Learning and Web 2.0 EDUARDO ESCALANTE L. Educational Technology Program Coordinator eescalante@uvm.cl
Our Children are living in the most intensely stimulating period in the history of the earth. They are being besieged with information which calls their attention, from every platform; computers, from i-phones, from advertising hoardings, from hundreds of television channels and we are penalising them now for getting distracted. From what? Boring stuff, at school, for the most part Sir Ken Robinson, Changing Paradigms
What we are going to see. LMS practical examples Conclusions Web 2.0 and their application on LMS Learning Management System(LMS), Components Definitions of learning: Classical Model to Holistic Model
DEFINITIONS OF LEARNING
Learning Styles: Classical Model Visual learners Auditory learners Kinesthetic learners or tactile learners L E A R N I N G
Learning Styles Set of psychological characteristics that are expressed when a person faces a learning situation Diferents ways a person can learn. There are particular methods according to each person, depending on the interaction, acceptance, processing stimuli and information, didactic strategies and reinforcements that are more situable to the student. There is not one pure learning styles, in the same way that there are no pure personalities: all people have diferent styles of learning, but generally one of them is predominant. Learning profile styles are referred to the way each person uses diverse learning styles.
Learning styles according to a holistic approach There are 4 basic dimension of learning from historical -cultural vision (Fariñas, 1995) Setting objectives, tasks and the temporal organization of its execution through a series of steps or stages. The search for information and its understanding. Communicating their performance. The solution or approach to problems.
Definition of "learning styles" according to a holistic view Relative stable forms for people to learn, which expresses the unique and unrepeatable nature of personality, the unity of the cognitive and affective, and among other things, their preferences to receive and process information, to organize time and focus on interpersonal relationships during learning. Cabrera y Fariñas 2000
Learning styles related to the preferred forms of the students to perceive information (learning channels): visual style, verbal-auditive style Learning styles related to the preferrred forms of the students plan their time in order to acheive their learning goals : planned style and spontaneous style Taxonomy of learning styles Learning styles related to the preferred forms of the students to process information: global style, analytical style. Learning styles related to the preferred forms of the students Communication-Oriented and interpersonal relationships in learning: cooperative style, independent style, or individual
Learning styles seen from a multidimensional perspective Ways to perceive information Visual / Auditory Verbal Forms of Social orientation Cooperative / Individual Global / Analytical Ways of processing information Planned / Spontaneous Ways of planning in terms of time
LEARNING WITH LMS (MOODLE)
Components of learning styles applied to LMS There are discrepancy between different authors on the components that are cited as part of the learning style. However, among those who have raised more unanimity we found: Physical and environmental conditions of space and / or classroom: light, temperature, sound. applied to virtual environments, they should consider the quality of the computer with which you work, screen, connection speeds and classroom design, etc.. Content preferences, areas and activities carried out by the students: the virtual classroom competes in an environment in which the students have available other materials of their choice, and by definition much more entertaining and attractive.
Components of learning styles applied to LMS Type of grouping: refers to whether the student work best individually, in small groups within a class group, and so on. a good classroom design should consider these possibilities. Strategies used in problem solving by students, for example, inductive and deductive Levels of attention in a new activity and / or activities of feedback, which involves the presentation of new content in an attractive manner and effective feedback Materials you want or need to solve some tasks, students should be promoted content managers, who know where to look and how to look. Stimuli that the more positive outcomes for the accomplishment of learning tasks Motivation: what type of work you are motivated and more interested, identifying levels of difficulty, who attributed failures and successes
WEB 2.0
General considerations The use of any tool for learning via the web should consider: - The students - Learning Styles Therefore: the form of presentation should be as varied as possible, in order to ensure inclusion of all the learning styles and individual characteristics of the students.
About the students 57% learned to use the computer in a collective manner." Students use technology outside school, learn with their peers, friends, in the cyber and at home. Very few in the classroom and with their teachers "The students themselves tell us that the classes are boring, with a very linear story and that teachers do not include the work in hypertext, networks and multimedia. It is a space of much boredom that doesn t address these potentials" Center for Avanced Investigation in Education (CIAE) 2011, applied to 915 students in the Metropolitan region, Valparaíso y Concepción. The CIAE is composed of the following Universities: PUCV, U de Chile and U de Concepción.
