1 CÁTEDRA TELEFÓNICA – UPC: Especialización Tecnológica y Sociedad del Conocimiento 1 Knowledge Infrastructures for Collaborative Learning PROJECTS of the Càtedra Telefónica-UPC Cátedra Telefónica-UPC: Especialización Tecnológica y Sociedad del Conocimiento
2 CÁTEDRA TELEFÓNICA – UPC: Especialización Tecnológica y Sociedad del Conocimiento 2 Technological Specialization and Knowledge Society Technology Pedagogy Teacher centered learning Teacher centered learning None Teacher Student centered learning Student centered learning Internet Student Group centered learning Group centered learning Wireless Group
3 CÁTEDRA TELEFÓNICA – UPC: Especialización Tecnológica y Sociedad del Conocimiento 3 Current staff in the Cátedra Telefónica-UPC Direction and Coordination Lluis JofreDirector Francesc SolerCo-Director Ferran SabatéCoordinator Laboratory Responsible and Researchers Ferran Marqués Jordi Romeu Jordi Torres Mireia Antón Esther Pérez Inés Rodríguez Marc Vall-llosera
4 CÁTEDRA TELEFÓNICA – UPC: Especialización Tecnológica y Sociedad del Conocimiento 4 Current projects in the Cátedra Telefónica-UPC Collaborative Network LAB MIMO Learning LAB 3.- The Colabora project 4.- MIMO - Learning Experiences Knowledge Infrastructure Lab 2. – Learning space Knowledge Platform Knowledge Economy and Learning Research Lab 1.- The new professional competences Changes in the Economic Model
5 CÁTEDRA TELEFÓNICA – UPC: Especialización Tecnológica y Sociedad del Conocimiento 5 1 The new Professional's competences Knowledge Economy and Learning Research Lab
6 CÁTEDRA TELEFÓNICA – UPC: Especialización Tecnológica y Sociedad del Conocimiento 6 Motivation and objectives New technologies put a mark on: Changes in economy Changes of paradigms Changes in company's management and markets Innovation as key idea: How does the technology professional innovate? Which competences are needed for innovation? Diagnosis of how the new technology professionals must be: Which new competences are requested Which profiles companies look for Typologies of the new technology professionals Determine what and how they learn: At the university: Can NTIC help? At the company: Can KM help? New technologies put a mark on: Changes in economy Changes of paradigms Changes in company's management and markets Innovation as key idea: How does the technology professional innovate? Which competences are needed for innovation? Diagnosis of how the new technology professionals must be: Which new competences are requested Which profiles companies look for Typologies of the new technology professionals Determine what and how they learn: At the university: Can NTIC help? At the company: Can KM help? New roles of the technology professionals TECHNOLOGY PROFESSIONALS Formation objective need NTIC KM Innovation
7 CÁTEDRA TELEFÓNICA – UPC: Especialización Tecnológica y Sociedad del Conocimiento 7 Innovation as the key idea How do they innovate? Approximation to the process of innovation The phases of innovation The new role of the technology professional Manager of the sequence of innovation They request the necessary competences to innovate We require a formation How to instruct for the innovation? How to learn to innovate? Centrality of innovation technology and the human capital Core organizational INNOVATION-TECHNOLOGY Production Logistics and distribution R&D New products Design
8 CÁTEDRA TELEFÓNICA – UPC: Especialización Tecnológica y Sociedad del Conocimiento 8 The protagonists: The technology professionals Which are the new competences requested to the technology professionals? A help: The accreditation agencies (ABET, QAA) The company's request The competences (ABET) an ability to apply knowledge of mathematics, science, and engineering an ability to design and conduct experiments, as well as to analyze and interpret data an ability to design a system, component, or process to meet desired needs an ability to function on multi-disciplinary teams an ability to identify, formulate, and solve engineering problems an understanding of professional and ethical responsibility an ability to communicate effectively the broad education necessary to understand the impact of engineering solutions in a global and societal context a recognition of the need for, and an ability to engage in life-long learning a knowledge of contemporary issues an ability to use the techniques, skills, and modern engineering tools necessary for engineering practice. We need a competence and a typology classification for the technology professionals
9 CÁTEDRA TELEFÓNICA – UPC: Especialización Tecnológica y Sociedad del Conocimiento 9 Typologies of the technology professionals 1st Typology:Intensity and diversity of knowledge Generalist: Extensive diversity, low Intensity Specialist:Constrained diversity, high Intensity 2nd Typology: Intensity of the scientific basic knowledge, duration and grade of application. Higher Medium 3rd Typology:Learning model and systems of formation (How). Learning model: Based on the distribution of knowledge ( projects formation) Based on the distribution of information ( traditional classroom ) Systems of formation: Intended formation on non-technical competences Unintended formation on non-technical competences 4th Typology:Roles within the innovation sequence. 5th Typology: Grades of responsibility within the innovation sequence
