Future Learning Landscapes

1. Future Learning Landscapes Yvan Peter – Université Lille 1 Serge Garlatti – Telecom Bretagne

2. Multiple innovations • A number of technologies and uses are emerging and developing • Mobile & pervasive learning • Web 2.0 • Semantic web • What about convergence ?

3. Setting the stage

4. Mobile learning • Developing theory • Conversation theory, use of activity theory… • Emerging frameworks • For software architecture & design • Context management • To drive adaptation and the learning situation

5. Challenge Level of embeddedness High Pervasive computing Ubiquitous computing Level of mobility Low High Traditional computing Mobile computing Low

6. Challenge • From mobile to pervasive/ubiquitous learning • A seamless environment to keep learning across context • An easy and meaningful interaction with the environment • A localised accumulation of knowledge and efficient retrieval according to the learner’s needs

7. Web 2.0

8. Web 2.0

9. Web 2.0 - features • Switching from a traditional publishing model to individual contributions • Easy publishing (AJAX, blogs, wiki) • Multiple media : text, photo, video • Leveraging collective intelligence • Social bookmarking, tags & folksonomies • The web as a platform • Everything through your browser

10. Web 2.0 - features • The “long tail” • On any topic you could find a critical mass of people to contribute • Composability • Open APIs, open formats, REST style communication • Enable mashups: data, services • Push model for information • No more need to check every web site for changes • RSS & ATOM feeds

11. Types of applications • Blogs • Personal publication + comments • Linking facilities at the level of information & people • For education • Reflection, diary, assignment publishing • Course information & follow up (answering questions…)

12. Types of applications • Wikis • Collaborative writing & content organisation • For education • Supporting group and project work • Annotated reading list • Practicing writing skills

13. Types of applications • Social bookmarking • Keep reference of interesting material • Organising information with tags • Taking benefit from worthy resources found by the others • For education • Organisation of a corpus of useful references (reading list) • Supporting group gathering of information on a subject

14. Types of applications • Media-sharing facilities • Sharing photos, videos, presentations, recordings… • For education • images & videos can be provided • Annotation on the images or video can support specific explanations

15. Types of applications • Social networking • Keeping in touch with relations, forming and supporting communities • For education • Course animation outside the class

16. Types of applications • Syndication & notifications • Easy notification of updates, automatic media distribution (podcast episodes) • For education • A way to keep an eye on learners’ progress • A way to distribute course content automatically

17. Divergent phenomenon • Inclusion of web 2.0 services into learning • Teacher lead use / outside the learning environment • Integration of Web 2.0 into learning platforms (e.g., Moodle) • Institutional resistance & personal interest • If it is not managed by the institution and/or teacher, it is rejected • Learners may already have their own spaces on the web. Why use the institutional one ?

18. Emerging paradigm • Personal Learning Environment • Learner led learning environment • 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 • It is not technology but Web 2.0 technology enabled this and supports it.

19. Challenge • How to combine the management of the learning and freedom of support services? • The teacher needs to be able to “deploy” his/her learning design • Learners may choose their personal environments & services and must be directed in their activities • The teacher has to keep an eye on what is going on and to provide directions

20. Semantic Web

21. Semantic Web • The Semantic Web isn't just about putting data on the web. It is about making links, so that a person or machine can explore the web of data. • With linked data, when you have some of it, you can find other, related, data through a network of RDF triples.

22. Semantic Web • Linked Data: • Published data according to standards • RDF / RDFS / OWL • SPARQL Access Point • Query language + Access protocol The Web will be a Tremendous Global Database

23. Opportunity • A global, distributed and open architecture perspective • Composed of social web environments, institutional learning environments and personal learning environments exposing, sharing, and connecting data on the Web.

24. Opportunity • It will be possible • To reuse, analyze and manage content across web application sources, • To monitor and analyze user activities and content production, to get user traces and to provide guidance and advices according to user activities and needs.

25. Opportunity • Combination of all these resources and techniques allow getting contextual data from web environments and sensors

26. Convergence at last…

27. Convergence • Can be used to conceptualize and design the next generation of learning landscapes relying on pervasive computing, social media and semantic web standards

28. Imagine... • A natural interaction with knowledge • Related to the environment & across all environments (class, home…) • Mixing personal choice of environment & institutional drive on the learning objectives & process • Enabling the learner & teacher to follow up the activities across services & environments