About the Students The problem is not only technological, it is also educational. Technology is an evidence of the phenomenon, not the origin. In the areas of language skills it has been established that the problem occurs in oral and writing expressions. If the teacher could understand that these expressions occur in these networks, they could seize this learning and the understanding in this type of communication. 89,7% of the students always or almost always search for information on the internet to do their homework. 73,2% of the men and 84,4% of the women define technology as very important. Facebook is valued among the students of middle and lower strata, while the use of Twitter are not detected significant differences. Centro de Investigación de Avanzada en Educación (CIAE) 2011, aplicado a 915 estudiantes de las regiones Metropolitana, Valparaíso y Concepción. El CIAE está integrado por la PUCV, la U de Chile y la U de Concepción.
Forms of social orientation: the content structure will also allow participants to interact individually in or collaboratively. About the learning styles Visual / Auditory-verbal Ways to perceive information, depends on how information is presented, for example: videos, class tutorials, etc. (VIMEO or YouTube), diagrams and images (Flickr, Picassa), maps (Google Maps), podcasts, etc. Cooperative / Individual Global / Analytical Forms of time planning: the structura of the content structure is key to time planning of the / participants in the classroom, for example, a good design will motivate more searches for information regarding the subject. Planned / Spontaneous Ways of processing information: although it is determining how to process the information participants, presentation of the with-taken also affects this aspect
The most used web tools Use of images: and : are websites that are able to store, edit, sort, search and share pictures. These services are free, and can be used by bloggers, who can upload their pictures, because these sites offer the posibility to create virtual albums and shared online. Requires Yahoo or Gmail account. Students as well as teachers can upload and share their own material.
The most used web tools Use of video: y : websites where users can store, edit, order, search and share videos in different formats. The service is free. Vimeo has greater storage capacity, Youtube allows videos up to 15 minutes. You can find on these platforms educational videos uploaded by other users, which can be a a learning resource. Other available platforms: Educar Chile, EducaTube, Animoto, Camtasia, TeacherTube
Mental Maps: The most used web tools Bubbl.us: it not necessary create an account for use it, but is required if you want save the maps. The interface is simple and intuitive but limited in what can be added to our map. It is ideal for direct and fast outliner without distracting elements of ideas. Mindomo: it has a free version and a paid with enhanced functionality, like being able to add your own pictures to maps, and organize them into folders, among others. Allows you to insert maps into a website, and export in different formats. Mindmeister: :Its interface is simple, but allows you to create complex maps, its features are similar to those of Mindomo, but is far more attractive graphically. You can share maps with others and collaborate on in real time. Mind42: It stands for being completely free, offering options similar to the premium versions of their peers(folders, export to mapping software formats, upload your own pictures). It's pretty easy to use, displays a menu on each new node created, bringing together everything that can be done with it. Like its predecessors, includes an image search engine(search Google, Yahoo and Flickr) from which we can insert our map. As something original, Wikipedia articles can include within our maps.
The most used web tools Online Surveys: SurveyMonkey is an easy-to-use tools for creating online surveys and export collected data for free. SurveyMonkey offers a free limited account that stores 100 responses. The website allows to store the information online.
The most used web tools Development of collaborative online office automation: : Free and online service. The main features are development, storage and sharing of documents, pdf, spreadsheets and presentation. : The same office automation from Microsoft available online. It is not upto the level of Google Docs. Requires Hotmail or Live account
The most used web tools Time management: collaborative groups, agenda, tasks and project management:
Summary of ticks per work area Google Docs Office Live Office automation Collaboration Elluminate Chat y Communication Google Talk Chat Facebook Skype PC o Mac Mobile devices (iphone, BlackBerry, Smartphones) ipad, etc. accessed Blogs Share book Outlook Google Calendar Nozbe Deskway Project Management ICT Social Networks Faceboo k Twitter Bubbl.us Mindomo Mindmeister Mind42 Concept Maps Pictures and videos Vimeo YouTube EducaTube Animoto Camtasia Picassa Flickr Time Management Evernote Nozbe Remember the Milk The Hit List Wunderlist y otros
EXAMPLE
EDUARDO ESCALANTE L. EDUCATIONAL TECHNOLOGY PROGRAM COORDINATOR EESCALANTE@UVM.CL