Graasp
Introduction
Graasp is a social learning platform. It supports collaborative learning, inquiry learning, using online labs, knowledge management, creating personalized spaces. Graasp is also part of the go-lab project
Users can create either an empty personal learning environment (PLE) or a structured one enforcing inquiry learning scenarios and referred as an Inquiry Learning Space (ILS). Typically, an ILS is created by a teacher who then can invite students.
Gillet et al. (2016) [1] argue that a need for versatile and agile social media platform strengthening digital education has emerged. “The main features of such a platform mimicking the social media solutions people are using daily include the ability (i) to create online spaces targeting dedicated learning activities by aggregating resources from various cloud or local sources, (ii) to share these spaces with peers (either teachers or students), (iii) to exploit these spaces by interacting with the integrated resources, available tutors, and collaborating peers, as well as (iv) to archive these spaces together with the learning outcome (produced artifacts) for later use or as proof of personal achievements in lifelong learning.”. Graasp attempts to implement these features.
See also:
Support for inquiry learning
Graasp has built-in templates to support inquiry learning, e.g. the Pedaste et al. framework [2], in which inquiry learning is organized in phases: Orientation, Conceptualization, Investigation, Conclusion and Discussion.
Each of these items can be filled with sub-items, i.e. "spaces" (aka folders), documents with a page editing tool, attach files, attach links, attach apps, create an ILS, create discussion forum.
App integration
Graasp is well integrated with the app framework of the Go-lab project, i.e. the user can directly select an app. However some apps require that teachers do something beforehand.
Creating a PLE
To create a personal learning environment (or personal research space) create a space as opposed to an ILS. Then add items as above.
Adoption
According to Gillet et al. (2016), “The Graasp.eu platform designed with and for end-users has been well adopted by European teachers to build and shared Inquiry Learning Spaces. Starting in 2006, more than 9000 teachers from all over the world have created an account in Graasp. Taking the last academic year (2015-2016)as a reference of the current usage, over 4000 new teachers have joined the platform, 3000 teachers have created inquiry learning spaces, and about 200 have already exploited them with a group of at least 10 students.
In May 2019, the GoLabz platform features 604 Labs, 41 Apps, and 996 Spaces.
Links
Bibliography
Cited with footnotes
- ↑ Gillet, D., Vozniuk, A., Rodriguez Triana, M. J., & Holzer, A. C. (2016). Agile, Versatile, and Comprehensive Social Media Platform for Creating, Sharing, Exploiting, and Archiving Personal Learning Spaces, Artifacts, and Traces. Preprint, The World Engineering Education Forum, Seoul, Korea, November 6-10, 2016, https://infoscience.epfl.ch/record/221529
- ↑ Pedaste, M., Mäeots, M., Siiman, L. A., De Jong, T., Van Riesen, S. A., Kamp, E. T., ... & Tsourlidaki, E. (2015). Phases of inquiry-based learning: Definitions and the inquiry cycle. Educational research review, 14, 47-61.
Other
Random selection of papers to explore .....
Alsaif, S. A., Li, A. S., Soh, B., AlZain, M. A., & Masud, M. (2019). From Learning Management Systems to a Social Learning Environment: A Comparative Review and the Implications. International Journal of Smart Education and Urban Society (IJSEUS), 10(1), 1-18.
Bogdanov, E., Salzmann, C., & Gillet, D. (2012). Widget-based approach for remote control labs. IFAC Proceedings Volumes, 45(11), 189-193.
Christodoulidou, M. (2018, April). Inspiring pupils in STEM through Inquiry Learning Spaces (ILSs): The" Scientists in Arctic Pole" ILS example. In EGU General Assembly Conference Abstracts (Vol. 20, p. 3810).
Féraud, G., Holzer, A., Cardia, I. V., & Gillet, D. (2019, January). ICT adoption in executive training for development: blending digital and physical communication and awareness channels. In Proceedings of the Tenth International Conference on Information and Communication Technologies and Development (p. 44). ACM.
