 Hi. Thanks to attend this presentation. And thanks in advance to hold my bad English. I'm trying to do the best, but if you do not understand something, please do not hesitate to write a line and to ask me again. And I try to repeat in another language if it's possible. Okay, then. This presentation is more about a reflection. It's a reflection based on our experience using different tools to create environments for our students. Some years ago, I began to build these environments. Brian suggests me some of the variations. Some how useful was this kind of approach. And we, Manuel Marco, I mean, start to research about how to build a more complex environment for our students. And what are the benefits of the different parts of those tools of the environment we are using. Then, our start point is an assumption that what to say will improve the learning. This is a thing we believe on, but the problem is why, how, where, in what sense. Because, well, we always question ourselves, we always question our work. And we don't feel comfortable, we don't know exactly the mechanism that occurs in our classroom, and why they, why our students have, they will use and hope that we use our robots. Then, there are some assumptions included in the previous phrase, the previous sentence I write. The first one, sorry, is that Internet had conversations. But it is an assumption derived from the new sense that Web 2.0 has adopted. But I'm pretty sure that Internet serves to communicate with each other. The question is that Internet is a very big loudspeaker, of course. We can't say whatever we want, very high, very, a lot of, for other people, we think that when we publish a thing, a phrase or a sentence in the Internet, everybody at work will read it. But it is not a conversation. It is only a monologue. This is only one thing, one cry, and probably in the desert of the crowd. Then Internet is only a conversation if it is an appealing conversation. Then there is the second assumption Web 2.0 has success because of our appealing conversations. Then we will use in education and we will produce an appealing education. The question is sure. The problem with this is that how we use Web 2.0 proposals in our classrooms. It was our first way of doing things. First, we built, we noticed that there are social dynamics around us that produce the need for the people to chat, to converse, to help each other. About this social dynamic, we developed some technologies that make possible to reach more people or to reach the people exactly you need or you want to access. And finally, those technologies are converted in products, in technologies, in applications. We know, for example, that the social Web supports like Facebook, Google, Twitter and so on. And then, as a teacher, we use these applications. We implement the application in our classrooms trying to see what happened with these tools when our students used these tools. And make some adaptations, no, there are only little modifications because it is not possible to modify applications like Facebook or Google or even Twitter. We only make some little adaptations, cosmetic adaptations, trying to produce a new learning environment. But this is not the way that the things happened. Probably the real approach and in our experience, we have tested that it is how the things happened. If we study how the social dynamic develops, how the social dynamic improves, then we can establish some parallelism with our learning dynamics. Then, about these learning dynamics, we can focus our technical adaptations. We propose how the tools had to be built. And finally, it is possible to find whole applications like the general applications like Facebook, Google and so on. New applications specifically developed for educational work can support this learning dynamic. But the more important is, sorry, that the social dynamic produced learning dynamics, not the use of the technology. The question is that we need to ask the question ourselves about how people speak each other, how our students speak each other, how our students help each other, how our students learn from each other, how our students teach each other. And teaching and learning is a question that it is an individual thing because it is your brain, the subject, the object who is learning. But it is a social product because somebody has built the content, the topic or somebody is talking, is chatting with the contents that you are learning. Then, there are some phenomena, some products around this world. For example, the film movement, open course, open content that are focusing on this kind of map. But specifically, in data science has appeared a new phenomena we are very interested on. It is the personal learning environment. A personal learning environment is about how people search. A personal learning environment has to be built by the learner, not by the teacher because it is about how people, how user is searching, how user is using information, how the people is arranging information, or how the people communicate each other. Definitively, it is a learning to build, a parent or to build the possibility to establish the possibility to build a personal learning environment is about how people are learning. Then, personal learning environment, our concept is to use first a cloud of content around you because you probably find some tools, some mechanisms, some information that completes that you are learning. Or simply, those information, those topics you find around you are of your interest, specifically of your interest. But a teacher can be part of this cloud by building a system, an open system, if in the sense that the PL can access, in the same way they access to the cloud around the student, in the same way the student access to the cloud is the same way that the student needs to access the information that the teacher produce. And then, this is exactly that we propose. For example, a teacher can build a cloud of different channels, of different ways to access information. Or the open, for example, a teacher can hold a block, can use Twitter to say or to confuse the tension on something, can use multimedia streams like podcasting, like video channels in YouTube, like share, for example, or can use more collaborative, more specific collaborative environments like Google Docks or similar. Let me explain this. Or even make a sort of e-portfolio using the charging channels, for example, from Dropbox. And a wiki, because this is a very