Just4me:  func-onal  requirements  to  support  informal  self-­‐directed  learning  in  a  personal  ubiquitous  environment    

LITERATURE REVIEW

PROJECT REVIEW

Axes  of  analysis:     Dimensions  of  technology  use  

(access  to  informa4on,  content  

crea4on,  planning  and  self-­‐management,  social  outreach,  and  

communica4on  and  social  rela4onships).  

 Pursued  uses  and  associated  func4onali4es  provided.  

 Learning  context  (professional,  social  or  academic).    

Professional  development  and  lifelong  learning  

contexts:    Hort  Digital,    

Ten  Competence  Project,  Grapple  

Project,    MyPlan  Project.    

Professional  and  corpora7ve  contexts:  EPERe-­‐PORT  Project,  

MATURE  Project  Services,  Aristotele  project,  APOSDLE  

Project.  

Higher  educa7on  contexts:    JISC  CETIS  PLE  Project,  

Leicester  PLE  Project,  PLE  Project  at  University  of  South  Australia,  Responsive  Open  Learning  Environments,  

PELICANS,  TU  GRAZ,  SAPO  Campus,  Proyecto  Dipro  2.0.  

NEEDS ANALYSIS

Ques7onnaire  addressed  to  medical  professionals  (N=26):  

 Snowball  sampling  method  combined  with  open  access  in  social  networks.  

 Online  applica4on.  

 7  mul4ple-­‐choice  ques4ons.  

 Web  2.0  tools  and  resources  

useful  to  learn  

 Strategies  for  organizing  informa4on  

  Integra4on  of  different  tools/services  

 Preferred  features  to  allow  connec4on  to  the  commonly  

used  Internet  tools/resources  and  to  support  

learning.    

THEORETICAL

Self

-dir

ecte

d

facilitator

Connectivism

Life

lon

g

Socia

l learn

ing

Stu

den

t-cen

tered

learn

ing

By:  Ingrid  Noguera,  Iolanda  Garcia,  Begoña  Gros,  Xavier  Mas,  Teresa  Sancho.  eLearn  Center.  Universitat  Oberta  de  Catalunya      

 Conceptualize  the  educa4onal  approach  of  the  environment.  

 Iden4fy  users’  needs  in  terms  of  informa4on  management  and  knowledge  produc4on.  

 Determine  the  func4onal  and  technological  requirements  of  the  environment.  

Goals  

self

-str

uctu

rin

g l

ea

rn

ing

FRAMEWORK:

learn

ing  

learn

ing  

Partners:  

learn

ing  

learning  PLE as a  learning  

(se

lf-p

lan

nin

g a

nd  

pa

thw

ay

s)  

Ub

iqu

itou

s  

Con

tin

uu

m b

etw

een

in

form

al

an

d f

orm

ali

zed

le

arn

ing s

cen

ario

s an

d

con

ten

ts

Concept:  A`well,  G.  (2007)  Fiedler,  S.,  Väljataga,  T.  (2011)  Buchem,  I.,  A`well,  G.,  Torres,  R.  (2011)  Klein,  S.,  Zimmermann,  V.  (2009).  Palmér,  M.,  Sire,  S.,  Bogdanov,  E.,  Gillet,  D.,  Wild,    F.  (2009)  Wilson,  S.,  Liber,  O.,  Beauvoir,  P.,  Milligan,  C.,  Johnson,  M.,  Sharples,  P.  (2006)  

Experiences:  Ivanova,  M.,  Ivanova,  T.  (2010)  Castañeda,  L.,  Soto,  J.  (2010)  Fournier,  H.,  Kop,  R.  (2010)  Severance,  C.,  Hardin,  J.,  Whyte,  A.  (2008)    

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