School of Education Technology , Beijing Normal University

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1 School of Education Technology , Beijing Normal University
Research on the Organization Model of Ubiquitous Learning Resource ——The Concept and Architecture of Leaning Cell Shengquan Yu HongKong July, 2011 School of Education Technology , Beijing Normal University

2 Sorry, my English is poor, but I’ll try my best.

3 Research Questions

4 Progresses of Learning Resource Sharing Technologies
Reusable Learning Unit SCORM Learning objects IMS LD Learning activities Share of learning content Engineering methods and standards for learning content sharing share of education strategies and learning designs Future path? Reusable Learning Unit proposed the concept of combination and reusage of mini-courseware and mini-materials, which initiated the study of learning resources sharing. “Learning object” (ADL, 2004) is similar to “Reusable Learning Unit”, but it supplies a technological solution to the data exchange between learning resources and learning support systems, and to the standardization of learning support systems’ construction, realizing a higher-level sharing among different LMSs on the engineering level. The concept of “learning design” ( Sandy Britain, 2004) realizes a higher-level sharing of educational process with activities on the instructional level through the way of supporting the reusing of teaching methods, teaching strategies and teaching activities. The emergency of IMS-LD (IMS GLC, 2003) indicates that the study of learning support system transfers its focus from learning object to learning design, and that the range of learning resources sharing also extends from learning object to learning design, from learning resources to learning process. However, the learning design technology that stands for the sharing of advanced wisdom is not an end to the way of learning content sharing. How to share generative information during learning process How to evolve learning content to adapt to all personalized demands? How to share social cognition network as well as resources? How to share interactive learning tools? How to implement content aggregation based semantic technology? How to relate learning processes? More aggregation：form single resource to highly aggregated and complex resources Extending sharing scope：from learning content to learning process and strategies Technology upgrades：from static learning resources to learning tools & dynamic human wisdom sharing

5 Ubiquitous Learning On demand: Anytime, Anywhere, Mobile… But more:
Social Situated Context awareness Adaptive

6 Learning Resource Needed in Ubiquitous Learning
Anything about everything Adaptive: learning needs & all kinds of devices Collective intelligences Evolutive resources Situated Knowledge: help learner solve real similar problems The u-learning makes it possible that people can access to learning resources needed currently, at any time anywhere through any mobile display terminal. （1）泛在学习需要适应性的学习资源 泛在学习环境需要为学习者的个性化学习需求提供支持，根据不同的要求，提供“随需应变”的学习资源服务。因此，泛在学习要求更为适应性的学习资源，能够适应学习者的不同需求，适应不同的学习终端，灵活的重组成不同的结构，满足个性化的学习要求。 （2）泛在学习需要无处不在的海量情景化学习资源 泛在学习强调学习的情境性，能够根据不同的学习情境提供不同的学习服务，以情景问题为核心组织学习知识，支持非正式学习中的情境认知，满足学习与生活融合的需要；泛在学习资源需要无处不在，这要变传统的单点集中式资源存储模式为分布式网络存储，满足未来学习资源无限扩展的需要；发挥用户群体的集体智慧和力量“群建共享”学习资源，形成一个可以无限扩展的资源生成链条，满足不同群体乃至个人的个性化学习需求； （3）泛在学习需要可进化的学习资源 泛在学习的学习者往往是带着真实情境下的问题参与学习过程，要求学习资源具备很强的实时性，能反映相关领域的最新进展，符合学习者的实际需要，以前的学习者的学习积累的经验、智慧往往也能给他们提供最直接的帮助。因此，泛在学习环境下的学习资源需要体现资源的成长性和生成性——即学习资源能在使用的过程中吸收使用者的集体智慧不断“进化”，这需要变传统的静态化、结构封闭、内容更新迟缓的学习资源为动态生成、持续进化发展、结构开放的学习资源，保留使用过程中产生的生成性信息作为资源进化的养料，体现资源进化和知识建构的历史路径，满足资源自身生命进化的需求。 （4）泛在学习更需要“人”的资源 泛在学习中的交互，绝不仅仅是学习者与物化的学习资源的交互，更重要的是在参与学习的过程中，吸取他人智慧，构建社会认知网络，收获持续获取知识的“管道”，透过学习资源在学习者、教师之间建立动态的联系，共享学习过程中的人际网络和社会认知网络，满足社会化学习的需要。泛在学习环境下的学习资源，应当充分体现这一点，以物化的资源作为一个个有血有肉，情感丰富的人的交流中介，促进社会化学习的发展。

7 Deficiencies of Current Learning Technologies
3 Deficiencies of Current Learning Technologies Born in Web1.0 era Only supports one-way information communication More focus on formal learning, less on informal learning

