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D2.1. Pedagogical Framework

D2.1. Pedagogical Framework. Matjaž Debevc UM FERI. Pedagogical framework – why ?. t o explaine several pedagogical assumptions : Interactivity Social learning Collaboration Cooperation Learner ‘s autonomy …. Content. Introduction about social web and PLE Interactivity in OLE

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D2.1. Pedagogical Framework

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  1. D2.1. PedagogicalFramework Matjaž Debevc UM FERI

  2. Pedagogicalframework – why? • to explaineseveralpedagogicalassumptions: • Interactivity • Social learning • Collaboration • Cooperation • Learner‘s autonomy…

  3. Content • Introductionabout social weband PLE • Interactivity in OLE • Why, whatandinteractivitytriangles • Interactivity in DEPTHS • Social LearningandCollaboration • Theories, learningissues, collaborativelearning • Examples • Self-regulation in PLE • Characteristics, mashup PLE, tracingtools, examples • Pedagogicalexperiments • Coursestructure, emotionalbonding, communication • Designexamples

  4. Introduction • TechnologyEnhancedLearning • LearningManagementSystems • Social Web • Facebook, Wikipedia, Twitter, LinkedIn, YouTube, SecondLife • PersonalLearningEnvironment • To providelearnerstoolsandservices to acesscontentand to communicate • LearningTheoriesbasics: • Conversationtheory • Collaborationandcommunity • Portfolioapproach

  5. Interactivity in PLE • Is a social andcreativeengagement(communication, collaborationandathoring) • Whyweneed to provideinteractivity? • 87% kids in USA are online • 57% ofteens are creative on Internet • More than 60% ofstudentsuse Internet toolsforschoolworks • Increasemotivation

  6. Some designing aspects for interactivity in PLE • To use tools and techniqueswidely used bystudents, teensandkids • Use ideasandfunctionalitiesforinteractivityfrom Social Webandfrom LMS • Use offunctionalitiesfrom Social Web • Bookmarking • Tagging • Commenting • Communicating

  7. Integrationof Social andSemanticWebintointeractivity triangle • Interactivity triangle • Student • Teacher • Content • Potentialfor: • introducingnewformsofinteraction • supportinginteractivityaccrosssystemsandtools • integratinginteractiondataforadaptation

  8. Interactivity in DEPTHS • DEPTHS (DesignPatternTeachingHelpSystem) is a PLE • Stimulatelearningthrough social interactionandcollaboration • Based on: • Project-basedlearningtheory • Engagementtheory • Interactivity triangle • Stimulateinteraction: • Student-studentinteraction • Student-contentinteraction • Student-expertinteraction • Teacher-contentinteraction

  9. Social LearningandCollaboration • Learningbyobservingotherpeople in social context • Social LearningTheory • Closecontact • Imitationofsuperior • Understandingofconcepts • Role model behavior • „learning“, „problem solving“, „collaboration“ and „cooperation“ issue • ComputerSupportedCollaborativeLearning (CSCL) • Social InteractionLearningTheory • Engagementtheory • Situatedcognitiontheory • Collaborativelearning: effect, conditionandinteractionparadigm

  10. Social LearningandCollaboration in OnlineEnvironments • PLE – selecting, integratingandusingtoolsandservice • Knowledgebuildingparadigm • TakesadvantageofWeb 2.0 • acquisitionmetaphor(acquiringchunksofinformation) • participationmetaphor • (sharedlearningactivities) • + Knowledgecreationmetaphor(studentscreateandgenerateideas)

  11. Examples • PALETTE – PedagogicallysustainedAdaptiveLearningThroughtheexploitationof Tacit andExplicitknowledge • Informationandknowledgeservices • Scenariosofuse • Creationofnewknowledge • AICLS – AdaptiveandIntelligentsystemsforCollaborativeLearningSupport • Dimensions: • Pedagogicalobjective • Targetofadaptation • Modeling • Technology • Designspace • Genexframework(Collect, Relate, CreateandDonate)

  12. Self-regulation in PLE • Is a learningwherestudents are activeparicipants in theirownlearningprocess: • Meta-cognition (plan, set goals, organize, self-eavluate) • Motivation (self-efficiency, self-attributions) • Behavior (select, structureandcreateenvironments) • Characteristics • Thelearner is active • Able to control, regulatehiscognitionandbehavior • Thelearnercanbehindered in monitoring • Thelearner set goals • Thelearnercombinepersonalcharacteristicswithcontextualfeatures • Mashup MUPPLE (student/teacherchoose, add, arrangeandproducenewservice) • Needfor a tracingtool (recordingandanylzingactions in background)

  13. Pedagogicalexperiments • Importantfactorsforenhancingstudentperceptions: • Coursestructure • Emotionalbonding • Communicationmedium • Teachershouldhave: • Effectiveinteractionswithstudents • Studentcollaboration • Expressionofonlinepresence

  14. Examplesforpromote social presence • expression of emotions, • use of humour, • self-disclosure, • personalisation, • greetings, • inclusion, • reference to previous messages • asking questions to each other, • affirmation of messages, • collaborative cohesion (group work).

  15. Functionalitiesfor social presencesoftware • private and group messaging • comfortable and quick way of asynchronous and synchronous communication • technically stable and reliable system • tools for sharing and exchanging information; • securedpersonal information • abilityto support any time, any place learning and communication

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