Personal eLearning Design enhanced with Frameworks, ePortfolio and eDossier facilities Dr Pedro Pablo Sanchez-Villalon, Escuela Oficial de Idiomas de Ciudad Real , Spain, Prof. Manuel Ortega, Computer Science Faculty, Universidad de Castilla La Mancha, Spain & Dr Asuncion Sanchez-Villalon Department of Philology, Universidad de Castilla La Mancha , Spain

Evolution of Learning Environments Traditional Learning: Classroom for language learning Printed Materials, Audiovisual Aids. Simulated communication CALL: Computer-assisted instruction - LMS Digitized content to CD: tutorials, quizzes; & Web (link farms) TELL Web-enhanced e-learning: OLE learning anywhere anytime – PLE - Lifelong Learning. It all started when Plato and Aristotles brought teaching into the educational center, a building where formal education could be transmitted. Some revolutions enabled the use of Printed Materials & Audiovisual Aids, which allowed Simulated communication. A set of physical tools were offered in the Classroom: Books, Blackboards, Libraries, Pen & paper. New technologies and computers contributed to somewhat breaking the walls for learning. First, Printed materials became Digitized contents. But teaching again required special conditions with computer labs and lots of technology in the educational site. The mobility offered by CD technology and the Web originally contributed to facilitating the access to information. CAL has contributed with the production of a lot of digitized material for learning especially languages: quizzes and tutorials abound and are easily accessed. The current trend of using learning enhanced with technology with the Web development and ubiquitous wireless hardware has caused the emergence of OLE, enabling the so-called TEL environments. These provide learning tools, resources, services. We propose TELL as a tool supporting language communication. A system which offers a really interactive environment. Not just as a system providing content but a real mechanism which enables the real use of language and ICT tools to communicate.

Personal eLearning Design enhanced with Frameworks, ePortfolio and eDossier facilities Dr Pedro P. Sanchez-Villalon, Escuela Oficial de Idiomas de Ciudad Real , Spain, Prof. Manuel Ortega, Computer Science Faculty, Universidad de Castilla La Mancha, & Dr Asuncion Sanchez-Villalon Department of Philology, Universidad de Castilla La Mancha, Spain

Personal learning design and Lifelong Learning eLearning environments’ features & procedures Accessibility to Technology: evolution of technology Shift from organizational issues to pedagogical implications Design in a learning environment, appropriate permanent independent Personal learning design and Lifelong Learning Technology to design the learning activities interaction with the learning environment and using of learning frameworks, to design their own path in their lifelong learning process.

Technology-enhanced interactive learning scenario with easy ePortfolio edition including the EuroPass, & the implementation of a really updatable eDossier ‘technologies can help us engage learners in active, constructive, intentional, authentic, and cooperative learning’ (Jonassen et al, 1999).

Technological Revolution in Education Learning with ICT on the Web E‑learning: Methodological Implications & European Actions Technological Evolution of Learning Environments Interaction for Blended Learning: Engagement theory Writing Interaction in Design-based E-learning: CEFR Towards the Read-Write Web & Lifelong Learning: ePortfolio Traditional Language Classroom CAL Environments TEL Environments Learning Management Systems Online Learning Environments Personal Learning Environments Technological Revolution in Education Learning with ICT on the Web E‑learning: Methodological Implications & European Actions Technological Evolution of Learning Environments Learning Management Systems Online Learning Environments Personal Learning Environments Interaction for Blended Learning: Engagement theory Writing Interaction in Design-based E-learning: CEFR Towards the Read-Write Web & Lifelong Learning: ePortfolio

Evolution of learning environments Traditional Learning CAL & TEL (CALL & TELL for Languages) Changes in: organizational issues the technological perspective the pedagogical design Frameworks for eLearning LMS to OLE to PLE CEFR, ACTFL & Portfolio AIOLE tools & services We will start by presenting how education has evolved from traditional learning environments to learning enhanced with technology, which facilitates a more autonomous learning process. I will focus on Interactive Online Learning Environments in the domain of Language learning, where applying some organizational, technological and pedagogical frameworks will enable personal learning. This is a presentation of AIOLE and AWLA as two resources developed to learn languages on the Web. Manuel Ortega, Pedro P. Sanchez-Villalon, Asuncion Sanchez-Villalon

Frameworks for Learning learning in the chaotic sea of information which the Web may be, is a huge endeavour, very difficult to achieve. So the shift in the new Web2.0 to provide more pedagogically designed learning opportunities on the Web has produced a new focus on learning design, and tools for personal learning are beginning to appear. For this, some structuring or patterning (if not organization) is required and some Web2.0 developers have established a reference model or framework based on tools following patterns for services: network patterns with RSS feeds for offering access to content and learning resources, temporal patterns to manage agendas, conversation patterns to establish coherent communication, workflow and resources patterns to upload and download files, images and materials, language tools and activities and the integration of a most effective tool for personal learning in a social pattern, the use of portfolios. In an TEL-based engaging online learning environment, we can make up a collaborative group searching for information on the Web, writing on the Web, mainly in collaboration, interestingly discussing with others, using the newly-found information source with the motivating input, and finally publishing the resulting project or report on the Web. All these will enable the design of learning environments such as AIOLE.

