A MINHA EXPERIENCIA COM O MODELO PLE ?

GORAN D. PUTNIK ,

(Professor)

UNIVERSITY OF MINHO, DEPARTMENT OF PRODUCTION AND SYSTEMS ENGINEERING

E A CRITICA AO MODELO PLE ?

GORAN D. PUTNIK ,

(Professor)

UNIVERSITY OF MINHO, DEPARTMENT OF PRODUCTION AND SYSTEMS ENGINEERING

MELHORAR PLE ?

GORAN D. PUTNIK ,

(Professor)

UNIVERSITY OF MINHO, DEPARTMENT OF PRODUCTION AND SYSTEMS ENGINEERING

SOCIAL NETWORK-BASED EDUCATION

GORAN D. PUTNIK ,

(Professor)

UNIVERSITY OF MINHO, DEPARTMENT OF PRODUCTION AND SYSTEMS ENGINEERING

LEARNING FACTORY,

FOR EFFECTIVE LEARNING AND INTEGRATION WITH INDUSTRY

AND

EDUCATION 3.0

Education 3.0 Education 3.0 is characterized “by rich, cross-institutional, cross-cultural educational opportunities within which the learners themselves play a key role as creators of knowledge artifacts that are shared, and where social networking and social benefits outside the immediate scope of activity play a strong role”.

Three aspects of Education 3.0 are of particular importance:

1. the freedom of students in making their own choices;

2. The concept of students as producers of reusable learning content;

3. Institutional arrangements permit the accreditation of learning achieved, not just of courses taught.

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Education 3.0 - Characteristics

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Features Education 3.0

Primary role of professor Orchestrator of collaborative knowledge creation

Content arrangements

Free/open educational resources created and reused by students across multiple institutions, disciplines, nations, supplemented by original materials created for them

Learning activities

Open, flexible learning activities that focus on creating room for student creativity; social networking outside traditional boundaries of discipline, institution, nation

Institutional arrangements

Loose institutional affiliations and relations; entry of new institutions that provide higher education services; regional and institutional boundaries breakdown

Student behaviour Active, strong sense of ownership of own education, co-creation of resources and opportunities, active choice

Technology E-learning driven from the perspective of personal distributed learning environments; consisting of a portfolio of applications

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Dimensions Implementation

Education 1.0 & 2.0 Education 3.0

System Thinking Linear Complexity

Learning Individual, Group Generative, Collaborative, Proactive, Unlearning

Teaching Method Direct instruction, PLE Seatwork

Blended, Game based, Co-teaching, Hands-on activities

Interaction architecture Client/server P2P, Cloud, Hybrid

Management Coordination Semi-coordination Collaborative, Self-organization

Curricula construction Pre-defined Open, Semi-open

An Implementation Framework for Education 3.0 and comparison with Education 1.0 & 2.0

An Implementation Framework for Education 3.0 and comparison with Education 1.0 & 2.0

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Dimensions Implementation

Education 1.0 & 2.0 Education 3.0

Space Colocated Distributed (global)

Colocated Distributed (global)

Time Syncronous Syncronous, Asyncronous

Population Individual, Group Group, Massive

Access Closed Open, Conditioned

Knowledge base IP, Copyright Open source Supporting ICT technology Proprietary Open source, Proprietary

Supporting ICT license Open source, Comercial Free, Open source Business model Subscription Free, Freemium, Service-based

SOCIAL NETWORK-BASED EDUCATION SNE is inspired by several emergent disciplines, such as:

1. chaos and complexity management in organizations

2. learning organizations

3. semiotics framework for system and organization integration and

4. complex network theory.

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SOCIAL NETWORK-BASED EDUCATION

In SNE, students and teachers are seen as participants that form a network,

in which the network structure, communication, learning process and behavior exhibit features of a social network.

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SNE EXPERIMENT AT THE UNIVERSITY OF MINHO

SNE experiment at the University of Minho referred, could be seen as

an Education 3.0 manifesto.

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EFFECTIVE LEARNING AND INTEGRATION WITH INDUSTRY

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LEARNING FACTORY

LEARNING FACTORY

LF is a “paradigm shift to industry-partnered, interdisciplinary, real- world problem solving in engineering education”

The goal is to “integrate design, manufacturing and business realities into engineering education” and this can be accomplished by providing a “state-of-the-art, hands-on active learning laboratory, a practice-based curriculum, and real (industry-driven) projects”

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INFORMAL VIEW OF LEARNING FACTORY ENVIRONMENT

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LEARNING FACTORY PLATFORM IN USE

LF platform use:

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LEARNING FACTORY PLATFORM USED AT THE UNIVERSITY OF MINHO IN AN INDUSTRIAL ENGINEERING COURSE

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LEARNING FACTORY PLATFORM USED AT THE UNIVERSITY OF MINHO IN AN INDUSTRIAL ENGINEERING COURSE

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LEARNING FACTORY PLATFORM USED AT THE UNIVERSITY OF MINHO IN AN INDUSTRIAL ENGINEERING COURSE

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SNE AND LF PLATFORM USED AT THE UNIVERSITY OF MINHO IN AN INDUSTRIAL ENGINEERING COURSE

The project started in the scholar year 2012/2013, in the 2nd semester, as a new education methodology applied in two curricular units:

1. Computer Aided Design/Computer Aided Process Planning (CAD/CAPP)

2. Computer Aided Manufacturing (CAM) [11].

In the scholar year 2014/2015, in the 2nd semester, two more curricular units were included in the project of SNE methodology implementation:

3. Advanced Quality Management (AQM) and

4. Reability and Maintenance (RM).

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SNE AND LF PLATFORM USED AT THE UNIVERSITY OF MINHO IN AN INDUSTRIAL ENGINEERING COURSE

In particular, the LF platform developed is oriented to promote and develop knowledge and skills on Advanced Manufacturing Systems and Organizations development and implementations (for the application areas of CAD/CAPP, CAM, AQM and RM):

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SNE AND LF PLATFORM USED AT THE UNIVERSITY OF MINHO IN AN INDUSTRIAL ENGINEERING COURSE

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• Internet-based work (design, management, operation); • Product/Service Systems (PSS); • Cloud and ubiquitous manufacturing systems and

enterprises; • Virtuality; • Agility; • Networked organization/Networking (supply-chain); • Social network-based and community-based

manufacturing/production; • Crowdsourcing; • Open System architecture-based organization; • Learning organization; • Entrepreneurship; • Advanced ICT;

• Complexity Management in organization; • Integration and interoperability in organizations; • Cyber-physical system; • Negotiation; • Human-centred view of organization vs Technology-

centred; • Game theory; • Competition-based environments (markets) and

organizations (concurrent engineering); • Collaboration-based environments (communities) and

organizations (collaborative engineering); • Large-scale open-ended projects; • Open-source projects; • …

Conclusions Future work will address the following issues:

1. to expand the number of curricular units that will apply to this methodology,

2. to include new features for collaborative work,

3. to adapt the curricular units’ programmes,

4. to include new modules of ICT platform,

5. to define and to include new taks in terms of scope,

6. to involve companies in real-time collaboration within the LF platform.

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