Strategies and Facilities for Activity Pattern Sharing

  • Mödritscher F
  • Wild F
  • Petrushyna Z
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Abstract

Setting a personal learning environment (PLE) approach into practice is not trivial, as the proposed end-users have varying attitudes towards and experiences in using this kind of technology. In fact, applying different learning tools provided by educational organisations, by companies or through the Internet requires that lifelong learners develop not only professional competences but also hands-on skills as well as personal and social competences, the so-called transcompetences. Thus, a PLE solution has to provide scaffolding and support facilities to empower all kinds of learners to design and use their environments so that they can connect to learner networks, collaboratively work on shared artefacts, and successfully achieve their goals. This deliverable aims at examining strategies and facilities for supporting learners in using PLEs by providing them ‘good practices’, i.e. learning experiences created by peer actors. Specifically for PLE-based learning activities and due to trust and privacy considerations, these practices can be captured in the form of activity patterns distilled and abstracted from learner interaction recordings by removing sensitive data. Thereby, pattern-based good practice sharing is approached from three perspectives. First of all, PLE-related competences are identified through an empirical study. Consequently, strategies and facilities for capturing and sharing activity patterns are elaborated based on state-of-the-art technology and approaches. Finally, the document gives an overview of existing technology applicable as a pattern repository. Findings of the user study and the technology surveys can be summarised as follows: • Working with PLEs requires professional and transcompetences, whereby activity patterns contain all these competences implicitly. Furthermore, the development of competences is triggered by interactions with the learning environment, e.g. given through activity patterns, and can be fostered through information pull and push strategies and through facilities aiming to support specific transcompetences identified by empirical studies. With respect to experiences from the field of epistemic games, good practice sharing through activity patterns seems to be useful for inexperienced PLE learners. • Approaches for activity pattern capturing and sharing are already available, although these strategies and techniques come from other disciplines or contexts. None of the reviewed solutions fulfils all requirements for pattern sharing, whereby particularly the concept of de-personalization (i.e. anonymizing and removing other sensitive data from interaction recordings) is hardly realised in practice. Moreover, pattern capturing and sharing can be characterised along six dimensions, namely architectural design, activity structure, interaction type, tracked applications, social form, and de-personalization. • A technology survey shows that practice sharing infrastructures (including pattern repositories) have been implemented and experienced in other application areas. Consequently, this deliverable proposes to enrich the PLE infrastructure by pattern repositories which can be plugged to the existing PLE solutions and have a specialised API for publishing and retrieving good practices in the form of activity patterns. Such pattern repositories should provide facilities for manual Page 6 of 50 sharing of pre-configured PLEs (the patterns) and automated strategies, like recommending interactions or tools. • The usefulness, the efficiency, and the effectiveness of a pattern sharing infrastructure for PLEs will be evaluated if adequate technology is available. This deliverable relates to the first four WP objectives (cf. ROLE-DoW, p. 58), whereby the main focus lies on the second and the fourth objectives: • Developing a methodology for building and altering networks of actors, artefacts, and activities on the basis of PLEs • Empowering learners with learning environment design capabilities and facilitating learnability for creating PLE mash-ups • Providing regulation and reflection facilities for collaboration in learning networks • Facilitating best practice sharing It is an outcome of the tasks 7.1 and 7.2 (cf. ROLE-DoW, p. 59) and intended for pedagogical experts and technologists in the field of technology-enhanced learning. Within the ROLE project, it attempts to fulfil the objectives RO1, RO2, and RO3 (cf. ROLE-DoW, p. 6): • RO1: support the individual assembly of accessible learning services, tools and resources in responsive open learning environments (ROLE) • RO2: research and develop a psycho-pedagogically sound framework for supporting the individual composition of learning services in ROLE • RO3: create new engineering methodologies to enable significant contributions to ROLE from learner and developer communities from outside the project consortium This document relates to the deliverables D7.1/ID7.2 (“Model and Methodology for PLE-Based Collaboration in Learning Ecologies”) and ID7.1 (“Draft Prototypes of a Mash-up PLE”). The key features identified in this document are considered as input to the deliverable D1.5 (“Revised requirements specification”). Parts of section 2 were published at the MUPPLE workshop of the European Conference on Technology Enhanced Learning (EC-TEL 2009) conference (see Wild et al., 2009).

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Mödritscher, F., Wild, F., & Petrushyna, Z. (2010). Strategies and Facilities for Activity Pattern Sharing (pp. 1–50). Retrieved from http://www.role-project.eu/?page_id=502

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