Grup de Tecnologies Interactives GTI A Conceptual Framework for the integration of the 2.0 Web Tools in Lifelong Learning Scenarios M. Pérez-Sanagustín, P. Santos, A. Moghnieh, D. Hernández-Leo & J. Blat TENCompetence – Sofia workshop October 2008

Grup de Tecnologies Interactives GTI TENCompetence, Workshop Sofia, 2 Index  I. Motivation  II. Aim  III. KRSM’s Activity Contexts  IV. Drawing a Selection Criterion  V. Conclusion

Grup de Tecnologies Interactives GTI TENCompetence, Workshop Sofia, 3 I. Motivation  Web as a user-centered platform for managing information  New interactions based on collaboration and cooperation through Web 2.0  New Space for Knowledge building

Grup de Tecnologies Interactives GTI TENCompetence, Workshop Sofia, 4 II. Aim  Context: Need of a flexible Knowledge Resource System Management (KRSM) in a Lifelong Learning context adapted to the diversity of learner’s necessities.  Problem: How can we use the Web 2.0 potential so that they can be integrated into a KRSM for supporting these different educational needs?  Proposal: A Conceptual Framework for the integration of Web 2.0 tools in learning environments adapted to the learner’s educational necessities

Grup de Tecnologies Interactives GTI TENCompetence, Workshop Sofia, 5 III. KRSM’s Activity Contexts 1. Relate the educational needs of the users in the KRSM scenarios with the activities supported by the Web 2.0 services

Grup de Tecnologies Interactives GTI TENCompetence, Workshop Sofia, 6 III. KRSM’s Activity Contexts 1. Identify the activities that arise from the educational needs in the KRSM scenario and relate them with the activities supported by Web 2.0 services

Grup de Tecnologies Interactives GTI TENCompetence, Workshop Sofia, 7 III. KRSM’s Activity Contexts 1. Relate the educational needs of the users in the KRSM scenarios with the activities supported by the Web 2.0 services 2. Cluster the educational needs in three Activity Context (AC) depending on the activities they engender

Grup de Tecnologies Interactives GTI TENCompetence, Workshop Sofia, 8 III. KRSM’s Activity Contexts 2. Cluster the educational need in three AC depending on the activities they engender. Educational needs Knowledge mining Knowledge transfer Knowledge personalization Primitive Activities Search/Find/Explore Filter/Sort Publish/Upload/Share Bookmark Edit/Write/Create Rate Tag Comment Download Filter per tags 3 Activity contexts Knowledge mining Knowledge transfer Knowledge personalization Search Filter/sort Filter by tags Download Bookmark Rate Publish/ Upload Comment Edit/Write Create Tag

Grup de Tecnologies Interactives GTI TENCompetence, Workshop Sofia, 9 III. KRSM’s Activity Contexts 1. Relate the educational needs of the users in the KRSM scenarios with the activities supported by the Web 2.0 services 2. Cluster the educational needs in three Activity Context (AC) depending on the activities they engender 3. Each primitive activity determine the type of resources, Knowledge Objects (KO), that are manipulated in each AC

Grup de Tecnologies Interactives GTI TENCompetence, Workshop Sofia, 10 III. KRSM’s Activity Contexts 3. Each primitive activity determine the type of resources, Knowledge Objects (KO), that are manipulated in each AC Select is the common activity that the user performs over any KO and which connect all the AC Which are the group of Web 2.0 tools that we should choose for covering all the ACs’ functionalities?

Grup de Tecnologies Interactives GTI TENCompetence, Workshop Sofia, 11 Filtering IV. Drawing a selection criterion Pre-filtering Activity-centered filtering KO-centered filtering TOOLS 5,2 & 3 TOOLS 2 & 1

Grup de Tecnologies Interactives GTI TENCompetence, Workshop Sofia, 12 IV. Drawing a selection criterion Pre-filtering 1. Select the tool that covers the maximum number of primitive activities in an AC 2. A service is selected if it handles the maximum number of KOs managed in this context 3. All the primitive activities and KOs have to be covered by the minimum Web 2.0 tools

Grup de Tecnologies Interactives GTI TENCompetence, Workshop Sofia, 13 IV. Drawing a selection criterion Filtering Activity-Centered Fitering 1. The service has to offer the functionalities to cover the selected primitive activity 2. The best service would be the one that covers the maximum number of KOs for the selected primitive activity 3. Follow steps 1 and 2 till you reach your learning goal KO-Centered Fitering 1. The service has to cover the maximum number of technical requirements of the selected KO. 2. The service would be that one that covers the maximum numbers of activity context which treat the selected KOs 3. Follow steps 1 and 2 till you reach your learning goal

Grup de Tecnologies Interactives GTI TENCompetence, Workshop Sofia, 14 IV. Drawing a selection criterion An example Services Knowledge MiningKnowledge TransferKnowledge Personalization Filter /SortSearchPublishEditRateCommentTagBookmark GroupMe XXX Flickr XXXXX Delicious XXXXXX Drupal XXXXXXX Youtube XXXXXX Diigo XXX

Grup de Tecnologies Interactives GTI TENCompetence, Workshop Sofia, 15 V. Conclusion  A preliminary framework for the selection and integration of Web 2.0 services in a Technology Supported Learning Environment  The framework can be applied in different educational scenarios  The framework has provided a support to conceptualize the LearnWeb2.0 tool of WP5  An evaluation of this framework is planned in order to extract more requirements.

Grup de Tecnologies Interactives GTI TENCompetence, Workshop Sofia, 16 Thank you!