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Towards an Adaptable Personal Learning Environment

Towards an Adaptable Personal Learning Environment. Dr Elaine Pearson Voula Gkatzidou Dr Steve Green Accessibility Research Centre University of Teesside e.pearson@tees.ac.uk. Outline. Introduce selected research areas Focus on Specialist (PLE) - Portland

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Towards an Adaptable Personal Learning Environment

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  1. Towards an Adaptable Personal Learning Environment Dr Elaine Pearson Voula Gkatzidou Dr Steve Green Accessibility Research Centre University of Teesside e.pearson@tees.ac.uk

  2. Outline • Introduce selected research areas • Focus on Specialist (PLE) - Portland • Introduce concept of adaptable learning objects and personal profiling tool • Describe progression to Adaptable Personal Learning Environment (APLE) • Suggest areas for further work

  3. Background ARC major research areas: • Specialist LMS (PLE) - Portland • Adaptable learning objects and personal profiling tool • Adaptable mobile interfaces and interoperability

  4. Challenges • LMSs do not meet needs of Web 2.0 generation learners • Personal Learning Environments allow users to choose components (e.g. JISC definition) But • Our experience shows that disabled learners may need more flexibility • Other learners need flexibility according to environment or preferences

  5. Specialist VLE - Portland • Designed for a particular user group • Include the typical basic features of a standard VLE: • Learning activities, email, timetable, tutor tools etc • Students profiles determine interface, interaction methods, learning level • Tutors make adaptations on behalf of students • Enables independent access to learning

  6. Portland adaptable features • Symbols based interface (PCS, Rebus, Makaton) • With or without text • Interaction methods • Scanning, switch, mouse, keyboard • Audio • Learning levels • Colours/ contrast

  7. Portland VLE

  8. Portland VLE • Adaptations are designed to meet the needs of the Portland group • Met the needs of these individual students • Other colleges, tutors, organisations very keen to have something similar but specific to their needs • So how could we set about accommodating the diverse needs of many learner groups or individuals?

  9. Components of Adaptable PLE (1) • Community of practice • Developers, tutors, individuals, designers, academics, disability experts, learners • Open source framework • To specify adaptable interfaces and interactions

  10. Components of Adaptable PLE (2) • Profile for Adaptable Learning (PAL) • To create and store learner profiles • Learning Object Tutor Tools Interface (LOTTI) • To create adaptable learning objects • Transformation, Augmentation and Substitution Service • Method to support the adaptations based on standards for interoperability • Based on standards • IMS AccessForAll (ACCLIP, ACCMD), Dublin Core etc

  11. Components of an APLE LE Design Specification LE Tools and Components Community of Practice (CoP) APLE Interoperability Standards PLE Learning Patterns TASS Users Profiles of Needs and Preferences (PNP) Learning Objects (LOs) Learning Components Adaptable Learning

  12. Areas for development • Re-engineer current Portland framework to open source • Develop and grow CoP • Develop sample learner profiles • Create more sample learning object components • Explore standards for interoperability and establish gaps and inconsistencies

  13. For discussion • Suggestions for developing the community • Applications of the research for particular groups • Challenges to personal choice, flexibility and adaptability in an institutional environment

  14. Towards an Adaptable Personal Learning Environment Dr Elaine Pearson Voula Gkatzidou Dr Steve Green Accessibility Research Centre University of Teesside e.pearson@tees.ac.uk

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