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September 15 -17, 2010 Hasselt, Belgium,[object Object],Facilitating Active Learning Utilizing the Online Environment of Nfomedia,[object Object],MalinkaIvanova, Technical University – Sofia,[object Object],ValentinHristov, South West University,[object Object]
Aim,[object Object],	Researching active strategies  to facilitate students’ knowledge gathering, applying, distributing ,[object Object], 	and analyzing the gained experience,[object Object]
Outline,[object Object],- Web 2.0 for active learning,[object Object],- Specification of Nfomedia Learning Environment,[object Object],- Implemented active learning strategies,[object Object],- Prototyping in Nfomedia,[object Object],- Conclusion,[object Object]
Active Learning,[object Object],Includes a set of activities that involve students in doing things and thinking about the things they are doing,[object Object],Bonwell and Eisen (1991) ,[object Object]
Active Learning and Web 2.0,[object Object],Active learning approaches have particular relevance and meaning to net generation learners ,[object Object],Oberlinger and Oberlinger (2005) and Prensky (2001),[object Object]
Active Learning and Web 2.0,[object Object],[object Object]
 virtualization
 visualization
 interactivity
new interfaces
mashupservices
different ways of thinking, learning and practicing,[object Object]
Active Learning and Web 2.0,[object Object],Students have experience with social applications,[object Object],this can contribute in a classroom setting and in their future professional lives,[object Object], Web 2.0 technologies have the potential to,[object Object],[object Object]
 provide relevant skills
 increase engagement,[object Object]
Nfomedia,[object Object],social software specially designed for learning management in Higher education,[object Object]
Nfomedia,[object Object],[object Object],[object Object]
Nfomedia,[object Object],Any content media object can be embedded and interpreted,[object Object]
Nfomedia,[object Object],possibilities for extension and external components integration,[object Object]
Nfomedia,[object Object],Social networking features include,[object Object],user profiles,[object Object],friends,[object Object],discussion boards,[object Object],text messaging,[object Object],connection with Facebook,[object Object]
Nfomedia,[object Object],Every student can join public announced courses ,[object Object]
Nfomedia,[object Object],can create and share his/her own personal learning web site,[object Object]
Main Functions in Nfomedia,[object Object],External applications (links, embed code),[object Object],Content and Activities management,[object Object],Assignments,[object Object],Quizzes,[object Object],Learning Content,[object Object],Blog,[object Object],Content creation,[object Object],Collaboration,[object Object],Instructions,[object Object],Assessment,[object Object],Feed,[object Object],Results presentation,[object Object],Concepts mapping,[object Object],Communication/Socialization,[object Object],Announcements,[object Object],Message Board,[object Object],Chat,[object Object],Internal Email,[object Object],Contacts,[object Object],Personal Learning Space Building,[object Object],Chat,[object Object],Links to Web resources,[object Object],Profile,[object Object],Widgets,[object Object],Links to Social Networks,[object Object],Share,[object Object]
Nfomedia,[object Object],developed on open standards and the latest Web technologies (J2EE, Web 2.0, AJAX, etc),[object Object],widgets, HTML code and JavaScript integration ,[object Object],available layouts and templates,[object Object],can store resources and link these resources in the system,[object Object],can integrate A/V media files,[object Object],mobile access to personal and shared content,[object Object],disadvantages of Nfomedia: extendibility and openness requires advanced programming skills from the participants in the learning process and sometimes it is distracting ,[object Object]
Technical Architecture,[object Object],Nfomedia,[object Object],File storage,[object Object],Server,[object Object],-application,[object Object],-service,[object Object],-tool,[object Object],-storage,[object Object],Shared Course,[object Object],Wiki structure, nodes, subnodes,[object Object],Wiki structure, nodes, subnodes,[object Object],Integration of: embed code, HTML,[object Object],Integration of: embed code, HTML code,[object Object],Upload/download files,[object Object],Upload/download files,[object Object],Shared Personal Learning Space,[object Object],Personal Learning Space                                              ,[object Object],Statistics: sites, course, members,[object Object],Server,[object Object],Course Space,[object Object],Server,[object Object],Access: web-based, mobile, on-demand,[object Object],Student,[object Object],Educator/Admin,[object Object]
Active learning methods,[object Object],concepts mapping – for discovering and describing meaningful relations among the concepts object matter of the study and for their understanding and analysis,[object Object]
Active learning methods,[object Object],working on individual projects to master several programming techniques and technologies and to stimulate creativity for the creation of unique products,[object Object]
Active learning methods,[object Object],Personal Learning Environments building – for supporting self-learning and for artefacts promotion,[object Object]
