Danuše Bauerová VŠB – Technical University Ostrava, Czech Republic

1. Danuše Bauerová VŠB – Technical University Ostrava, Czech Republic

2. P7, VSB-TUO: Creation and design of virtual learning and communication environment (& webpage)  Integrative Learning and Personal Credit Portfolio Creation

3. Openness and Connection Content AGGREGATION and Knowledge SHARING ↓ in aLearning Environment

4. Principleoftodaylearning and communication • Contentis open and movesfluidlythroughlearningactivitiesin authenticproblemspaces • Expertiseisopenlyshared WSU

5. Openess and sharing shift theparadigm

6. Content and objectivesofthepresentation Communicationenvironment • Communicationenvironmentforthe PARTNERS communicationduring Dante project • Communication and LEARNINGenvironment Objectivesofthepresentation • To point out …principles and strategyoftodaylearning, mainlybottom-up strategy 2. To stress … thewayto ourobjectives 3. To open debate WSU:

7. Communication (and learning) environmenton the Dante project • Net structuredcommunicationof 8 partners(approx. 20-30 people) • Communicationofpartnerswithlearningteams (targetgroup) – organizationoflearningprocess (in 1+ 8 languages) • Net structuredcommunicationamongmembersoftargetgroupduringlearningprocess • Communicationas the main topic of learningcontent, i.e.what they learn • One to one • One to many • Many to many

8. Communication and learningenvironment

9. Principles and strategy Open globaldialog Cloudbasedlearning, the web2.0 strategy Buttom-up strategy Network structure Integrative learning • Connectivism • Positive digitalidentity Individualpathway

10. Principles and strategyofthe Dante project Whichweb applicationwewill use? Whowillbethecreator and designer ofthe handbook and guidelines? Whowillbetheteachers? Whatwillbetheoutput? Howwewillintegratethelearning? Howwewill encourageour target group members to develop their personaldigital identity?

11. !?! TEACHER-CENTRED  LEARNER-CENTERED APPROACH How to MINIMISE TEACHING(the predicted) in order to MAXIMISE LEARNING? How to MAXIMISE processes of NEGOTIATIONof meaningenabled by INTERACTION? “What should LEARNERS be doing TO LEARN these new skills?” (Not: “What should I be doing to teach themthese new skills?”)

12. SHARING LEARNER-CENTERED APPROACH NEW model OLD model IDEAS SPACE and TIME NEGOTIATION OF MEANING

13. Cloud-based Learning CLOUD-COMPUTINGis a recent INNOVATION where applications ARE HELD ON THE INTERNET and ACCESSED DIRECTLY as and when needed rather than residing on your hardware or even on a server.  Danuse.Bauerova@vsb.cz

14. OPEN GLOBAL DIALOG TheWEB 2.0 technology allows CONTINUAL RESPONSE of all attendants involved in the NETWORK composed of participants EQUAL WITH EACH OTHER Danuse.Bauerova@vsb.cz

15. The hierarchical structure is replaced with a network The educator presents learners with challenges, not with exactly given problems with sharply defined goals. Challenges are only supposed to evoke particular situations of their future practical life. IMPROVING OF THEIR LEARNING! Danuse.Bauerova@vsb.cz

16. CLOUD-LEARNING in practice • Social NETWORKING • peer learning: teachers and learnersas coleagues, • sharingwith co-workers, • actingglobally: CourseLearningEnvironment as anextensionofPLEs. • Usage of Web 2.0 tools for learnerACTIVITIES • Learneras a PROSUMER • customers are also the producers: • learningmaterials production by all community, learnersinclude • Trusting users as CO-DEVELOPERS (ofthe Dante handbook and guidelines)

17. Knowledge can be organized in a conceptual framework only Network – the web is created by the many for the many: multiple authors, multiple pathway! Continualconnectionschangecontentpermanently NO „FINAL VERSION“ (ofthe Dante handbook and guidelines as well)!

18. Creating(Personal) Learning Environments – CONNECTIVISM PLE: The output is USERGENERATED learning environments. PLE is a part ofourlearners´ output! The PLE are Web sites or services where • learners are able to produce learning content or reflection • and store documentations about their learning processes. The PLE holds the learner´s knowledge in a HOLISTIC manner.

19. The output ofthelearningprocess on the Dante project Learnersdesign their virtual Personal Learning Environments (PLEs), in which they COLLECT their learningmaterials, CONNECT them together into a new contextand try to findtheir meaning. By doing these activities learnersLEARN.

20. PersonalCredit Portfolio - communities ePortfolio • can help to document the learning that happens in learning communities, • provides a space for learnersto actively integrate their learning experiences and • share them with another, or even with broader communities of peers, families, and employers. • Learnershave an opportunity to interact with learners who have different backgrounds and life experiences. • Including multiple forms of evidence.

