Universidade de So Paulo Escola Politcnica Departamento de

Universidade de São Paulo Escola Politécnica Departamento de Engenharia de Sistemas Eletrônicos DIGITAL LEARNING ECOSYSTEMS: Authoring, Collaboration, Immersion and Mobility Irene Karaguilla Ficheman

Problem The traditional model of requirements analysis focuses on functions (input, processing, output) and does not offer an integrated vision suitable to the profile and context of today’s learner, and to today’s education paradigms. Digital Learning Ecosystems 2 / 31

AGENDA l l l l Learner’s context and profile Education Paradigms Biological Ecosystems Digital Learning Ecosystem Model Application in two study cases Analysis of possible extensions Digital Learning Ecosystems 3 / 31

Learner’s Context and Profile l Dissimination of digital technology l l Digital Natives l l (Fagundes) Communication skills l l (speed, multitasking, random-access, active, connected, fun, fantasy world of video games) (Prensky) Non-linear thinking l l (Prensky) (cell phones, SMS, emails, IM) Digital communities l (online communities, My. Space, Orkut) Digital Learning Ecosystems 4 / 31

Education Paradigms l l l Constructivism (Piaget). Constructionism (Papert). Collaborative Learning (Vigotsky). Creativity Stimulation (Resnik, Lopes). Protagonist (Piaget, Papert, Fagundes) Formal and informal spaces Digital Learning Ecosystems 5 / 31

Learning Tools Aspects l Authoring (Constructivism, Construcionism, Creativity, Protagonism) l Collaboration (Communication, Collaborative Learning) l Immersion (Fantasy world of videogames, interactivity) l Mobility (Dissemination of technology, formal and informal learning) Digital Learning Ecosystems 6 / 31

Nature Ecosystem An ecosystem is a natural unit consisting of all plants, animals and microorganisms (biotic factors) in an area functioning together with all the nonliving physical factors (abiotic factors) of the environment (Christopherson). Organization Levels (Larousse, 1995) Digital Learning Ecosystems 7 / 31

Digital Ecosystems (Küster et al, 2007; Uden & Damiani, 2007; Boley & Chang, 2007) l l l l Biotic factors interacting with abiotic factors Open, flexible, collaborative environments Support cooperation and knowledge sharing Domain cluster, interactive environments Self-organizing Collaboration arises from a perceived mutual interest of the collaborating parties Features defined by external aspects and features emerge from inside the system Digital Learning Ecosystems 8 / 31

Digital e-Learning Ecosystem (Uden & Damiani) e-Learning Ecosystem Components [Uden & Damiani, 2007] Digital Learning Ecosystems 9 / 31

Digital Learning Ecosystem (Chang & Guetl) Learning Ecosystem Representation [Chang & Guetl, 2007] Digital Learning Ecosystems 10 / 31

Digital Learning Ecosystem A Digital Learning Ecosystem consists of species, populations and communities that interact with each other and with the environment; it is the set of relationships between biotic (human and digital species), and between biotic and abiotic factors (environment). Digital Learning Ecosystems 11 / 31

Digital Learning Ecosystem Biotic Factors BIOTIC FACTORS Species Actors (Human) Content (Digital) Populations Learners, teachers, parents, tutors, content creators, engineers, technicians Text, images, sounds, vídeos, animations Communities School (staff and children), home (family), museum (staff and visitors), lan-house (users and technical support) Learning objects, sites and Web portals, learning environments, authoring tools, games Digital Learning Ecosystems 12 / 31

Digital Learning Ecosystem Abiotic Factors ABIOTIC FACTORS Hardware Desktop, Laptop, Tablet PC, PDA, Cellphones Software Virtual Reality, Augmented Reality, Simulation, Artificial Intelligence, game engine Databases Relational, Object Oriented Network LAN, WIFI, Wireless Technologies Pedagogical Theories Constructivism, Constructionism Digital Learning Ecosystems 13 / 31

Digital Learning Ecosystem Model Digital Learning Ecosystems 14 / 31

Model Characteristics l l Biotic factors – human and digital Abiotic factors support interactions Ecosystem conditions suffer internal and external influences Ecosystem Constraints: l l l Actor populations growth Content populations growth Interactions growth Digital Learning Ecosystems 15 / 31

Study Case I Mário Schenberg Spaceship Windows Radar and Route Stations Energy and Radar Interface Digital Learning Ecosystems 16 / 31

Study Case I Mário Schenberg Spaceship Mário Schenberg Space Simulator Ecosystem Digital Learning Ecosystems 17 / 31

Study Case I Mário Schenberg Spaceship l l Authoring: not in the strict sense Collaboration: between learner and teacher populations Immersion: visual and sound Mobility: can not be classified as mobile learning Digital Learning Ecosystems 18 / 31

Study Case I Mário Schenberg Spaceship ECOSYSTEM ANALYSIS: l Ecosystem is restricted to the visit of a group of learners and teachers l Possible extensions: o o o Authoring tools Collaboration extension (space, time) Interaction with mobile technologies Digital Learning Ecosystems 19 / 31