8 Deficiencies of Current Learning Technologies
3 Deficiencies of Current Learning Technologies Emphasize learning resources and activities sharing in a close structure Ignores the continuous updating of learning resources Ignores dynamic and generative connection of learning resources Ignores building up dynamic relationships between learners and teachers with learning resources

9

10 Proposal of Learning Cell
This research try to proposal a new kind of learning source organizing model——Learn Cell The organizational model and key technologies of u-Learning resource

11 The Concept and Architecture of Leaning Cell

12 The Concept of ”Learning Cell”
The meaning of “cell” Component: learning cells can compose higher-level learning resources Origin : learning cells grow from small to big, from weak to strong Nerve cell: unite to get intelligence Units that can reunite dynamically standard Component Growing resources Absorb collective intelligence & wisdom Origin Network according to semantic relation Intelligence, communication ability Nerve cell

13 Learning Cell Generative Connectivity Micro-granularity Evolvable
Cohesive Intelligent Social Open, communicates with other resources Adaptive to multiple end-devices and platforms

14 Learning cells stored in cloud-computing environment
Knowledge ontology practice content assessment activities Generative information Metadata, aggregation model Multiple format Service interface Co-editing, Learning activities, Communication service, Test & Assessment Editing records Learning community Assessment records Activity records Usage records Learning Cell is dynamic structure, it is adaptive, different people see same learning cell, the content will be different, because there are many information stored in network, it can generate content accord situated needs. Learning cells stored in cloud-computing environment

15 The Ubiquitous Learning Process based on Learning Cell

16 Runtime Environment Architecture
Aggregate to Course Create Back to Learning cell Learning Cell Repository Content Storage Edit tools Call Learning Environment Connecting Inquire & Learn Recording Learning Portfolio Learning Interactive Learning Tools

17 (1)Integrating Learning Activity into Learning Content

18 (2) Emphasize the connections between resources and users

19 (3) Open APIs to link external learning ecosystem
Opensocial

20 (4) Make learning resources evolve orderly
Learning Resource is Not Presetting, But Generating!

21 the Growth of Knowledge
Like tree’s seeds, it can growth into different trees, but it will be a tree, not flowers or others, because there are controlled by it’s gene. Leaning cell can grow to lager cell clouds, but cells will be strongly cohesive, they are controlled by the ontology, like a tree’s gene. Using semantic technology to represent, inquiry and reasoning knowledge

22 Resource organization based on knowledge ontology

23 (5) Adaptive Different Cloudy Terminals

24 (6) Dynamic Display Structure
Electronic Books Display Templates center Web Pages Display

25 (7) Aggregation Model Different from tree structure of learning objects’ aggregation model, the aggregation model of “learning cell” is a dynamic network From resource organization to knowledge organization; From linear tree-form structure to network structure

26 Learning pattern Learning by reading/ learning by listening/ learning by watching (接受中学) Learning by doing/ acting （做中学） Learning by connecting（联系中学） Learning by re-organizing（重构中学） Learning Comparing（同题异解，在比较中学） Learning by reflection（反思中学） Learning by communicating（交流中学） Learning by teaching（教中学） Learning by creating（创造中学）

27 Summary Projects Learning cell……
Extends shareable learning resources in space dimension Extends shareable learning resources in time dimension Adopts semantic aggregation mode, integrating content provided by different learners according to certain knowledge structure, which is a more practical resource sharing and co-editing mode. Utilizing cloud-computing and SOA technologies, making the platform highly open and extensible; On one hand, learning cells that are deposited in distributed devices and systems can be shared; on the other hand, it supports plug-in tools, providing multiple content and functions. Projects CETV: “New Media Learning Supermarket” Higher Education Press: ”Knowledge Community” NSFC : Learning Resource Design and Sharing in Ubiquitous Learning Environment 1.与学习对象只注重学习内容的传递不同，学习“学习元”在设计上还支持目标说明、学习活动和工具设计、练习与评价设计等方面，使得学习资源的开发者可以基于“学习元”为学习者设计一个完整的学习流程，更好的支持非正式环境下的学习过程。同时，人与人之间的关系也被看成一种重要的学习资源而引入到“学习元”中，使得学习者通过学习不仅能够掌握知识和技能，更能维持和扩展获得知识的管道（通过“学习元”建立和维系的人际网络）。 2.学习资源的内容不再是一成不变的，而是随着时间不断进化的，具有生成性和成长性。资源进化过程中的版本更迭、历史记录、生成性信息都被保留，使学习者可以从历史的角度来观察一个观念、一个主题、一个理论的演进过程，对其生命周期有更完整和深入的理解，这有助于学生的知识建构以及理解知识的情境性。 3. 学习元与BBS、百度知道等提供的学习资源不同，不是零散的、碎片式的学习资源，而是良构型的、能为智能处理提供基础数据的学习资源

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Prototype system: