbook.info/courses Awesome feedback!
  44. 44. New learning interactions • Formal vs. Informal learning  including Higher Education • Modularization of content  https://micromasters.mit.edu • New industries and new jobs  mismatch between educational programs and current jobs  IKEA, GOOGLE training programs
  45. 45. • Do It Yourself model • Flexibility • Based on Competences • Student driven Autonomous learning
  46. 46. • Peer to peer education • Non centralized environments • Knowledge generated in microsocial interactions • Social networks as educational tools Social learning
  47. 47. • Not in the traditional ITS model • Coacher, not teacher • Emotive computing • Reputation • Context  Smart Learning Environments Reshaping AI in Education
  48. 48. • Not restricted to formal learning • Autonomous and adaptive learning  just-in-time • More than a VLE: learning guidance, hints, supportive tools • Personal factors into account • Multiple channels: IoT, ubiquitous computing devices, wearable computing Smart learning environments
  49. 49. • Context to provide relevant information • Presentation of information, service. Tagging of context to information • Student achievements • Real world: IoT and wearables SLE: Full context awareness
  50. 50. • Tailor instruction to individual needs • Collect data from disparate sources (physical, online,..) • Inference of learning requirements SLE: Big Data and Learning Analytics
  51. 51. • Emotive computing • Dynamic adaptivity • Autonomous pedagogical decission • Learning support across contexts • Personal factors into account • Recommends learning tools and strategies SLE: Autonomous decision making
  52. 52. Pedagogical innovations • Knowledge generated from micro-social interactions • Change in assessment practices • Learning in ubiquitous environments: virtual and physical integration • Real-time intervention in the learning process
  53. 53. Technological innovation • Flipped classroom: combining models • MOOCs: Open, free access, flexible, peer-to-peer • Game-Based learning: engagement, richer interactions • Augmented and virtual reality • Educational robots • Gesture-Based learning
  54. 54. — ”Everything needs to change, so everything can stay the same.” Giuseppe Tomasi di Lampedusa “The Leopard”
  55. 55. From Learning Standards to Smart Learning Environments: A view of the challenges of technology enhanced learning Miguel Rodríguez Artacho Universidad Nacional de Educación a Distancia (UNED, Spain) miguel@lsi.uned.es Twitter: @martacho Manila, 14 de Octubre de 2017 Thank you!

The main purpose of TEL has been to provide an adequate support at the right time and with the appropriate means to foster the learning process by means of technology. In the last years we have provide modelization frameworks for learning content as long as improved intelligent analysis of the needs of students at an individualized level. The appearance of IoT and the new scenarios of massive courses introduces new factors and needs in the design of personalized and effective learning situations based on sensible environments, ubiquitous learning and scalable infrastructure. This talk overviews the evolution of TEL and describes some of its current challenges to provide orchestration of services and analytics that makes use of technical and semantic interoperability of the student data.

Views

Total views

262

On Slideshare

0

From embeds

0

Number of embeds

3

Actions

Downloads

3

Shares

0

Comments

0

Likes

0

×