Study Case II Edu. Musical Editor Edu. Musical Portal Digital Learning Ecosystems 20 / 31

Study Case II Edu. Musical Ecosystem Digital Learning Ecosystems 21 / 31

Study Case II Edu. Musical l l Authoring: composition tool Collaboration: between all populations Immersion: 2 D visual stimulus and sound Mobility: classified as mobile learning Digital Learning Ecosystems 22 / 31

Study Case II Edu. Musical External influence: press release in May 2004 Digital Learning Ecosystems 23 / 31

Study Case II Edu. Musical Internal Influence: usability study and interface adjustments in September 2004 Digital Learning Ecosystems 24 / 31

Study Case II Edu. Musical ECOSYSTEM ANALYSIS: l Ecosystem’s constraints attended (growing populations of actors and content) l Possible extensions: o o Immersive environments Interface adjustments for mobile platforms reduced displays Digital Learning Ecosystems 25 / 31

Conclusion l l l Learner’s context and profile Education paradigms Digital Ecosystems Digital Learning Ecosystem Study cases Digital Learning Ecosystems 26 / 31

References Biology AMABIS, J. M. ; MARTHO, G. R. (2002) Fundamentos da Biologia Moderna, Editora Moderna, São Paulo, 2002. CHRISTOPHERSON, R. W. (1997) Geosystems: an Introduction to Physical Geography, 3 rd, Upper Saddle River, NJ, USA: Prentice Hall, 1997. MARTEN, G. G. (2001) Human Ecology, Earthscan Publications Ltd. , London, 2001. ODUM, E. P. The Strategy of Ecosystem Development, Science 104: 262 -270, 1969 PICKETT, S. T. A. ; CADENASSO, M. L. The Ecosystem as a Multidimensional Concept: Meaning, Model and Metaphor Ecosystems, Ecosystems Journal, Springer, New York, 5, 1 -10, 2002. RICKLEFS, R. E. (1993) A Economia da Natureza, Editora Guanabara Koogan S. A. , Rio de Janeiro, 1993. Digital Learning Ecosystems 27 / 31

References Education FAGUNDES, L. C. et al. (2005). “AMADIS – Um Ambiente Virtual para apoio ao Desenvolvimento de Projetos de Aprendizagem”, In: Simpósio Brasileiro de Informática na Educação – SBIE. Juiz de Fora - MG. FREIRE, P. (2004). Pedagogia da Autonomia, Saberes necessários à prática Educativa, 29ª edicção, Brasil, Paz e Terra, PP. 72 -146. PAPERT, S. (1994) A máquina das crianças: repensando a escola na era da informática – Porto Alegre: Artes Médicas, 1994; PIAGET, J. (1990) Epistemologia Genética. Saõ Paulo: Martins Fontes. PRENSKY, M. (2001). On the Horizon. NCB University Press, Vol. 9 No. 5, October 2001. RESNICK, M. (2006). Computer as Paintbrush: Technology, Play and the Creative Society, Singerm D. , Golikoff, R. , and Hirsh-Pasek, K. (eds), Play = Learning: How play motivates and enhances children’s cognitive and socialemocional growth, Oxford University Press. VIGOTSKY, L. S. A formação social da mente: o desenvolvimento dos processos psicológicos superiores. 6ª Ed. São Paulo: Martins Fontes, 2000. Digital Learning Ecosystems 28 / 31

References Engineering LOPES, R. D. , A TECNOFAGIA: Uma Mudança de Paradigma para a Educação pelos Meios Eletrônicos Interativos, São Paulo, 2007, 104 p. Tese (Livre. Docência em Engenharia Elétrica)-Escola Politécnica, Universidade de São Paulo. PFLEEGER, S. L. ; ATLEE, J. M. (2006) Software Engineering Theory and Practice, Prentice Hall, NJ. 2006. PRESSMAN, R. S. (1997) Software engineering: A practitioner’s approach. 4 th. ed. Mc. Graw-Hill, 1997. SOMMERVILLE, (2007) Software Engineering, Addison-Wesley, England, 2007. Digital Learning Ecosystems 29 / 31

References Digital Ecosystems BOLEY, H. ; CHANG, E. ; Digital Ecosystems: Principles and Semantics. In Proceedings of the IEEE Inaugural Conference on Digital Ecosystems and Technologies, 2007, pp. 398 -403. . CHANG, V. ; GUETL, C. 2007. E-Learning Ecosystem (ELES) – A Holistic Approach for the Development of more Effective Learning Environment for Small-and-Medium Sized Enterprises (SMEs), , Inaugural IEEE International Conference on Digital Ecosystems and Technologies, Cairns Australia, , pp 420 -425. UDEN, L. ; DAMIANI, E. The future of E-learning: E-learning ecosystem, 2007, Inaugural IEEE International Conference on Digital Ecosystems and Technologies, Cairns Australia, pp 113 -117 Digital Learning Ecosystems 30 / 31

Contact THANK YOU IRENE KARAGUILLA FICHEMAN irene@lsi. usp. br Digital Learning Ecosystems 31 / 31