well, very easy to use content management system. And this specifically is very interesting, a question and answer system. This is an application you can install to all of your students to make questions each other. The question is that precisely this one corresponds one dynamic in our classroom. We probably don't notice when we are exactly in this position in front of the class, because we call our students and they will say they need to shut up if the teacher is speaking. But when the student, the teacher shut up because the classroom is over, they began to chat each other. They began to question, what did he say? Do you understand this topic? They questioned each other. This is a dynamic that exists in our classroom. Let me show you what happened when we installed all of these things in our classroom and installed this new feature. Then the teacher came in a mashup. Two years ago, prior, I showed you my mashup, I was comfortable with the idea that the mashup was the entry point for my students. But it is not. This is only to show what hope I have arranged all the things. But the students using their specific tools, personal tools the student has chosen, has skills to use, so they can access directly. This is only what to show off. This is all the things I have done. This is a showcase to say, this is my system in this part, you can find this kind of topics in that part, you can find another. But the mashup is only a showcase. Eventually, I have removed the mashup from my system. And now I use the front page of my wiki for the mashup. And my students find everything because it is very clear how to use the different points, the different parts of it. Actually, they are using because they are embedding in his Facebook page, the video, they have to know how to transport information between those systems. It is very easy for them. And then my personal open information system, how it is built. Well, it is based on this real case. I have officially 390 students in a course with this monogamy, we teach in cold new technologies for education. In Castilian, there are new technologies for education. We use this website to show the students the front page, the wiki with the front page, all the resources they can use to follow our course. And then I use the wiki as a front end. I use a software called Wiki. It is very easy to use for me, for students also. But it is very, very, very easy to keep updated because there is a new version and you know if you publish something in a wiki it is very important to keep yourself from the trolls and so on, you need to take care of it. And then the wiki is very easy to handle in the sense. And it has a feature I found very interesting. I'm not sure about fully open my wiki. Actually my students can write in the wiki. We can write in the wiki, but not probably from outside. My classroom can write. They only can read. And also handle the permissions. Although this is very easy to implement in the local wiki software. Also, the wiki has a lot of plugins like media wiki. You can install to make different things, to produce PDF, to produce tables and what is very easy to use, definitely. And then I use my wiki. I used to write a blog, but I noticed that to hold a blog was a very hard thing, a very hard job. Then I removed my previously blogger blog and I installed a plugin in my wiki to let me write the blog exactly in the way I used. Only to say a rare, only to say announcements and only to communicate things, findings I do during my education period. Then I use a YouTube channel. I use, as I share channel in YouTube and as I share, I allow my students to put their productions too. Not only is open content for me, it's open content for my students. I use a delizios, all the delizios are going, it was an interesting because the delizios was in Nigeria some months ago. But anyway, I continue to produce delizios. It's a really good thing. I use a podcast generator called OpenTape. It is a very, very fun piece of software I installed in my server to support the podcasting system for my records or my classes, my teaching classes. And the question-to-answer software. This question-to-answer is very, very, very interesting. The name is this one. The question-to-answer is a free software you can install in the system and you can use to motivate your students to have conversations between them. You will see it in function. Then, also I need to use some information from the LMS from my university. What information is I use from the LMS from my university? Information I cannot offer in public because privacy and questions about it. In Spain, the regulation about data protection is very strong. And then we need to protect some data from our students by keeping in a closed environment called virtual campus in the Alicante University. Here, there is the closed information. All of these things are open. And how communicate, how we communicate the different things, each other, using LSS. This is another thing, the power of the LSS is another thing that Brian showed me. The power of the LSS is great because you can't transport a lot of information. It's not so simple as they say. You can't transport a lot of information between those systems. This is a screenshot of my weekly. It is exactly at the moment we finish last course. Next course will start on February. It lasts from February to January. And then this is the last course in the vlog and beverage in the week. As you can see, the look and feel of the week is very similar to the week period because this is a template I put in my top week because I thought that my students are well-familiar with Wikipedia too. And then I want to be different of the things they are using. Then, for example, this is the administration panel of the wiki page. This is very easy to grade the wiki just with your say yes, yes, yes, yes and everything is wrong. And maybe I can add some features using this link. It is very, very easy to use. Well, my students in my classroom needs to present their jobs. During a period of time, they make some research about a topic and then I propose them to present the job to the rest of the group. And previously and after presenting their jobs, they publish in the wiki the complementary material, the documents, the power points they are using, the biography they are sold. And then after finishing their presentation, the rest of the group can take another look, another different look to the short presentation the student has done. This is