From Learning Standards to Smart Learning Environments: A view of the challenges of technology enhanced

learning

Miguel Rodríguez Artacho

Universidad Nacional de Educación a Distancia (UNED, Spain)

miguel@lsi.uned.es Twitter: @martacho

Manila, 14 de Octubre de 2017

Objective: Reshape education

What do we NOT want?

Non effective

Non motivating

Rigid

Poor assessment

Inefficient

…etc.

Why reshape education?

• New competences

• Knowledge needs are changing

• Life long learning

• New interactions and ways to learn

• New technologies

• …

Jean-Marc Côté

Traditional education

• Prussian model since the XIX century

• Few elements: Teacher, student and educational material

• Rigid schemas: enrolment, schedule, assessment

Education “ecosystem”

• Degree

• Academic year

• Subject

• Classroom

• Lecture

• Lecture notes

• Handouts

• Exam

This model is effective but…

• Group students by age

• Regular school periods and calendar

• Ideas and content structured in matters

• Strict ethics: discipline

• Competences in reading, writing and arithmetic

pre-TEL education

Teacher

EducationalMaterial

Student

Educative innovations

• Interactive software environments

• Virtual and remote laboratories

• Animations and simulations

• Exercises platforms

• Mobile applications

• eBooks

• Social networks

Adapting to changes

http://future.mit.edu/final-report

LMS-based Learning

Teacher

Educative Material

Student/Learner

LMS-based learning

• First integrated technology

enhanced learning

• Industry of e-learning

• E-learning standards

• Virtual mobility (e-portfolio)

• Quality assurance models

LMS-based learning

• Communities

• Tracking

• Authoring

• Learning Objects

• Assessment

• Standards

LMS-based authoring

• Focus on reusable resources

• Label resources with metadata tags

• Use of e-learning standards

• Authoring tools

http://www.digicult.info/downloads/digicult_thematicissue4_lres.pdf

Evolution of e-learning standards

Accesibilidad

EvaluaciónActividades/Contenido

Gestión

IMS Accesibility guidelines

IMS Addition to LIP

IMS Metadata extensions

IMS QTI

IMS QTI results

IMS Content Packaging

ADL SCORM 2004

IMS Learning Design

IMS Simple Sequencing

ADL SCORM 1.3

ISO SC36/WG2 Collab. Learning

Inf. estudiante

LIP

IMS ePortfolio

iCOPER PALO

European Learner Mobility (ELM)

IMS Enterprise

IMS DRM

IMS DR

Metadata

IEEE LOM

IMS Metadata

Dublin Core

CanCore

AEN/SC36 LOM Perfil de aplicación

2000

2010

• From package to open content

• From local content to semanticsearch for suitable content

• OER + Linked data

New e-learning standards

xAPI statements

I did THIS

ePub3 Interactions

Source: http://www.slideshare.net/JohnBCosta/adb-brief-for-edupub-2014

Activity example

<john> <launched> <cool book>

<john> <read> <page 1> ( d: "PT45S" ) { p: ["chapter 1"], g: ["cool book", "cool class"] }

<john> <read> <page 2> ( d: "PT15S" ) { p: ["chapter 1"], g: ["cool book", "cool class"] }

<john> <read> <page 3> ( d: "PT55S" ) { p: ["chapter 1"], g: ["cool book", "cool class"] }

<john> <read> <page 4> ( d: "PT45S" ) { p: ["chapter 1"], g: ["cool book", "cool class"] }

<john> <watched> <video 1> ( d: "PT3M" ) { p: ["page 4"], g: ["chapter 1", "cool book", "cool

class"] }

<john> <paused> <video 1> { p: ["page 4"], g: ["chapter 1", "cool book", "cool class"] }

<john> <resumed> <video 1> { p: ["page 4"], g: ["chapter 1", "cool book", "cool class"] }

<john> <watch> <video 1> ( d: "PT2M" ) { p: ["page 4"], g: ["chapter 1", "cool book", "cool class"]

}

<john> <completed> <video 1> ( d: "PT5M" ) { p: ["page 4"], g: ["chapter 1", "cool book", "cool

class"] }

<john> <read> <page 5> ( d: "PT45S" ) { p: ["chapter 1"], g: ["cool book", "cool class"] }

Authoring issues

• E-learning Standards are complex

• Complex authoring tools

• 2 examples:• Instructional ontologies and Educational Modelling Languages

• Inferring new relationships in educational content

22

Example #1: Semantic Web & education

SOURCE: W3c Consortium (2002)

Dublin Core

• Semantic framework

• Interoperability of resources

• Simple model

• Widely used in the WWW and other industries

24

RDF

Resource Description Framework

• Representing information about web resources

• Provides a “meaning” to resources

• Suitable for software processing

• Described using XML

Dublin Core and RDF

25

26

Ej. RDF

http://www.example.org/index.html tiene un creador cuyo

valor es John Smith

ex:index.html dc:creator “John Smith,#4545534"

creatorhttp://www.example.org/ind

ex.html John Smith

http://www.example.org/index.html has a creator

named John Smith

<?xml version="1.0"?>

<rdf:RDF xmlns:rdf=http://www.w3.org/1999/02/22-rdf-syntax-ns#

xmlns:dc="http://purl.org/dc/elements/1.1/"

xmlns:exterms="http://www.example.org/terms/">

<rdf:Description rdf:about="http://www.example.org/index.html">

<dc:creator rdf:resource="http://www.example.org/staffid/4545534"/>

</rdf:Description>

</rdf:RDF>

27

<?xml version="1.0"?>

<rdf:RDF xmlns:rdf=http://www.w3.org/1999/02/22-rdf-syntax-ns#

xmlns:dc="http://purl.org/dc/elements/1.1/"

