Re-use library archives: Tool suggestion

GitHub as Trialogical Learning Approach Re-use Library Home

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The Educational Problem

After the end of KNORK project, the Trialogical Learning Approach Re-use Library (RL) should remain publicly accessible for the foreseeable future.

At present, the RL is a set of Google Docs files. Although Google Docs is convenient for collaborative editing, we believe that in the long term RL artifacts should be stored in a open format and the read-only access should be simplified.

The following criteria were taken in consideration while evaluating suitable hosting platforms:

  • Straightforward access to the existing content
  • Discoverability by search engines
  • Open-source document format
  • Well defined mechanism for submitting corrections and additions
  • Reliability
  • The service should be free of charge

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Ach so! Video capturing and annotation tool

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The Educational Problem

This might be more of a method or technique problem than educational. The challenge we have had in the phase of conceptualizing or testing designed applications is how to easily shoot videos and directly mark the good and problematic issues presented in them.

Originally, the video capturing and annotation tool was designed for learning while working. The first target users were construction workers and nurses (health care personnel) (Bauters et al., 2014, Virnes et al., 2015). The learning idea is based on reflection at work (Bauters et al., 2014). For example, in case of a problem, the user can take a video of the problem and its context, then she or he annotates the video. Namely, points the problem in the video and describes the potential solutions to it.

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Open edX – open source learning platform

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The Educational Problem

In university courses where collaborative knowledge creation practices are the the main pedagogical approach, the flipped classroom approach can be a good strategy for delivering the foundational instructional content. Combining these two approaches poses wide range of requirements for the digital learning environment and typically there is no single learning management system that can fulfill all of them. A hub with repository for learning resources and for connecting the various tools is, however, always needed. When a Learning Management System (LMS) is used as such a hub, the following requirements should be considered: support for various types of learning resources; simple, clear and consistent user interface; configurable set of internal tools and features for a particular course; easily extendable use of external tools, and good scalability in terms of the number of concurrent users.

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Draw.io – from low- to high-fidelity mock-ups

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The Educational Problem

When having design-oriented courses, it is a challenge to have a tool that allows joint working, sharing and embedding for creating mock-ups, and which is free, easy to use and available to most. In most cases, the provided tools are owned by big companies, which creates obstacles with the licenses – not all can afford them. Or the web tools for mock-ups and wireframe creation are free but available for particular amount of time and do not offer collaboration possibilities. All of the mentioned shortages hinder the process of drafting, designing and testing the design ideas, which should be developed iteratively and jointly to allow the growth of the mock-up from low-fidelity to high-fidelity.

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Facebook – course, group and team space for collaboration

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The Educational Problem

In some cases, a course, group or team needs to have a space that is not institution based. To find a platform that allows creating a space for people, share documents, have a video-call possibility and chat messaging as well as possibility to create events is a challenge. Especially since everything should be easy to create and use. There exist many educational platforms that also have all the mentioned features, such Moodle, wikis, intranet solutions of the institute and so on. The problem with these existing educational platforms is that they have too many features and functions, they often strongly separate the teacher and the students, the platforms have integrated evaluation patterns, and mostly they are annoying to use and do not support flexible cooperation and collaboration aims.

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Diigo – sharing and organizing links, underlining and commenting pages

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The Educational Problem

Often it is hard to share all online materials (articles, sites, videos and blogs), which are distributed all over the net. It is hard to mark important issues in these materials or comment on and highlighting them so that students can be guided to think which information is shallow or even misleading and where the information is relevant and well-reasoned. It is also problematic to share good blogs, graphics and videos that are not directly related to teaching, but still might interest some students, since these kind of selections usually are gathered through a sustained period of time. Another problem that is persistent is thesis guidance. It would make sense to share same sources to a broader group of thesis writers.

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LinkedIn – a web-service for networking and cross-fertilization

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The Educational Problem

To improve trialogical learning it isimportant to:

  • support integration of personal and collective agency through developing shared objects. We need spaces in which students could reflect on their professional skills, discuss and create new knowledge;
  • promote cross-fertilization of various knowledge practices and artefacts across academic and professional communities. We need social spaces in which students and real customers communicate and discuss about trialogical objects.

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Blogger – a blog application for collaborative sharing

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The Educational Problem

In collaborative learning projects, especially in integrated projects with multiple subjects and study groups, there is a need to find a collaborative virtual forum for presenting outcomes of the projects and for sharing materials and links between all students and teachers. The forum should be easy to use both for teachers and students. In addition, students and teachers of other classes and courses should be able to use it, and it should be open also for external stakeholders. Moreover, it should be free of charge.

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