because the presentation has a limit of time. It's a brief period of time. And students, believe it or not, are not very familiar with the idea of speaking in public. And then probably they are very nervous. Their material usually is a little bit more quality than the presentation. But anyway, my students can't consult the presentations of their fellows in the classroom. This is the names of the people, the data they present, the topic, and so on. If they choose not to put their material, the link remains in the right stage. This is like an alert thing for me for evaluation problems. Second, this is for example one of the presentations of my students. They make a main page with links with the different parts of the presentations. And my students, for example, they take notes during my explanation or during the explanation of their fellows, the rest of the class. I propose them to publish in the wiki the hand notes they are taking. Some of them use the wiki during the class using their computer, their laptops, by updating at the moment that they are looking at class, they are learning at class. Some of them take by handwriting the notes and then after the class they copy to the wiki anyway. The wiki is very... If they learn how to stick to the different parts of their hand notes, the wiki makes a very well indexed of the presentation. And after it, this is not a feature this wiki has, but I have implemented the new version of it. After it, they can even press on a button here in print and they produce a PDF very well formed. They can store or they can use for other things, I don't know. This is the video channel, the YouTube channel I use with some presentation from me and some presentation from the students and the students have used during their expositions at class. This is the slide share, you know well. This is the podcast generator, this open tape software. I told you this is a very little piece of software but very well built because you upload your different MP3 and then it shows the different feeds in RSS, you can't upload to connect with it and even if it has a player embedded to play or to her teaching class. And this is the question and answer software, the most interesting thing. Well, the question and answer software is I only prepare the software by writing the different classification the different topics the students need to explain a class. But after it they register by hands-off and they began to make questions about those topics. And then for example, this is a question, do you know there is enough TV offer of educational programs for childs? There are ten answers to this question. What? I have three, there are 389 students officially but 30% of them are not active. They are not at class. I don't know why exactly but they enroll because it's very cheap for them to do this but they never appear at a class. But then with this, my active students, 48 of them have published their hand-off. I have at present 48 views of what happened at the same time at class. It's very curious to compare the different points of views like the seven stabilized picture. I have 100 of them registered in the question and answer system. And 79 are very active. There are 350 questions and 1,149 answers in one and a half months. This is what happened because the question and answer system was installed in the middle of the course, not at the very beginning. And then in one and a half months accused the most important thing. They began to chat with each other. They began to help each other because they had to say something. My weak experience was not the same. They used the weak and I thought that they will use the weak to copy each other and to see what, for example, if I have not attended a class maybe I use another page of the fellow weak to understand what happened. But they don't use the weak to do this. Why? My assumption is they reply in the weekend what happened at class. All is like here. Everybody is sitting in front of me. They are not confronted. They speak with the teacher although they are very, very narrow between them but they don't speak with them at class time. They only speak with the teacher and they write the wiki for me not for them. Second, the weblog I told you I don't use a weblog because my lack of perseverance is let me know to write at the pace I need at the rate I need my students in debt. I embedded the blog in the wiki for alerts or advertisements and so on. Using the question and answer system, yes. But why? Using different social networks it is not possible in Spain. They don't use well, most of them don't use Facebook. They use a specific social network called 20 in Spain. It's like in Spanish it's like the number 20 but it is not right in the same way. But in 20 teacher is an intruder. They don't want to have a friend called teacher. They want not. The teacher is not supported in 20. He's not supported in Facebook. Then it is better to create a specific social network if you need this kind of tool. The question and answer was great. Why? Because the social dynamic exists at class. They speak each other. They speak each other even during tests if I know. But the question is that this happened at class. Then it happened in the virtual world. But of course as the real world there are lot of differences between them. There are students who are very, very active. There are students more observers, more monitoring. So my conclusions. First, try to find the learning dynamics and try to reply them trying to find the current tool. The good news there are tons of free tools to do this. There are lots of them. Look specifically when you try to select the current tool. Try to find exactly the tool that provides you the better simplification features because the students need to access the information you store them. Then you are creating an open information system. You can mash up in different ways but your students will mash up in the better ways they need. And of course always look at the open side of the life. Open is good because it responsibility is your students about what they are doing. They can't do anything easily because everybody is looking. Thank you. We have time for questions. We have right now scheduled the 15 minutes break. So next session will start in 15 minutes. But I officially cannot ask anybody to stay so if you'd like to ask an official question. I am just here. If you need more information about what we are using please don't hesitate to call me and I will try to answer you.