Personal Learning Environments asEnablers for Connectivist MOOCs

Denis Gillet

Information Technology Based Higher Education and Training, ITHET 2013

14:30-14:50, Friday, October 11, Antalya, Turkey

Paper: http://infoscience.epfl.ch/record/188534?ln=en

‣ From Formal to Informal

Formal Teaching

… LMSInstitutional LearningManagement Systems

are becoming social

Informal Learning

… PLEPersonal LearningEnvironments

are being recognized2

Social Learning

ROLE2009-13

‣ From Formal to Informal

3

Social Learning

PLE inLiferay

‣ Personal Learning Environments as aggregators

4

Social Learning

‣ Social Media Platform: Enabling the agile creationof dedicated shared spaces for targeted activities

5

Aggregation of Cloudresources with GraaspIt!

Audience• Public• Closed• Hidden

Roles• Owner• Contributor• Viewer

Entities• Resources• Apps• Activity

Spaces• People

Graasp.epfl.ch

‣ From Local to Global

Massive Teaching

… MOOCsMassive OpenOnline Courses

are offering new opportunities

• Rethink content and experience delivery on campus• Make room for hands-on activities

and teamwork• Freeze content and reduce variety

(limit biodiversity)• Require professional production staff

drawing resources

6

STELLAR2009-12

Social Learning

‣ From Local to Global

7coursera

COURSES (444)

4,754,264

Social Learning

‣ From Local to Global

8

ATLAS @ CERNGo-Lab 2012-16

Massive Teaching

… MOOLsMassive OpenOnline Labs

are bringing back hand-on activities

• Massive access to data sets through analysis and visualization tools • Massive experimentation with simulation• Massive access to remote labs thanks to

role allocation: Leaders do (manipulate) and followers look (observe)• or selective accessibility: gamification;

competition; peer election, peer assessment

Social Learning

‣ Go-Lab EU Project • Nov 2012 • 4 years • 10M€

• Global Online Science Labs for Inquiry Learning at School

• Objective: Raise interest for and stimulate carriers in STEM using online labs (remote labs • virtual labs • scientific data)

• Pedagogical Coordinator: University of Twente

• Technical Coordinator: EPFL

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STEM Education at School (10-18)Science, Technology, Engineering, and Mathematics

TechnologyOnline Labs

PedagogyInquiry Learning

CommunitySchool Networks

Social Learning

‣ Connectivist MOOCs

• a connectivist course is based on four major types of activity, i.e., Aggregation, Remixing, Repurposing, and Sharing (Kop et al) ➤ as offered by PLE platforms

‣ Typology of MOOC platforms • Continuum

• Aggregation & Dissemination: From related actions driven by providers to contributions shared by participants

• Coaching & Assessment: From related normative activities supervised by teachers to formative interactions handled collaboratively with peers

• Timing & Structuring: From related scaffolds enforced by the platforms to sequences and relations controlled by the participants

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Social Learning

‣ Turning a PLE platform into a cMOOCs platform through Opensocial apps

• Requirements elicited in the framework of RESCIF Network of Excellence in Engineering Sciences of the French-speaking countries

• Extensions using only Opensocial apps

• Peer evaluation support

• Creation of quizzes, collection of the answers and analysis

• Team building and competence bartering support

• Formalization of time-based and topic-based navigation and exploration structures through spaces;

• Support of additional metadata through internal tags;

• Management of multilingual resources;

• Recording, tagging and subtitling of video sequences;

• Integration of e-texbook standard documents 11

Social Learning

‣ Personal cMOOC on Social Media

• Setup by two teachers with complementary expertizes

• Populated and evaluated by teachers and students

12

Social Learning

‣ Personal cMOOC on Social Media

• Setup by two teachers with complementary expertizes

• Populated and evaluated by teachers and students

13

Sharing made easy by design thanks to built-in

creative commons licenses in public spaces

Social Learning

14

Social Learning

http://www.emoocs2014.eu

• This work was partially funded by the European Union inthe context of the ROLE (Grant Agreement no. 231396)and Go-Lab projects (Grant Agreement no. 317601) under the Information and Communication Technologies (ICT) theme of the 7th Framework Programme for R&D (FP7)and by the Personal Learning Environment (Phase 3) project of the Swiss AAA/SWITCH Program

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Acknowledgment

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Contact & Links

• denis.gillet@epfl.ch

• http://react.epfl.ch

• http://graasp.epfl.ch

• Tutorial: http://graasp.epfl.ch/#item=asset_3627

• http://www.role-project.euhttp://www.role-widgetstore.eu

• FP7 • IST • European Unionhttp://www.go-lab-project.eu