1. September 15 -17, 2010 Hasselt, Belgium Facilitating Active Learning Utilizing the Online Environment of Nfomedia MalinkaIvanova, Technical University – Sofia ValentinHristov, South West University

2. Aim Researching active strategies to facilitate students’ knowledge gathering, applying, distributing and analyzing the gained experience

3. Outline - Web 2.0 for active learning - Specification of Nfomedia Learning Environment - Implemented active learning strategies - Prototyping in Nfomedia - Conclusion

4. Active Learning Includes a set of activities that involve students in doing things and thinking about the things they are doing Bonwell and Eisen (1991)

5. Active Learning and Web 2.0 Active learning approaches have particular relevance and meaning to net generation learners Oberlinger and Oberlinger (2005) and Prensky (2001)

7. virtualization

8. visualization

9. interactivity

10. new interfaces

11. mashupservices

14. provide relevant skills

16. Nfomedia social software specially designed for learning management in Higher education

18. Nfomedia Any content media object can be embedded and interpreted

19. Nfomedia possibilities for extension and external components integration

20. Nfomedia Social networking features include user profiles friends discussion boards text messaging connection with Facebook

21. Nfomedia Every student can join public announced courses

22. Nfomedia can create and share his/her own personal learning web site

23. Main Functions in Nfomedia External applications (links, embed code) Content and Activities management Assignments Quizzes Learning Content Blog Content creation Collaboration Instructions Assessment Feed Results presentation Concepts mapping Communication/Socialization Announcements Message Board Chat Internal Email Contacts Personal Learning Space Building Chat Links to Web resources Profile Widgets Links to Social Networks Share

24. Nfomedia developed on open standards and the latest Web technologies (J2EE, Web 2.0, AJAX, etc) widgets, HTML code and JavaScript integration available layouts and templates can store resources and link these resources in the system can integrate A/V media files mobile access to personal and shared content disadvantages of Nfomedia: extendibility and openness requires advanced programming skills from the participants in the learning process and sometimes it is distracting

25. Technical Architecture Nfomedia File storage Server -application -service -tool -storage Shared Course Wiki structure, nodes, subnodes Wiki structure, nodes, subnodes Integration of: embed code, HTML Integration of: embed code, HTML code Upload/download files Upload/download files Shared Personal Learning Space Personal Learning Space Statistics: sites, course, members Server Course Space Server Access: web-based, mobile, on-demand Student Educator/Admin

26. Active learning methods concepts mapping – for discovering and describing meaningful relations among the concepts object matter of the study and for their understanding and analysis

27. Active learning methods working on individual projects to master several programming techniques and technologies and to stimulate creativity for the creation of unique products

28. Active learning methods Personal Learning Environments building – for supporting self-learning and for artefacts promotion

29. Conceptual Maps Conceptual mapping - a way of representing information graphically using keywords, links, and key images  a lot more information can be systematized Mind map follows the way the brain works, which is not in linear matter Because concept maps are more visual and depict associations between key words, they are much easier to recall than linear notes A concept map is started from one or several central concepts that allow it to be expanded in all directions Concept maps are easy to review, to remember and to repeat main ideas

30. Conceptual Maps Conceptual mapping during the course Applied Programming Systems: in the time of several lectures - to show how the students understand the new topics actively involved in the creative and analytical process method for tracking the created knowledge after lectures’ time as a technique for understanding the architecture, functional possibilities and design on Microsoft Office package and several graphical applications

31. Conceptual Maps One topic – different concept maps

32. Conceptual Maps The advanced students are introduced to the features of online free hosted software MindMeister

33. Conceptual Maps It allows easy creation, editing, sharing and embedding of maps into the students’ personal spaces and into the course space

34. Project-Based Learning The PBL model is applied with the following steps: (1) Introducing students to the state of the art problems and showing the huge potential of working topics; (2) Identification of challenging problems and solving the problems by students; (3) Setting up the driving questions and content that to be studied; (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

35. Project-Based Learning (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; (6) Guidance is provided when students need it (through student-educator interactions, peer counselling, guiding, project templates, etc.); (7) Assessment of the students’ knowledge and competences as a result of the project work

37. Project-Based Learning The PBL - a very useful strategy for active learning (doing something, applying existing knowledge and skills and receiving new) the students feel the responsibility for realizing their own problems exploration and for their own learning organization Created digital artefacts are part of their learning portfolios and they are evaluated for quality and originality

38. Project-Based Learning

39. Personal Learning Environments Usage as Portfolios Virtual Personal Learning Environment (VPLE) possibilities to integrate information and knowledge sources, social contacts and communication channels authoring functions and components easy for technical configuration and for learning scenarios management  according to present students’ interests and goals

40. Personal Learning Environments Usage as Portfolios The visible part of PLEs consists of 3 main components: public available profile, shared personal learning space, portfolio with the attached created digital artefacts

41. Learner profile defines the type of learner via a set of the attributes and descriptors can be used when viewing and discussing the student development can present students as: independent, merciful, resourceful, respectful, open-minded facilitates student’s personalised learning, encourages ownership, support student collaboration with others who can help with their learning

42. Learner profile According to The International Baccalaureate: http://www.ibo.org/programmes/profile/documents/Learnerprofileguide.pdf

43. Learner profile

44. Shared personal learning spaces Contribute to personal development distribution of additional information and knowledge to course’s participants expansion of the course knowledge pool 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

45. Shared personal learning spaces

46. Shared personal learning spaces

47. Shared personal learning spaces Using PLE as forming student’s learning Portfolio contributes to defining his/her progression and achievements The visibility of created products encourages students to review, reflect, collaborate and discuss on what they have done, experienced and learnt Portfolio not only documents, guides, and advances learning during the course, but also it is a part of the life-long learning process

48. Prototyping Project-based learning Conceptual mapping Personal learning environment as portfolio

49. Active Learning Realization in Nfomedia Active Learning Organization Personal learning environment building Conceptual mapping clear engage Digital profile review interact understand track motivate Shared personal learning space summarize analyze Portfolio repeat create remember innovate collect explore remix evaluate discuss share manage document Project working give feedback guide collaborate make decisions communicate

50. Conclusion - functional and technical architectures of Nfomedia are created - a technology-enhanced model for active learning organization is proposed - a prototype is tested during one semester - practical recommendations are proposed according to gained experience in the online learning environment Nfomedia

51. Conclusion - For students’ engagement and awareness 3 methods are applied: conceptual mapping, working on projects and PLE building - These involve them in processes of: (1) subject matter deeper comprehension (2) becoming familiar with the functionality of Nfomedia by using wiki concepts (3) studying and working with Web 2.0 technologies inside and outside the LMS (4) understanding the PLE bases for formal and informal learning organization during the course and in the long term

52. Thank you for your attention! For contacts: m_ivanova@tu-sofia.bg v_hristov@swu.bg