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Pedro Pablo Sánchez Villalón Manuel Ortega Asunción Sánchez Villalón

Grupo CHICO UCLM Ciudad Real (Spain). AIOLE and AWLA application to e-Learning 2.0: an ePortfolio with an eDossier. MicroLearning 2007, Innsbruck, Austria. Pedro Pablo Sánchez Villalón Manuel Ortega Asunción Sánchez Villalón. AIOLE and AWLA application to e-Learning 2.0:

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Pedro Pablo Sánchez Villalón Manuel Ortega Asunción Sánchez Villalón

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  1. Grupo CHICO UCLM Ciudad Real (Spain) AIOLE and AWLA application to e-Learning 2.0: an ePortfolio with an eDossier MicroLearning 2007, Innsbruck, Austria Pedro Pablo Sánchez Villalón Manuel Ortega Asunción Sánchez Villalón

  2. AIOLE and AWLA application to e-Learning 2.0: an ePortfolio with an eDossier Contents • Introduction • Traditional Learning • CAL • TELL • Frameworks for Learning • LMS to OLE to PLE • PLE, CEFR & Portfolio • AWLA & AIOLE tools and services • Conclusion

  3. Traditional Learning Environments

  4. Adaptation to CAL -> LMS

  5. TEL eLearning environment enabling : communication anywhere anytime: eLearning, technological infrastructure Online Learning Environment the Web, digital tools learning tools & resources, tutor’s guidance, services, ICT & languages as tools Technology-Enhanced eLearning-> OLE

  6. PLE Framework • Johnson, Liber, Wilson et al (2006) PLE framework: • set of tools into services • RSS feeds, • file management, • calendar, • communication tools, • a writing facility, • language tools, • image uploading & editing, • access to search engines • portfolios • to enable learning design of tasks and activities Network P A T T E R N S Temporal Conversation AIOLE Workflow Activities Resource Social

  7. CEFR & ELP Frameworks • Pedagogically-focused • CEFR Language Learning description • to access the CEFR descriptors and levels • of language competences and skills, • with activities and strategies • organised in tasks • ePortfolio (ELP) • edition of Passport, Linguistic BioGraphy & Dossier • using official templates. • Write on the Web (wikis & blogs). • using scaffolding design, edition with Copy & Paste

  8. Learning design CEFR • helps teachers design tasks: OLE • for learner’s own learning plans: PLE • OLE learning design: lesson plans in Languages

  9. AWLA Writing • enables collaborative writing • with chatcommunication • with language tools • with tutors correction • allows checking for plagiarism AWLA (A Writing eLearning Appliance) • as standalone online application. • or integrated in OLEs Objective: Learn to write by writing • Task-based (scenarios)

  10. AIOLE Management & Interaction services LMS features • File management (Access,Uploading) • Communication: Chat/Forums • Agenda • Tracking users’ actions OLE features • WebWriting for tasks • AWLA • File editing, activities • Portfolio ePEL with • Europass • BioLingua • eDossier

  11. AIOLE as PLE • AIOLE offers an intermediate solution, with (tutor’s) guidance in its initial stages for e-Learning with editing tools for designing learning tasks. • WebWriter: designed or selected by tutors/students • Using CEFR descriptors & levels • Portal to PLE

  12. ePortfolio

  13. Conclusion Shift from • the institutionally- & teacher-controlled, knowledge transfer • more active knowledge construction controled by learners (initially guided) Change in pedagogical foundations : • open access to information on the Web2.0, • new kinds of information, content, disciplines • learning patterns on FRAMEWORKS • learner’s learning design: lesson plans, tasks, with access to PLE and CEFR standards

  14. Grupo CHICO Computer-Human Interaction & Collaboration UCLM - Ciudad Real (Spain) AIOLE and AWLA application to e-Learning 2.0: an ePortfolio with an eDossier Pedro P. Sánchez Villalón ppsanch@fimo-cr.uclm.es Manuel Ortega Manuel.Ortega@uclm.es Asunción Sánchez Villalón AIOLE eDossier

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