21. Danuse.Bauerova@vsb.cz

22. Conclusionofthe „Principles and strategy part“ The quality of product ofeducation process is tracing the quality of the achieved DIALOG and IdeasSharing!    Connectivism

23. Learners´ abilities to integratelearning Fostering learners’ ABILITIES to integrate learning is one of the most important goals and CHALLENGES for VET. Learners’ abilities to integrate learning • across courses, • over time, • and between schooland community life.

24. StepsofcommunicationamongPartnersduring Dante project 1. Create Dante virtual group • Gmails &groups& mailing lists 2. Archive activities chronologically • Blogger; Google Calendar + Doodle 3. Stop emailing attachments. Start sharing.Cooperate. • Google Drive, Google Docs (sharedfolders) 4. Share news many to many through social web, without emails. • Google+ (community) – everybody knows everything! 5. Create an integrative space of the Dante project • Google Sites? 6. Use cloud computing. Synchronize data. No flash disk etc. • Integrative environment of Google Apps 7. Use Next Google application • Google Groups - forums • Google Sites • Google Hangouts - online meetings, webinars • YouTube – archive ofGoogle Hagnouts + videocontent • Screen sharing - Google, Skype 8. Controlownintegrativepersonalenvironment • Google Dashboard

25. Stepsofcommunicationamongtargetgroup Same steps as ourswere. 1. Create Dante virtual group • Gmails &groups& mailing lists 2. Archive activities chronologically • Blogger; Google Calender + Doodle 3. Stop emailing attachments. Start sharing.Cooperate. • Google Drive, Google Docs (sharedfolders) 4. Share news many to many through social web, without emails. • Google+ (community) – everybody knows everything! 5. Create an integrative space of the Dante project • Google Sites 6. Use cloud computing. Synchronize data. No flash disk etc. • Integrative environment of Google Apps 7. Use Next Google application • Google Groups - forums • Google Sites • Google Hangouts - online meetings, webinars • YouTube – archive ofGoogle Hangouts + video content • Screen sharing - Google, Skype 8. Controlownintegrativepersonalenvironment • Google Dashboard

26. Create(and cocreate!) Upload Google Drive Google Drive is a file storage and synchronization service provided by Google, which enables user • cloud storage, • file sharing • and collaborative editing.

27. Exampleof Google Drive

28. Google Community • Google+ communities • are places for people • to get together and talk • about the interests they share.

29. Exampleof Google Community

30. Many otherGoogle Apps … and whataboutotherapplication? How do wefindwhatotherapplicationcanbeused?

31. Google Apps Learning Center Youcanlearn whatyouwishorneed! Dante project could use the proffesionalLearning Environment (a part of our work is ready)

32. Why? Why should schools use Google Apps? • Because it is amazing, free, efficient, convenient, and enhances collaboration.

33. Continual communication, sharing and creation of Dante project OUTPUTS  content of the web pages isgenerated partly automatically PUBLIC WEB pages created continually

34. Conclusions

35. Doubtsofparticipantsof Dante project and ofthelearning proces • … • Why do I need to share what I do? Why should there be a „social“ aspect to my efforts? • It´s a lot of work. Why is this worth my time?

36. “Integrative learners do not separate learning from life…”

37. PersonalCREDIT: a paper? My personality keeps me afloat!

38. LEARNER-CENTERED APPROACH It is not easy • for anybody to submit to change from a hierarchical structure to a network structure, • to accept for bankers, salesman, all learners, and educators, as well asthat the knowledge is henceforward not seen • as“product, • something that is • static, • hard and organized • and defined by experts” Siemens (2006). IMPROVING OF LEARNING! Danuse.Bauerova@vsb.cz

39. LEARNER-CENTERED APPROACH Each of the participants (not onlyourlearners but we as well) is going through HIS OWN HELL brought on by the Internet! For years, we were used to having control over our learning. • Our thinking was determined by a hierarchical structure of instruction. The network structure of information • is not static, • but gives the individuals and whole community the ability to comprehend them – a feat unattainable using the old methods. IMPROVING OF LEARNING! Danuse.Bauerova@vsb.cz

40. Questions, comments, discussion • Weshouldpracticewhatwewouldteach (moderate) ourlearners • Weshouldimprovethe Dante projectcommunicationenvironment

41. Principles and strategyofthe Dante project Whichweb applicationwewill use? Whowillbethecreator and designer ofthe handbook and guidelines? Whowillbetheteachers? Whatwillbetheoutput? Howwewillintegratethelearning? Howwewill encourageour target group members to develop their personaldigital identity?

42.    …TAUGHT LESS… …STUDIED MORE… Thank you for your attentiveness!! JÁN ÁMOS KOMENSKÝ Danuše BAUEROVÁ Danuse.Bauerova@vsb.cz EkF VŠB-TU Ostrava Danuse.Bauerova@vsb.cz