Conceptual Maps,[object Object],Conceptual mapping - a way of representing information graphically using keywords, links, and key images  a lot more information can be systematized,[object Object],Mind map follows the way the brain works, which is not in linear matter,[object Object],Because concept maps are more visual and depict associations between key words, they are much easier to recall than linear notes,[object Object],A concept map is started from one or several central concepts that allow it to be expanded in all directions,[object Object],Concept maps are easy to review, to remember and to repeat main ideas,[object Object]
Conceptual Maps,[object Object],Conceptual mapping during the course Applied Programming Systems:,[object Object],in the time of several lectures - to show how the students understand the new topics actively involved in the creative and analytical process ,[object Object],method for tracking the created knowledge after lectures’ time,[object Object],as a technique for understanding the architecture, functional possibilities and design on Microsoft Office package and several graphical applications,[object Object]
Conceptual Maps,[object Object],One topic – different concept maps,[object Object]
Conceptual Maps,[object Object],The advanced students are introduced to the features of online free hosted software MindMeister,[object Object]
Conceptual Maps,[object Object],It allows easy creation, editing, sharing and embedding of maps into the students’ personal spaces and into the course space,[object Object]
Project-Based Learning,[object Object],The PBL model is applied with the following steps: ,[object Object],(1) Introducing students to the state of the art problems and showing the huge potential of working topics;,[object Object],(2) Identification of challenging problems and solving the problems by students; ,[object Object],(3) Setting up the driving questions and content that to be studied; ,[object Object],(4) Introducing students to the environment for problem solving (including collecting and managing its main components when students organize their PLEs) with 3 main components: digital resources (web-based open courses, tutorials, best practices, papers), web-based applications/tools and free hosted services,[object Object]
Project-Based Learning,[object Object],(5) The process of the actual investigation : how the tasks can be completed that require higher-level and critical thinking skills, such as analysis, synthesis and evaluation of information; ,[object Object],(6) Guidance is provided when students need it (through student-educator interactions, peer counselling, guiding, project templates, etc.); ,[object Object],(7) Assessment of the students’ knowledge and competences as a result of the project work,[object Object]
Facilitating Active Learning Utilizing the Online Environment of Nfomedia
Project-Based Learning,[object Object],The PBL - a very useful strategy for active learning (doing something, applying existing knowledge and skills and receiving new) ,[object Object],the students feel the responsibility for realizing their own problems exploration and for their own learning organization,[object Object],Created digital artefacts are part of their learning portfolios and they are evaluated for quality and originality ,[object Object]
Project-Based Learning,[object Object]
Personal Learning Environments Usage as Portfolios,[object Object],Virtual Personal Learning Environment (VPLE),[object Object],possibilities to integrate information and knowledge sources, social contacts and communication channels,[object Object],authoring functions and components ,[object Object],easy for technical configuration and,[object Object],for learning scenarios management ,[object Object], according to present students’ interests and goals,[object Object]
Personal Learning Environments Usage as Portfolios,[object Object],The visible part of PLEs consists of 3 main components: ,[object Object],public available profile, ,[object Object],shared personal learning space,,[object Object],portfolio with the attached created digital artefacts ,[object Object]
Learner profile ,[object Object],defines the type of learner via a set of the attributes and descriptors ,[object Object],can be used when viewing and discussing the student development,[object Object],can present students as: independent, merciful, resourceful, respectful, open-minded,[object Object],facilitates student’s personalised learning, encourages ownership, support student collaboration with others who can help with their learning,[object Object]
Learner profile ,[object Object],According to The International Baccalaureate: http://www.ibo.org/programmes/profile/documents/Learnerprofileguide.pdf,[object Object]
Learner profile ,[object Object]
Shared personal learning spaces ,[object Object],Contribute to ,[object Object],personal development,[object Object],distribution of additional information and knowledge to course’s participants,[object Object],expansion of the course knowledge pool,[object Object],The process of sharing different digital media formats, different tools and services leads to a possibility for personal and professional interactions among networked students and educators,[object Object]
Shared personal learning spaces,[object Object]
Shared personal learning spaces,[object Object]
Shared personal learning spaces,[object Object],Using PLE as forming student’s learning Portfolio contributes to defining his/her progression and achievements,[object Object],The visibility of created products encourages students to review, reflect, collaborate and discuss on what they have done, experienced and learnt,[object Object],Portfolio not only documents, guides, and advances learning during the course, but also it is a part of the life-long learning process,[object Object]

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