Gillet, D. (2013, October). Personal learning environments as enablers for connectivist MOOCs. In 2013 12th International Conference on Information Technology Based Higher Education and Training (ITHET) (pp. 1-5). IEEE.
Gillet, D., Vozniuk, A., Rodriguez Triana, M. J., & Holzer, A. C. (2016). Agile, Versatile, and Comprehensive Social Media Platform for Creating, Sharing, Exploiting, and Archiving Personal Learning Spaces, Artifacts, and Traces (No. CONF).
Gillet, D., Rodríguez-Triana, M. J., Holzer, A., Vozniuk, A., Farah, J. C., & Matsuba, R. (2017, November). Beyond ePortfolios: Creating, Exploiting, and Archiving Activity Traces, Learning Outcomes, and Learning Analytics as Personal Shareable Online Spaces. In 2017 7th World Engineering Education Forum (WEEF) (pp. 43-48). IEEE.
Gillet, D., Tijani, B., Beheton, S., Farah, J. C., Dikke, D., Noutahi, A., ... & Gavaud, C. (2019, April). Promoting and Implementing Digital STEM Education at Secondary Schools in Africa. In Proceedings of the IEEE Global Engineering Education Conference (No. CONF). IEEE.
Holzer, A. C., Kocher, B., Vonèche Cardia, I., Mazuze, J., Bendahan, S., & Gillet, D. (2016). Gamifying Knowledge Sharing in the Humanitarian Context. In Proceedings of the 7th Annual Symposium on Computing for Development (No. CONF).
Holzer, A., Gillet, D., & Lanerrouza, M. (2018, December). Active Interdisciplinary Learning in a Design Thinking Course: Going to Class for a Reason. In 2018 IEEE International Conference on Teaching, Assessment, and Learning for Engineering (TALE) (pp. 906-911). IEEE.
Li, N., Helou, I. E., & Gillet, D. (2012). Using social media for collaborative learning in higher education: A case study. In Proceedings of the 5th International Conference on Advances in Computer-Human Interactions (No. CONF).
Moccozet, L., Benkacem, O., Burgi, P. Y., Platteaux, H., & Gillet, D. (2012, July). An institutional personal learning environment enabler. In 2012 IEEE 12th International Conference on Advanced Learning Technologies (pp. 51-52). IEEE.
Rodríguez-Triana, M. J., Govaerts, S., Halimi, W., Holzer, A., Salzmann, C., Vozniuk, A., ... & Gillet, D. (2014, November). Rich open educational resources for personal and inquiry learning: Agile creation, sharing and reuse in educational social media platforms. In 2014 International Conference on Web and Open Access to Learning (ICWOAL) (pp. 1-6). IEEE.
Ruiz-Calleja, A., Rodriguez Triana, M. J., Prieto, L. P., Poom-Valickis, K., & Ley, T. (2017). Towards a Living Lab to support evidence-based educational research and innovation (No. CONF).
Vozniuk, A., Rodríguez-Triana, M. J., Holzer, A., Govaerts, S., Sandoz, D., & Gillet, D. (2015, June). Contextual learning analytics apps to create awareness in blended inquiry learning. In 2015 International Conference on Information Technology Based Higher Education and Training (ITHET) (pp. 1-5). IEEE.
Vozniuk, A., Rodríguez-Triana, M. J., Holzer, A., Govaerts, S., Sandoz, D., & Gillet, D. (2015, June). Contextual learning analytics apps to create awareness in blended inquiry learning. In 2015 International Conference on Information Technology Based Higher Education and Training (ITHET) (pp. 1-5). IEEE.
Zacharia, Z., Xenofontos, N., & Hovardas, T. (2018, July). The Impact of an Experiment Design Software Scaffold on Students' Conceptual Understanding and Inquiry Skills. In 2018 9th International Conference on Information, Intelligence, Systems and Applications (IISA) (pp. 1-7). IEEE.