Intervention model components in eLearning

Analysis of iCamp project’s three cross-institutional case studies enabled to model the necessary components of an intervention model at institution, facilitator and student levels:

Intervention model: institutional level

Intervention model: facilitator level

Intervention model: learner level

In the application of an intervention model, facilitators and students have a crucial role in changing institutionally accepted practices.

‘blind space’ when learning in distributed spaces

I have been busy writing the descriptions of three iCamp cases and looking back of what was actually important, what we can bring at the more general level.

Previously i have not been thinking enough of the phenomenon what i would name ‘blind space’. If we start working together and integrating PLEs, the group space is somewhat inconsistent. The locus of activity is changing from time to time and people in the group can never be sure where the locus of control actually is in their team. The perception of the shared space may be very different among the team-members. Not mentioning that the shared space is not always all the space that can potentially be pulled together and monitored. Some of the shared space switches on and off and is not visible (eg. chat or VOIP) to all members. And this may be annoying to the team members and facilitator.

However, working, teaching and learning models in WEB 2.0 must integrate this challenging learning in the conditions of ‘blind spaces’ present at teams and continuous detection of what is going on in team.

Here is my own team – i tried to visualize some important type of spaces:

1. Static linked spaces
2. Dynamically changing pulled feeds (It is notable that some monitor post feeds and some comment feeds)
Here is important that not all people in team monitor each other, and some people may monitor people at other teams, and some people may be monitored by the people of other teams.
3. Mashed feeds pulled and pushed together (it is important that if some people use other blog providers this is not applicable and thus not meaningful for other members too).
4. Username and access dependent systems (sometimes some collaborative spaces require to have certain type of additional account name to be fully functional eg. for commenting in blogs or receiving info from collaborative space)
5. Some systems are invisibily switched on and off between people (eg. chat)
6. Some group systems are owned and centrally controlled by one member who made an account

Distributed course landscape

case 3 course moodle

CEEE 2008 presentation

Next week i will be in Malta. There is a conference of environmental education.

My presentation:

Traces and niches

Here is a conceptual scheme of how activity patterns are related to niches.
This is a continuation of describing how activity traces are emergent and useful in planning for individual learning paths with social media.

Special issue: Links and Interactions Between Language and Motor Systems in the Brain

Thanks to Anatole Pierre Fuksas who sent me note in Facebook i found a great issue supporting my affordance ideas: that any action verbs for example and other action traces may be picked up and embodied/disembodied… from web.
In my thinking this evidence these papers provide of the general idea is necessary to support the ecological learning model functioning.

Interactions Between Language and Motor Systems in the Brain
Volume 102, Issues 1-3, Pages 1-152 (January-May 2008)
Journal of Physiology-Paris