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PADDLE: Piloting A DecentraliseD Learning Environment Henry Blackman University of Chester

PADDLE: Piloting A DecentraliseD Learning Environment Henry Blackman University of Chester http://www.chester.ac.uk/ple/. Background. Project Aims. Funded by JISC Deliver outside the “VLE” - Developing with the VLE Not reinventing the wheel, use RSS, iCal, UWA etc

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PADDLE: Piloting A DecentraliseD Learning Environment Henry Blackman University of Chester

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  1. PADDLE: Piloting A DecentraliseD Learning Environment Henry Blackman University of Chester http://www.chester.ac.uk/ple/

  2. Background

  3. Project Aims • Funded by JISC • Deliver outside the “VLE” - Developing with the VLE • Not reinventing the wheel, use RSS, iCal, UWA etc • Use existing aggregators, readers and devices • Track effects on learners, teachers and pedagogy • Judge the technology, effects - sharing approaches

  4. Our 2 Year Project • IBIS: Chester In-House VLE extended • RSS (podcasts & content), iCal for ALL content • Small pilot • Blended learning modules (circa 3/4 online) • Evaluate effects, attitudes and technology success • Every teacher & learner has access to this technology!

  5. Fitting In The Future • Pick and Mix degrees? • Lifelong learning? • Multi-course aggregation?

  6. Our Project Students • Non-traditional • Work based students • Mature • Non-IT students, but IT literate • Studying Health Informatics Foundation Degree

  7. Personal Learning Environment... • Personally chosen applications, web services or sites • Uses standards • Aggregate, display or act on data • Integrate information from personal, University and work life

  8. ... our twist • Focus on content delivery • Utilise existing applications and schema • Focus on personal homepages and multi-application aggregation

  9. Affordances of the PLE • Learners are busy: • Content is PUSHED to learners (and other staff!) • Underlying tech mobile, web or desktop • Standard, freely available tools utilised - Already using? • Content updated in PLE when updated in VLE • Interaction is preserved where possible

  10. The Technology

  11. How IBIS Works Create Content

  12. How IBIS Works Define content order Time release

  13. How IBIS Works

  14. Examples VLE

  15. Examples RSS Reader

  16. Examples

  17. Technological Restrictions & Workarounds • RSS reader support for media and forms variable • Alternate display of objects • All content displayed - negating RSS advantages • Order specified, time released content delivered on a schedule • Limited mainstream support for iCal subs, and FOAF (etc) • Use widgets and “richer” delivery mechanisms

  18. Pedagogic Restrictions & Workarounds • Induction & Pre-course training given • Learner prior experience with technology limited • RSS delivers time-released content • Sage on stage vs. Guide on side • Embrace diverse learner behaviour • Is a PLE just changing delivery mechanisms

  19. Personal Homepages • Netvibes, iGoogle, Pageflakes etc • Netvibes UWA provides platform • Extends to the desktop and personal sites Netvibes

  20. Netvibes • Netvibes UWA:Dashboard, Vista, Google etc with Netvibes UWA; in future Facebook, MySpace and Bebo • Select widgets to provide reasons to use the Personal Homepage

  21. Distributed Data Courtesy Alex Faaborg Integration of Distributed Data Via Microformats and Brokers HB

  22. Questions, Comments and Suggestions!

  23. Who We Are? • Henry Blackman, Head of Learning TechnologyProject Lead, h.blackman@chester.ac.uk • Carol Comer, Academic Advisor eLearningProject Manager, c.comer@chester.ac.uk • Alice Jones, Learning Technologist alice.jones@chester.ac.uk

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