xmlns:exterms="http://www.example.org/terms/">

<rdf:Description rdf:about="http://www.example.org/index.html">

<dc:creator rdf:resource="http://www.example.org/staffid/4545534"/>

</rdf:Description>

</rdf:RDF>

RDF

http://www.example.org/index.html has a creator

named John Smith

28

A semantic link in the WWW

29

Ontologies for education

An ontology is anexplicit

conceptualization of a domain knowledge

30

Semantic authoring

Cognitive Design

Model

Learning Design

Model

Conceptualization level

Ontologies

Instructional templates

Instantiation level

LT specificationbased content

Instances

31

SW-based authoring

…Here you can find more<relation Name="Illustrates"Domain="Conceptual"Subject="invariant"Category="Example">examples</relation>of the concept invariant. …

Semantic authoring

33

Example #2: Semantic inference of educational material

sun_java:'java/concepts/class.html'[ rdf:type->doc:Document; dc:subject->doc:OO_Class].

doc:OO_Class[ rdf:type->doc:Concept; doc:isPrerequisiteFor->doc:OO_Inheritance; doc:subConceptOf->doc:Classes_and_objects].

doc:ClassesIntroduction[ rdf:type->doc:ConceptRole; doc:isPlayedBy->doc:OO_Class; doc:isPlayedIn->sun_java:'java/concepts/class.html'; doc:hasType->doc:Introduction].

doc:Introduction[ rdf:type->doc:ConceptRoleType; doc:subConceptRoleOf->doc:Cover].

Semantic inference

FORALL D,E weaker_example(D,E) <-

studyMaterial(D) AND example(E)

AND

EXISTS C (D[dc:subject->C] AND E[dc:subject->C]).

Weak example

• E and D are semantically labelled resources for education.

• E is an example (weak) for D if there is a C

Source: Nicola Hence et al. (2004) “Reasoning and Ontologies for Personalized E-Learning

in the Semantic Web” in Journal of Educational Technology and Society

Teacher

Educationalmaterial

Student

Profesor

Material Educativo

Estudiante

Teacher

EducationalMaterial

Student

Teacher

EducationalMaterial

Student

Reshaping education: post-LMS era

New frontiers in education

• How to break down barriers

• Nothing from the past is useful? What can we keep?

• What are the new models

• New reference frameworks

• New ecosystem for education

MOOCs

Can’t see the woods for the trees

NON relevant questions:

¿business model?

¿Why only 2-7% finish the course?

¿Why are free?

…

MOOCs are not a panacea

MOOCs

• Massive Open Online Courses

• First success model for distance education

• Worldwide adopted in many educational institutions

• More adapted to post-industrial needs

Example: New schemas for new times

• Content of the book: from cascade to agile software development

• Book production: from traditional publisher to DIY

• Teaching model: from traditional class to MOOC and SPOC

Source: “Refactorizando la Educación” (2015) Carlos D. Kloos

Software development models

Book production

• Traditional publisher

• Publisher printing

• Traditional marketing and distribution

• Slow cycles and not agile re-print

• Expensive

• Not adapted to demand

• DIY model: Do it Yourself

• LaTeX + GitHub

• Print on demand

• Print and electronic editions

• Faster cycle

• Adapted to demand

Enriched teaching resources: MOOC

http://www.saasbook.info/courses

Awesome feedback!

New learning interactions

• Formal vs. Informal learning including Higher Education

• Modularization of content https://micromasters.mit.edu

• New industries and new jobs mismatch between educational programs and current jobs

IKEA, GOOGLE training programs

• Do It Yourself model

• Flexibility

• Based on Competences

• Student driven

Autonomous learning

• Peer to peer education

• Non centralized environments

• Knowledge generated in microsocial interactions

• Social networks as educationaltools

Social learning

• Not in the traditional ITS model

• Coacher, not teacher

• Emotive computing

• Reputation

• Context

Smart Learning Environments

Reshaping AI in Education

• Not restricted to formal learning

• Autonomous and adaptive learning just-in-time

• More than a VLE: learning guidance, hints, supportive tools

• Personal factors into account

• Multiple channels: IoT, ubiquitous computing devices, wearable computing

Smart learning environments

• Context to provide relevant information

• Presentation of information, service. Tagging of context to information

• Student achievements

• Real world: IoT and wearables

SLE: Full context awareness

• Tailor instruction to individual needs

• Collect data from disparate sources (physical, online,..)

• Inference of learning requirements

SLE: Big Data and Learning Analytics

• Emotive computing

• Dynamic adaptivity

• Autonomous pedagogical decission

• Learning support across contexts

• Personal factors into account

• Recommends learning tools and strategies

SLE: Autonomous decision making

Pedagogical innovations

• Knowledge generated from micro-social interactions

• Change in assessment practices

• Learning in ubiquitous environments: virtual and physical integration

• Real-time intervention in the learning process

Technological innovation

• Flipped classroom: combining models

• MOOCs: Open, free access, flexible, peer-to-peer

• Game-Based learning: engagement, richer interactions

• Augmented and virtual reality

• Educational robots

• Gesture-Based learning

— ”Everything needs

to change, so

everything can stay

the same.”

Giuseppe Tomasi di

Lampedusa

“The Leopard”

From Learning Standards to Smart Learning Environments: A view of the challenges of technology enhanced

learning

Miguel Rodríguez Artacho

Universidad Nacional de Educación a Distancia (UNED, Spain)

miguel@lsi.uned.es Twitter: @martacho

Manila, 14 de Octubre de 2017

Thank you!