The traditional classroom scenario can evolve to a Blended Learning scenario which, without being apparently very different, provides the traditional elements with computational features. The Web can also provide a distance learning and ubiquitous scenario, enabling the technologically-enhanced classroom, fading its boundaries and extending the learning environment to anywhere with ICT facilities. The traditional classroom scenario can evolve to a Blended Learning scenario which, without being apparently very different, provides the traditional elements with computational features. The Web can also provide a distance learning and ubiquitous scenario, enabling the technologically-enhanced classroom, fading its boundaries and extending the learning environment to anywhere with ICT facilities.

Learning as Interaction through Technology Influence between learners, the teacher & the content show the effect of communication through technology Development of resources to interact with others and with the information content in engaging authentic contexts for learning. integration of resources in the environment through technology and learning design results in the enhancement of learning Aspects that enhance Learning: Personal engagement & Learning in communities the influence between the learners, the teacher and the content, can effect of communication between the participants through technology development of resources to interact with others and with the information content in engaging authentic contexts for learning. The integration of interactive resources in the learning environment mainly through technology and learning design will result in the enhancement of the learning outcome personal engagement in learning together with learning in communities are two learning enhancing aspects

engaging online learning interaction Interaction gives the essential pedagogical support for the learning design applicable to any online learning environment, especially to the integrating technology-enhanced learning environments.

Methodology: Technologies influence learning Traditional Classroom: books, pen and paper Audiovisual materials & Simulation techniques Some communicative skills, activities but … Listening & speaking Through repetition In Language Labs Writing in isolation Writing Letters Writing exams Writing in isolation Writing Letters Writing exams Technology features: Ubiquity of information & of devices (Kay, 1991; Weiser, 1991) Collaboration enabling communities of practice (Wegner,) In authentic context: situated learning (Jonassen, 199 Interaction (fluent, engaging communication) Methodological principles: pedagogical design Engagement theory “Relate, Create, Donate” (Kearsley & Shneiderman, 1998) learning by creating, (Papert, 1991) Learners participate in their learning design (Britain & Liber, 1999, 2004)

eLearning: using Web Tools for Lifelong Learning Global change in pedagogical foundations. Technology enhances their language learning experience, whether in educational centres in formal learning, or outside, in informal situations, supporting Lifelong Learning. The learning situation can extend into informal learning, allowing users to become permanent learners who, being guided to learning with technology will then design their own personal learning (Liber, 2005) with plans taken from reference models or frameworks for learning in disciplines recommended by official institutions. These frameworks are a set of diverse patterns (domain levels, contents, competences, skills) for learning given by institutional educational authorities.

First, the teacher is to organize, then the learners themselves The strategy-, skill- or competence-focused eLearning environments, based on international, national, regional or local syllabus-designed frameworks in a scaffolding way by the educational institutions (in language learning), Common European Framework for Reference for Languages American Council for the Teaching of Foreign Languages Canadian Benchmarking for Languages, Australian International Second Language Proficiency Rating First, the teacher is to organize, then the learners themselves Initially it can be the role of the teacher to organize the strategy-, skill- or competence-focused eLearning environments, with the help and guidance of the educational institutions at different levels: from international, national, regional or local syllabus-designed frameworks in an scaffolding way (such as, for example, in language learning, the Common European Framework for Reference for Language Learning (CEFR, 2001) (Figure 1), the American Council for the Teaching of Foreign Languages (ACTFL, 1999) Guidelines, the Canadian Benchmarking for Languages, and the Australian International Second Language Proficiency Rating).

the CEFR descriptors of the levels of the process of learning the different competences and abilities involved in the acquisition and use of modern languages. One of the first implementations was to design a common Portfolio (EPL, 2000): European Passport of Languages or EuroPass, the learners show their identity and their learning achievements Language Biography, where the learner can reflect on their learning process; The Dossier, which works as an evidence of the learning achievements and experiences. the CEFR establishes a set of descriptors which determine the levels of the process of learning the different competences and abilities involved in the acquisition and use of modern languages. One of the first implementations was to design a common Portfolio (ELP, 2000), consisting of three parts: one, the European Passport of Languages or EuroPass, with which learners show their identity and their learning achievements; another part, the Language Biography, where the learner can reflect on their learning process; and the third part, the Dossier, which works as an evidence of the learning achievements and experiences.

AIOLE for learning, for learning design and for reporting learning AIOLE: An Interactive Online Learning Environment: a series of resources for eLearning Access to content in the way of Learning Management Systems, with activities designed by the tutor or copied and pasted from the Web. It includes technological online learning tools, integrating AWLA (A Writing e-Learning Appliance, which is a wiki-like writing tool, a resource for language learning, mainly for learning how to write by writing on the Web, individually or in collaboration) and WebWriter2.0 (a blog-like tool for learning-design). These tools are shaped into services for the learners themselves to design learning tasks in a scaffolding way, following the guidance of the reference frameworks (CEFR and ACTFL), the planning of learning activities designed initially by the tutor, and then, in a progressively more independent, informal way by the learners themselves on a lifelong learning basis. an Interactive Online Learning Environment, AIOLE, which consists of a series of resources for eLearning.

By using official templates, AIOLE offers easy ePortfolio edition the EuroPass, Linguistic Biography (or BioLingua) the eDossier : an updatable electronic version of the Dossier, with the facility to upload scanned certificates and pictures, or audio and video files, as evidence of the learners’ language learning experience. Using technology will enhance the possibilities to make these tools efficient for personal learning. Learners will make use of the Web as a social network, accessing information, publishing their achievements in ePortfolios and sharing their learning experience with others by writing about their own learning experiences and thoughts, using resources such as wikis, blogs, podcasts, on what has been termed the Web 2.0 or the Read/Write Web for their lifelong learning.