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Poster presented at the 1st UOC International Symposium 2013 for the project Just4Me.
Citation preview
People con)nuously learn through their par)cipa)on in different contexts (more or less formalized) depending on their competences. Lifelong learning, conducted in both formal and informal environments, becomes a key approach for adult professionals and prac))oners to reach their goals.
Self-‐regulated learners control their learning process being ac)vely involved in metacogni)ve, mo)va)onal and cogni)ve areas. This process may be socially supported (seAng objec)ves, self-‐monitoring progress, searching for help, feedback, )me management and planning or self-‐directed reflec)on). Self-‐direc)on involves being able to use one’s own competences and resources to formulate goals strategically, to organize and structure informa)on and to build knowledge that is meaningful to one’s aims.
PLEs follow a learner-‐centric approach, allowing the use of lightweight services and tools that belong to and are controlled by individuals. PLEs recognize the autonomy of learners by allowing them to plan, document, store and elaborate their reflec)ons and informa)on that is significant to them. PLEs have proved to be effec)ve in addressing issues related to learner control, agency and personaliza<on.
Iolanda Garcia, Ingrid Noguera, Mireia Usart (eLearn Center UOC), Xavier Mas (Programa d’Innovació UOC), Teresa Sancho (Estudis IMT UOC), Begoña Gros (Facultat Pedagogia UB)
h=p://just4me.blogs.uoc.edu/
Project funded by: Partners:
Background
Conclusions
Method
The expected results, in terms of environmental design and their usage, may be transferable to other learning contexts, hybrid or blended learning, both in the formal educa)on sector as in the non-‐formal and in any discipline. We consider that this work might contribute to the reflec)on on the rela)onship between informal and online learning through a self-‐directed learning approach.
Next steps of the projects could be focused on the automa)on of the recommenda)on system through the genera)on of users’ ac)vity metrics and the improvement of social and connec)ve func)onali)es.
Results
The main goal of our project is to develop a personal learning environment (PLE) that integrates ubiquitous access tools and functionality to support independent, self-directed learning.
The specific objectives are: To facilitate the planning and monitoring of learning activities with associated
learning resources configurable by the user. To provide different view screens to better meeting the needs of each user at
any given time. To allow social interaction and learning through the folksonomy system
generated by the PLE users. To develop an environment easy to access and use from various devices
(computer, Smartphones, Tablets).
Pedagogical model Just4Me environment
The environment has three main characteris)cs: flexibility, openness and customizability. At the same )me, it integrates what we have recognized as the main func)onal dimensions: informa)on management, planning and knowledge building and social connec)on and open publica)on. Those func)onal dimensions support the essen)al stages in a self-‐regulated learning process: planning, social presence and support, and self-‐reflec)on and evalua)on. The personal configura)on of the different components within each men)oned dimensions should therefore encourage self-‐directed, social, interac)ve and significant learning.
Ac<ons Review of scien)fic literature
• Conceptualiza)on of PLEs • Cases implementa)on of PLEs
Review of presenta)ons • Personal PLE diagrams • Development of PLEs
Review of projects • University context • Lifelong learning context • Professional context
Ac<ons
Ques)onnaire • Mailing • Medical social networks • COMB social networks
Interview to an expert
Ac<ons
• Pedagogical approach • Defini)on of main axes • Pedagogical model structure
Phase 3. Pedagogical design
Ac<ons
• List of uses and func)onali)es • Selec)on of uses and func)onali)es based on the pedagogical model • Discussion and defini)on of Just4Me uses and func)onali)es
Phase 4. Func)onal design
Ac<ons
• Interface basic design • Naviga)on system design • Access and configura)on design • Personal profile design • Edi)on possibili)es design • Display screen design • Interface development
Ac<ons
• Selec)on of the sample • Pilot test implementa)on • Analysis of the data • Implement changes and improvements into the environment
Learners choose the view that be`er suits their needs
Phase 5. Interface design Phase 6.Pilot test
Phase 1. Literature review Phase 2. Needs analysis
2012-‐13
2013-‐14
2013-‐14