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Grupo CHICO UCLM Ciudad Real (Spain). Frameworks for Personal Learning. Giornate 2007, Firenze, Italy. 1 June, 2007. Pedro Pablo Sánchez Villalón Manuel Ortega Asunción Sánchez Villalón. Contents. Frameworks for Personal Learning. Introduction Traditiona l Learning CAL TELL

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Frameworks for personal learning

Grupo CHICO UCLM

Ciudad Real (Spain)

Frameworks for Personal Learning

Giornate 2007, Firenze, Italy.1 June, 2007

Pedro Pablo Sánchez Villalón

Manuel Ortega

Asunción Sánchez Villalón


Contents
Contents

Frameworks for Personal Learning

  • Introduction

    • Traditional Learning

    • CAL

    • TELL

  • Frameworks for Learning

    • LMS to OLE to PLE

    • PLE, CEFR & Portfolio

    • AWLA & AIOLE tools and services

  • Conclusion


Tradi tional learning environments

Formal environments to transmit knowledge

Inside the Classroom:

Teacher,

Books (coursebooks, notebooks)

Blackboard

Libraries

Pen & paper

Organized in:

Courses

with printed materials

Traditional Learning Environments


Adaptation to cal lms

Use of Computer-based Tools

Printed material

Digitized contents

Access to Information

Physical environment:

Building: educational center ComputerLabs full of Desktop PCs, Software, CD

Learning Management, Institutional Tutor’sControl, LMS, (WebCT)

Language quizzes, readings

Adaptation to CAL -> LMS


Technology enhanced elearning ole

TEL eLearning environment

enabling :

communication anywhere anytime: eLearning,

technological infrastructure

Online Learning Environment the Web, digital tools

learning tools & resources, tutor’s guidance, services,

ICT & languages as tools

Technology-Enhanced eLearning-> OLE


Ple framework
PLE Framework

  • Johnson, Liber, Wilson et al (2006) PLE framework:

  • set of tools into services

    • RSS feeds,

    • file management,

    • calendar,

    • communication tools,

    • a writing facility,

    • language tools,

    • image uploading & editing,

    • access to search engines

    • portfolios

  • to enable learning design of tasks and activities

Network

P

A

T

T

E

R

N

S

Temporal

Conversation

Workflow

AIOLE

Activities

Resource

Social


Cefr elp frameworks
CEFR & ELP Frameworks

  • Pedagogically-focused

  • CEFR Language Learning description

    • to access the CEFR descriptors and levels

    • of language competences and skills,

    • with activities and strategies

    • organised in tasks

  • ePortfolio (ELP)

    • edition of Passport, Linguistic BioGraphy & Dossier

    • using official templates.

  • Write on the Web (wikis & blogs).

  • using scaffolding design, edition with Copy & Paste


Learning design
Learning design

CEFR

  • helps teachers design tasks: OLE

  • for learner’s own learning plans: PLE

  • OLE learning design:

    lesson plans in Languages


Awla writing
AWLA Writing

  • enables collaborative writing

  • with chatcommunication

  • with language tools

  • with tutors correction

  • allows checking for plagiarism

AWLA (A Writing eLearning Appliance)

  • as standalone online application.

  • or integrated in OLEs

    Objective: Learn to write by writing

  • Task-based (scenarios)


Aiole management interaction services
AIOLE Management & Interaction services

LMS features

  • File management (Access,Uploading)

  • Communication: Chat/Forums

  • Agenda

  • Tracking users’ actions

    OLE features

  • WebWriting for tasks

  • AWLA

  • File editing, activities

  • Portfolio

    ePEL with

    • Europass

    • BioLingua

    • eDossier


Aiole as ple
AIOLE as PLE

  • AIOLE offers an intermediate solution, with (tutor’s) guidance in its initial stages for e-Learning with editing tools for designing learning tasks.

  • WebWriter: designed or selected by tutors/students

  • Using CEFR descriptors & levels

  • Portal to PLE



Conclusion
Conclusion

Shift from

  • the institutionally- & teacher-controlled, knowledge transfer

  • more active knowledge construction controled by learners (initially guided)

    Change in pedagogical foundations :

    • open access to information on the Web2.0,

    • new kinds of information, content, disciplines

    • learning patterns on FRAMEWORKS

    • learner’s learning design: lesson plans, tasks, with access to PLE and CEFR standards


Frameworks for personal learning1

Grupo CHICO

Computer-Human Interaction & Collaboration

UCLM - Ciudad Real (Spain)

Frameworks for Personal Learning

Pedro P. Sánchez Villalón

[email protected]

Manuel Ortega

[email protected]

Asunción Sánchez Villalón

AIOLE

eDossier


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