Beyond the Formal Classroom: How the Service may Capture Informal Learning Activities from PLE to LMS Contexts. Ivanildo José de Melo Filho1,2, Luma da Rocha Seixas2, Enio Luiz Costa Tavares4, Alex Sandro Gomes 2, Rosangela Maria de Melo1,2 e Fabio Denilson de O. Feliciano1
12th
CISTI'2017 Iberian Conference on Information Systems and Technologies. Lisbon – Portugal.
1 IFPE – Instituto Federal de Pernambuco – Campus Belo Jardim 2 UFPE – Universidade Federal de Pernambuco – Centro de Informática 4 IF Sertão Pernambucano – Campus Ouricuri
Email:
[email protected];
[email protected];
[email protected];
[email protected];
[email protected];
[email protected]
INTRODUCTION Currently, in the courses or disciplines supported by Learning Management Systems (LMS), coordinators, teachers and tutors can only have the perception, visualize or have evidences on how the activities of the learners that happen exclusively inside the LMS. Even they fulfilling their institutional role, the questioning on their integration limitation with other environments, for example, the Personal Learning Environments (PLE) have been widely discussed. In Conde et al. (2011), four reasons are highlighted about the use of educational activities with LMS: i) Learning should be focused on the learner and not on the institution or course (Attwell, 2007); ii) The need to provide the learners support to the lifelong learning (Attwell, 2009); iii) The importance of considering the informal learning and the support to the 2.0 tools that promote this learning model (Aijan & Hartshorne, 2008), and iv) The need of the LMS to be able to evolve with the new technologies (Mott & Wiley, 2009). The introduction of the PLE in the educational context, mainly in activities complementary to the existing models, have been promoting the discussion on how the informal activities can contribute with the perception of the teachers and tutors in the formative assessment process of the learners. Downes (2016) highlights that the informal learning has been getting more and more attention due to its relation with the lifelong learning and it can be reflected as the learning that happens at a school or work environment, or in an experimental way, which makes the individuals give sense to their experiences that come during their daily activities. From this perspective, the objective of this work is to present the preliminary results about the conception of accompanying service of informal activities. It has the purpose of being able to capture informal learning activities and let them perceptible to teachers and tutors so they can diligence actions that contribute with the formative assessment process of the learners.
METHOD
The method used has been centered in the identification and delimitation of the informal learning activities. The procedure had the objective of selecting what informal activities would be considered for the research and what would be the most used personal learning environment, from the point of view of the answerers. The research was made with 72 teachers and tutors from different institutions and they were all invited to answer an online survey composed by 15 questions. This instrument had the objective to record and understand widely how the activities proposed in the LMS environment are seen, as well as what informal learning instruments and activities are recognized and used by the participants of the research. Results of these actions were important because they allowed the identification and description of the aspects and instruments used on their informal learning activities, as well as their needs from the point of view of teachers and tutors.
PRELIMINARY RESULTS Initial Prototypes
Functional Requirements Specified for the Service of Capture of Informal Activities
(A) Login Interface
(C) Configuring Informal Learning Activity Interface
(D) Show Learners from Specific Course or Discipline Interface
(E) Informal Learning Activity Capture Interface
(F) Informal Learning Activity Resume Interface
CONCLUSIONS AND CURRENT STATUS OF THE RESEARCH At this moment, the research is, on one hand, centered in the evaluation of the LMS selected for the research, which are: Amadeus , Moodle and Openredu , and are under testing, as well as in the process of information exchange with their respective communities about development, possibilities and restrictions related to interoperability.
POSTER TEMPLATE BY:
www.PosterPresentations.c om
(B) Selection Course or Discipline Interface
REFERÊNCIAS 1. Conde, M. Á., García-Peñalvo, F. J., Casany, M. J., & Forment, M. A.. Personal Learning Environments and the Integration with Learning Management Systems. In World Summit on Knowledge Society (pp. 16-21). Springer Berlin Heidelberg. 2011. 2. Attwell, G. The Personal Learning Environments-the future of eLearning? eLearning Papers, vol. 2 no. 1. ISSN 1887-1542. Avaliable in: . 2007. 3. Attwell, G.. E-portfolio: the DNA of the Personal Learning Environment?. Journal of E-learning and Knowledge Society, 3(2). 2009. 4. Ajjan, H., & Hartshorne, R.. Investigating faculty decisions to adopt Web 2.0 technologies: Theory and empirical tests. The internet and higher education, 11(2), 71-80. 2008. 5. Mott, J., & Wiley, D.. Open for learning: The CMS and the open learning network. in education, 15(2). 2013. 6. Downes, S. New Models of Open and Distributed Learning. In Open Education: from OERs to MOOCs (pp. 1-22). Springer Berlin Heidelberg. 2016. 7. Melo Filho, I. J.; Gomes, A.S. ; Korhonen, A. . Exploring Possibilities for Teachers Accompany Learners Formatively in Vocational Education and Training (VET): Developing a Service between Educational Contexts LMS and PLE.. In: 11th CSCL2015 - International Conference on Computer Supported Collaborative Learning - Tutorial on CSCL in Vocational Education and Training: The current critical state and future prospects. Gothenburg, Sweden. 2015. 8. Melo Filho, I. J.; Gomes, A.S. ; Joyce, B. ; Ryymin, E. ; Korhonen, A. . Integration Service Development of Informal Learning Activities within the Distance Education in Brazil. In: The 2015 Annual Conference of the EU-SPRI Forum, 2015, Helsinki/Finland. Proceedings The 2015 Annual Conference of the EU-SPRI Forum. Helsinki/Finland: VTT Technical Research Centre of Finland, 2015. v. 1. p. 414-418. 9. Melo Filho, I. J. Serviço de Acompanhamento Formativo no E-Learning: Integração entre LMS e PLE. Tese de Doutorado. Universidade Federal de Pernambuco (UFPE). Centro de Informática. Recife/PE. Brasil. 2017.