10 CÁTEDRA TELEFÓNICA – UPC: Especialización Tecnológica y Sociedad del Conocimiento 10 Formation of the technology professionals Formation objective Increase the people's knowledge When do we instruct ? At the university ( individual Engineer ) At the company ( organization that learns ) How to teach the competences ? At the university Project based learning At the company Knowledge management The present-day university situation: A feeling of no adjustment to the present-day company's requirements The university should be at the service of its three main clients: Individuals Society Companies
11 CÁTEDRA TELEFÓNICA – UPC: Especialización Tecnológica y Sociedad del Conocimiento 11 How to improve competences?: Knowledge Management What is it ? Group of processes, organizational structures, applications, technologies and systems that permit that the Intellectual Capital of an organization increases These processes are useful to act quickly and efficiently It can help for innovation and learning How do we define it? Establishing a theoretic frame for the definition of the KM through different models. KM tools that will be useful for us to form competences and that define the “knowledge space” KM toolsCompetences 12345678 Relational database and objectsX Motors of information retrievalX Groupware and workflow systemsXX Data warehousingX
12 CÁTEDRA TELEFÓNICA – UPC: Especialización Tecnológica y Sociedad del Conocimiento 12 2 Learning Space Knowledge Infrastructure LAB
13 CÁTEDRA TELEFÓNICA – UPC: Especialización Tecnológica y Sociedad del Conocimiento 13 Student-Centred Learning E-Learning Share Collaborate Learn Personal Space home PC + Internet “One person, one node in the net” Group-Centered Learning Definition of Learning Space Study of present infrastructures There are “open source” tools Definition of Knowledge Server P2P With present Infrastructures we don’t reach our goals WE IMPLEMENT the Learning Space teacher-centered learning (traditional system) student-centered learning (E-learning) group-centered learning teacher-centered learning (traditional system) student-centered learning (E-learning) group-centered learning Learning Space
14 CÁTEDRA TELEFÓNICA – UPC: Especialización Tecnológica y Sociedad del Conocimiento 14 Learning Space Study the resources and tools that we need to, if we have “One person, one node in the net”, reach “N nodes in the net, one learning community” We define the “Learning Space” in the net (Internet) as all the tools and services that a personal space requires to create, manage and share knowledge in the net to allow our own learning. We define the concept of “Knowledge Server” as a home PC with specific client-server software that allows us to interact with other Knowledge Servers through a P2P paradigm We implement a Learning Space in a Knowledge Server
15 CÁTEDRA TELEFÓNICA – UPC: Especialización Tecnológica y Sociedad del Conocimiento 15 Learning Community Internet Knowledge Server 1 Knowledge Server 3 Knowledge Server 2 P2P Application + Browser Web Services Mobile devices WiFi / Bluetooth Virtual Learning Environment (VLE) VLE = Σ i (LS i )
16 CÁTEDRA TELEFÓNICA – UPC: Especialización Tecnológica y Sociedad del Conocimiento 16 Learning Space Infrastructure supporting our three basic goals: 1.Exchange information ACollab 2.Exchange knowledge ATutor 3.Synchronous communication Digital Blackboard + Chat ATutor 1.4.2 MySQL 3.23.58 ACollab 1.1 MapTool Java 1.4 (J2SE) PHP 4.3.4 Knowledge server Elvin Router 4.2.1 Apache Web Server 1.3.29 ANTS Xat
17 CÁTEDRA TELEFÓNICA – UPC: Especialización Tecnológica y Sociedad del Conocimiento 17 Open Knowledge Open knowledge: The ideas we have seen lead us to think about a new way to understand the knowledge in the net. It consists of: 1. Share with everybody all our knowledge: all the information in our PCs 2. Allow the peers to complement, improve or comment on it 3. It’s a local knowledge with global access Necessary features to be useful: a.It has to be well formed. It means that the format must be recognizable to other Knowledge Servers (representation, structure, organization, etc) b.It has to be valid in a specific Knowledge Community.
18 CÁTEDRA TELEFÓNICA – UPC: Especialización Tecnológica y Sociedad del Conocimiento 18 3 Project Colabora Collaborative Network LAB
19 CÁTEDRA TELEFÓNICA – UPC: Especialización Tecnológica y Sociedad del Conocimiento 19 Collaborative Network Lab Learning space Teacher Student Content Skills New skills Project manager Professional
20 CÁTEDRA TELEFÓNICA – UPC: Especialización Tecnológica y Sociedad del Conocimiento 20 OEGP (Open Ended Group Project) Increasing student motivation in learning. Allowing new ’fast breaking’ topics to be explored. To develop the ability to deal with non familiar or unpredictable situations. Constructivism : to play an active role in the learning process and knowledge sharing Goal: to modify the learner behavior after the learning process (Problem Based Learning) Collaborative Network Lab
21 CÁTEDRA TELEFÓNICA – UPC: Especialización Tecnológica y Sociedad del Conocimiento 21 Collaborative levels: Horizontal Hierarchy: we learn with other people and mainly in a informal way, so collaboration between peers in addition to the contents optimize the learning outcomes. Collaborative Network Lab Vertical Hierarchy: collaboration between students and remote teachers will be more and more important as far as companies have headquarters and specialists in different countries.
