PLE (Phase 3)
|Long Title:||Personal Learning Environment (Phase 3)|
|Université de Genève|
Université de Fribourg - Universität Freiburg
Université de Lausanne
Scuola Universitaria Professionale della Svizzera Italiana
|Project Leader:||O. Benkacem|
Results see Personal Learning Environment extension (phase 4).
Two preliminary studies allowed to establish several reasonable assumptions from which a number of prospects for the design and deployment of a PLE can be built and developed. These pre-studies strongly suggest to consider students as the first target for a campaign on awareness, information and training on PLE, so as to enable them to develop transversal competencies in online resources.
This third phase has three goals:
A techno-pedagogical watch activity (organized around a community of experts) is expected to help
selecting ongoing tools and resources with regards to their usefulness for learning and teaching activities.
Information sources will be blogs, elearning tools collections and evaluations, reviews of the scientific literature, etc.
For users first an initial training on technology and second an introduction to its educational uses and formats will be provided as scaffolding activities to help them to develop further as self-directed learners.
Information about techno-pedagogical tools will be provided as practical worksheets, good practice guides and educational scenarios.
The Eduhub SIG ePortfolio will produce guidelines for institutional decision makers, teaching staff and students.
The purpose of Soft Skills Seminars for PhD students is to enable them to practice and develop mastery of certain categories of Web 2.0 tools and PLE, useful for their learning and research activities. The goal is to combine theoretical and practical workshops to help them first to effectively exploit all these resources essential to their academic activities and, second to develop an intelligent strategy so to become independent while these technologies continuously evolve.
Surveys and analysis of users' needs, tests of prototypes (usability aspects) and evaluation of training sessions and of information resources on their impact on the development of ICT usage skills will be parts of a formative evaluation process during the development.
A dashboard based on Graaasp will be used as (single entry point) solution for integrating different applications and content. It allows students to quickly check available resources, which are either pre-integrated (but may be disabled by the user) or integrated by the students themselves.
Resources will be shared between institutions or gathered directly from the Web.
User profiles (templates for BSc, MSc etc.) will be used to provide adapted sets of resources, customizable by the users.
The institutional information will be federated and recommended with the help of the contextual recommendation engine (RE) developed at EPFL. After computation, a recommendation is provided to the users via the dashboard widgets. The whole process and infrastructure will work as a cross-institution federating hub.
Mahara (e-Portfolio) will be integrated with didactic activities fed by teachers and students.
A new Mahara module "Skills referential and learning outcomes" will help students to manage their progressions in learning and therefore promote self-reflexion and Personal Development Planning (PDP).
Integration of Graaasp-RE and Moodle, Chamilo, Mahara and Mediaserver will consist in enabling the current architectures to communicate with the new one while keeping the infrastructure as much independent as possible.