Education/Projects/JetpackForLearning/Profiles/MUPPLE: Difference between revisions

Jump to navigation Jump to search

Education/Projects/JetpackForLearning/Profiles/MUPPLE (view source)

Revision as of 20:44, 31 January 2010

603 bytes added ,  31 January 2010
→‎Background of the MUPPLE II concept
Line 69: Line 69:


==Background of the MUPPLE II concept==
==Background of the MUPPLE II concept==
Scaffolding with navigational support (Shapiro, 2007) helps preventing learners from getting lost in hyperspace (Otter & Johnson 2000). Our proposed prototype aims to support learners with structure, enabling Science/Research 2.0 practice (Kieslinger & Lindstaedt, 2009). MUPPLE II offers recording facilities of web activities, as well replaying them. Complex tasks involve many different resources on the web and actions/steps. With MUPPLE II users can record these steps, share them with the community and make them replay-able by other users, who have little or no experience in using the web techniques to accomplish their tasks. MUPPLE II helps users to guide through the set of actions needed to achieve tasks.  
Scaffolding with navigational support (Shapiro, 2007) helps preventing learners from getting lost in hyperspace (Otter & Johnson 2000). Our proposed prototype aims to support learners with structure. MUPPLE II offers facilities to trace web activities - and ways to replay them. Complex tasks often involve many different web applications in a variety of concrete action steps to be undertaken in order to finish them. With MUPPLE II users can trace, share, and replay these steps with especially users who have little or no experience in using the involved tools yet. MUPPLE II helps users to develop rich professional competence by guiding step by step through best practices needed to achieve particular tasks.  


MUPPLE II bases on the MUPPLE concept (Wild et al., 2008). Today not only institutions for formal education such as schools and universities but also most work places and vocational training providers are equipped with at least some kind of tools that bring together people and content artefacts in learning activities to support them in constructing and processing information and knowledge.  
MUPPLE II is already the second prototype we have build: it bases on MUPPLE (Wild et al., 2008).  
 
Today not only institutions for formal education such as schools and universities but also most work places and vocational training providers are equipped with at least some kind of tools that bring together people and content artefacts in learning activities to support them in constructing and processing information and knowledge.  


With increased mobility, with exploding information offers, and light speed in technological innovation, building and maintaining these learning environments has not become easier. More: it has become the responsibility of the individual, rather than an institution. Supporting learners in building and maintaining their personal learning environment (PLE) therefore has drifted into the focus of attention in learning technology. MUPPLEs enable learners to capture, actively manage, and share good (best) learning practice.
With increased mobility, with exploding information offers, and light speed in technological innovation, building and maintaining these learning environments has not become easier. More: it has become the responsibility of the individual, rather than an institution. Supporting learners in building and maintaining their personal learning environment (PLE) therefore has drifted into the focus of attention in learning technology. MUPPLEs enable learners to capture, actively manage, and share good (best) learning practice.
Line 78: Line 80:
Capturing learning activities in scripts makes the learning experiences hidden in them accessible — and helps with learning a better learning environment which will shape future learning experiences. It can additionally help with building up rich professional competences. In addition, it supports emergence of new practices, rather than prescribing.
Capturing learning activities in scripts makes the learning experiences hidden in them accessible — and helps with learning a better learning environment which will shape future learning experiences. It can additionally help with building up rich professional competences. In addition, it supports emergence of new practices, rather than prescribing.


Practices like writing collaborative a research paper contains several steps, which have to follow a certain order, and involves the usage of several web tools. For each step of the process, learners have to get to know how to make use the provided tool. Help pages are often available, but often the learners only need a small portion of information to become productive. Mupple II includes this information directly into the web page.
Practices like writing collaborative a research paper contains several steps, which have to follow a certain order, and involves the usage of several web tools. For each step of the process, learners have to get to know how to make use the provided tool. Help pages are often available, but often the learners only need a small portion of information to become productive. MUPPLE II includes this information directly into the web page.


Instead of only providing navigational support through hyperlinks to text or multimedia, we extend the scope including web functionalities. The navigational support of this prototype will help learners to replay recorded practices and give them the information they will need to make use of the tools. Learners will be able to “follow in experts’ footsteps”, who defined and order the single activities for efficient practice.
Instead of only providing navigational support through hyperlinks to text or multimedia, we extend the scope including web functionalities. The navigational support of this prototype will help learners to replay recorded practices and give them the information they will need to make use of the tools. Learners will be able to “follow in experts’ footsteps”, who defined and order the single activities for efficient practice.
Line 86: Line 88:
This script can be used to monitor subsequent workflows (and provide task list like workflow navigation). This script, however, can also be shared with others as a kind of activity pattern. Whenever necessary, the recorder provides depersonalisation facilities to remove usernames from URLs, replacing them with placeholders that prompt user input whenever instantiated. As many web applications today support simple in- and output formats, even more complex data processing and data travelling activities can be designed that make sure learning traces created in one application (e.g. literature search engine) make their way to the other (e.g. bookmark sharing service).
This script can be used to monitor subsequent workflows (and provide task list like workflow navigation). This script, however, can also be shared with others as a kind of activity pattern. Whenever necessary, the recorder provides depersonalisation facilities to remove usernames from URLs, replacing them with placeholders that prompt user input whenever instantiated. As many web applications today support simple in- and output formats, even more complex data processing and data travelling activities can be designed that make sure learning traces created in one application (e.g. literature search engine) make their way to the other (e.g. bookmark sharing service).


MUPPLES are a matter of research on personal learning environments using mash-ups. They are actively investigated in the European IST project “iCamp” as well as in the IST project ROLE of the European Commission.  
MUPPLES are a matter of research on personal learning environments using mash-ups. They are actively investigated in the European Commission funded IST projects 'iCamp', 'LTfLL', and 'ROLE'.
 
iCamp is the specific, targeted research project that invented the idea of mash-up personal learning environments to support the adoption of social software in higher education. The project finished with the end of the year 2008. The project had eleven industrial and academic partners, and a budget of 3.4 M EUR.
 
Language Technology for Lifelong Learning (LTfLL) is a specific targeted research project and deals with flexibilising the learning infrastructure and mixing in text mining technologies to support - say - medicine students in their learning. The project has eleven partners spread all over Europe.


ROLE is a 7th framework project funded by the European ROLE aims to provide an responsive open learning environment, involving several stakeholders mainly in Europe but also from partners all over the world (e.g. China, Canada, Australia). ROLE builds up on the idea of a personal learning environment, that opposed to virtual learning environments tailors its functionalities and practices to informal learning supporting life long learning.  
ROLE is a large integrated project that aims to provide an responsive open learning environment, involving several stakeholders mainly in Europe but also from partners all over the world (e.g. China, Canada, Australia). ROLE builds up on the idea of a personal learning environment, that opposed to virtual learning environments tailors its functionalities and practices to informal learning supporting life long learning.  


ROLE targets every person with building their network of experts to learn collaboratively in all sorts of fields. The tools and components as well as the personal learning environment will be openly available through the ROLE software repository. This will enable that interested persons can install their own ROLE instance to support their network of learners facing the challenges of the information age.
ROLE targets every person with building their network of experts to learn collaboratively in all sorts of fields. The tools and components as well as the personal learning environment will be openly available through the ROLE software repository. This will enable that interested persons can install their own ROLE instance to support their network of learners facing the challenges of the information age.
F.wild
11

edits

Retrieved from "https://wiki.mozilla.org/Special:MobileDiff/198157"

Navigation menu