D2.1. PEDAGOGICAL FRAMEWORK Matjaž Debevc UM FERI

Pedagogical framework – why? to explaine several pedagogical assumptions: Interactivity Social learning Collaboration Cooperation Learner‘s autonomy…

Content Introduction about social web and PLE Interactivity in OLE Why, what and interactivity triangles Interactivity in DEPTHS Social Learning and Collaboration Theories, learning issues, collaborative learning Examples Self-regulation in PLE Characteristics, mashup PLE, tracing tools, examples Pedagogical experiments Course structure, emotional bonding, communication Design examples

Introduction Technology Enhanced Learning Learning Management Systems Social Web Facebook, Wikipedia, Twitter, LinkedIn, YouTube, SecondLife Personal Learning Environment To provide learners tools and services to acess content and to communicate Learning Theories basics: Conversation theory Collaboration and community Portfolio approach

Interactivity in PLE Is a social and creative engagement (communication, collaboration and athoring) Why we need to provide interactivity? 87% kids in USA are online 57% of teens are creative on Internet More than 60% of students use Internet tools for schoolworks Increase motivation

Some designing aspects for interactivity in PLE To use tools and techniques widely used by students, teens and kids Use ideas and functionalities for interactivity from Social Web and from LMS Use of functionalities from Social Web Bookmarking Tagging Commenting Communicating

Integration of Social and Semantic Web into interactivity triangle Interactivity triangle Student Teacher Content Potential for: introducing new forms of interaction supporting interactivity accross systems and tools integrating interaction data for adaptation

Interactivity in DEPTHS DEPTHS (Design Pattern Teaching Help System) is a PLE Stimulate learning through social interaction and collaboration Based on: Project-based learning theory Engagement theory Interactivity triangle Stimulate interaction: Student-student interaction Student-content interaction Student-expert interaction Teacher-content interaction

Social Learning and Collaboration Learning by observing other people in social context Social Learning Theory Close contact Imitation of superior Understanding of concepts Role model behavior „learning“, „problem solving“, „collaboration“ and „cooperation“ issue Computer Supported Collaborative Learning (CSCL) Social Interaction Learning Theory Engagement theory Situated cognition theory Collaborative learning: effect, condition and interaction paradigm

Social Learning and Collaboration in Online Environments PLE – selecting, integrating and using tools and service Knowledge building paradigm Takes advantage of Web 2.0 acquisition metaphor (acquiring chunks of information) participation metaphor (shared learning activities) + Knowledge creation metaphor (students create and generate ideas)

Examples PALETTE – Pedagogically sustained Adaptive Learning Through the exploitation of Tacit and Explicit knowledge Information and knowledge services Scenarios of use Creation of new knowledge AICLS – Adaptive and Intelligent systems for Collaborative Learning Support Dimensions: Pedagogical objective Target of adaptation Modeling Technology Design space Genex framework (Collect, Relate, Create and Donate)

Self-regulation in PLE Is a learning where students are active paricipants in their own learning process: Meta-cognition (plan, set goals, organize, self-eavluate) Motivation (self-efficiency, self-attributions) Behavior (select, structure and create environments) Characteristics The learner is active Able to control, regulate his cognition and behavior The learner can be hindered in monitoring The learner set goals The learner combine personal characteristics with contextual features Mashup MUPPLE (student/teacher choose, add, arrange and produce new service) Need for a tracing tool (recording and anylzing actions in background)

Pedagogical experiments Important factors for enhancing student perceptions: Course structure Emotional bonding Communication medium Teacher should have: Effective interactions with students Student collaboration Expression of online presence

Examples for promote 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).

Functionalities for social presence software private and group messaging comfortable and quick way of asynchronous and synchronous communication technically stable and reliable system tools for sharing and exchanging information; secured personal information ability to support any time, any place learning and communication