22 CÁTEDRA TELEFÓNICA – UPC: Especialización Tecnológica y Sociedad del Conocimiento 22 Steps in the trial: Collaboration teacher-teacher Collaboration learner-teacher: Learning using video-based lectures, animations, presentations and simulations. Assessment of the contents based on tests. Collaboration learner-learner: Initial task of decision making about the work to be done, being an ice-breaking phase. Design of an array. Assessment of the projects. Assessment Collaborative Network Lab
23 CÁTEDRA TELEFÓNICA – UPC: Especialización Tecnológica y Sociedad del Conocimiento 23 Assessing the trial’s results: Quantitatively → through observation of some parameters in the use of the tools (time spent, frequency of use …) Subjectively → based on the answers to open questions made by all the participants involved in the experience Comparatively → related to the results of lasts years in the assessment of the same content Collaborative Network Lab
24 CÁTEDRA TELEFÓNICA – UPC: Especialización Tecnológica y Sociedad del Conocimiento 24 4 MIMO Learning LAB
25 CÁTEDRA TELEFÓNICA – UPC: Especialización Tecnológica y Sociedad del Conocimiento 25 Educational needs: Capabilities We form people mainly for working in the industry: Team work: Flat structure (Negotiation): Understanding other people’s reasoning. Hierarchical structure (Leader): Synthesis capability. Hierarchical structure (No leader): Capability of working without having all the information. Versatility. Capability of adaptation: Capability of reaction. Reasoning methodology. Competence in oral communication: Synthesis capability: Deep understanding. Skills for differentiating the essentials of a topic.
26 CÁTEDRA TELEFÓNICA – UPC: Especialización Tecnológica y Sociedad del Conocimiento 26 Educational typology A lecture aiming at the joint creation of contents: To exploit the group experience and potential to jointly solve new problems: Distributed Model (Multiple Input Multiple Output: MIMO): Multiple realizations of a single problem: Different data. Multiples but partial viewpoints: Optimization from different perspectives. Multiples methodologies of solving: Non-guided problems. Different information sources: Open problems. This multiplicity creates a large amount of information that, in turn, requires a synthesis process to finally create the Open Contents: Understand the reasoning methodology. Detect innovative information and innovative reasoning methods.
27 CÁTEDRA TELEFÓNICA – UPC: Especialización Tecnológica y Sociedad del Conocimiento 27 Lecture methodology (I) A first part is conducted in the classroom and a second one afterwards: In the classroom (Synchronous Model): The lecturer exposes the problem. Every student analyses and proposes a solution (as individual or as a team). The lecturer as a reference for every student. We record every solution and the methodology that has been used. The group discussed a joint solution. The lecturer as a moderator. One solution is adopted, although it might not be the best one.
28 CÁTEDRA TELEFÓNICA – UPC: Especialización Tecnológica y Sociedad del Conocimiento 28 Lecture methodology (II) A first part is conducted in the classroom and a second one afterwards : Subsequent work (Asynchronous model): Starting from the records of the various solutions, a global solution combining and synthesizing the previous one is adopted. Compare different solutions and methodologies and, if possible, find a new (or previously rejected) better one. Presentation to the group of the obtained solution. Analysis of the group dynamics Assessment of the open contents.
29 CÁTEDRA TELEFÓNICA – UPC: Especialización Tecnológica y Sociedad del Conocimiento 29 Framework (I) Necessary infrastructure for such type of lecturers: A classroom where every student has an on-line PC. Wireless Solution. Lecturer’s capability of visualizing every student’s screen. Lecturer’s capability of projecting in every student’s screen. Storage of the results in the Study Space of the group. Remote access to the information created during the lecture: Current infrastructure: HP Technology for Teaching Grant Initiative -2004 Two classrooms fully equipped 44 laptop PCs (wireless) …
30 CÁTEDRA TELEFÓNICA – UPC: Especialización Tecnológica y Sociedad del Conocimiento 30 Framework (II) Type of topic for the development of this type of lectures: Master or PhD course. MERIT: Master of Research on Information Technologies: École Polytechnique Fédérale de Lausane (EPFL) Politecnico di Torino (PdT) Universität Karlsruhe (UKA) Université Catolique de Lovaine (UCL) Universitat Politècnica de Catalunya (UPC). Two educative experiences: The classroom as a lab: Project-based Learning shared by several courses The room as a tool: MIMO Learning applicable to several courses.
31 CÁTEDRA TELEFÓNICA – UPC: Especialización Tecnológica y Sociedad del Conocimiento 31 Knowledge Infrastructures for Collaborative Learning PROJECTS Càtedra Telefónica-UPC Cátedra Telefónica-UPC: Especialización Tecnológica y Sociedad del Conocimiento