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3. PRIMER hybrid environments of learning and collaboration

The development of learning and collaborating hybrid ecologies - integrating offline and online activities - is facilitated by this very platform designed to integrate digital assets (not only contained within the platform itself). It enables the extension of activities in space and time. Among the digital components of the hybrid environment, it is worth highlighting: 










PRIMER Site (Portal of Event-Portals)

The main (bilingual) page of the platform provides access to the main PRIMER contents, whose structure is illustrated in adjacent figure. 

As we can therein observe, PRIMER portal altogether is conceived as a portal of event portals. The "Courses and Events" page provides access to the different event portals, something like a hall from which you access to different event rooms, which in themselves have an autonomous structure and content. 

Event PortalEach event portal has a main page which allows accessing to the related resources of the corresponding event, highlighting the most relevant information. Next illustration overviews the pages that typically integrate a PRIMER event portal, which are hierarchically underneath the main page of the event portal. As it can be observed, the top of each page contains an area for navigation within the event portal, as well as the left bars and top tabs allow navigation among pages of the PRIMER portal and others associated resources.



Social Networks

In addition to the PRIMER virtual space, several online open resources are used with the purpose of linking activities to the social networks, disseminating contents and integrating the online participation. For each relevant event call a Facebook event page is created in order to disseminate the call through social networks and at the same time that it provides a dedicated social channel for content and opinion exchange. By these means the call is disseminated through social networks (in particular, Twitter, Facebook and Google whose posts and contents are automatically linked ), but at the same time they serve to the development of participation in the convened scientific and learning activities. Thereby twitter comments, for example, have been used to extend discussions, which provide traceable learning evidences, while MyUniversity‐ULE Youtube channel, linked to the aforementioned social networks, has been used to stream events, gather recordings, and collect contributions (including some spontaneous videos created by participants).


Video Broadcasting and Compilation

For the dissemination and compilation of the videos corresponding  to PRIMER activities the digital environment uses a reserved video channel, allowing live broadcasting. In this channel the videos corresponding to retransmission and recordings are grouped in playlists for each principal event.


The adjacent figure shows the page corresponding to one of these events that provides additional information for the event altogether (including links to further materials) and also for each recording. When a particular video is accessed, the corresponding tools for commenting, evaluating, disseminating and statistics are enabled. Tools serving to gather additional interaction. Occasionally, it is the participants who share the videos corresponding to their own contributions (next figure). In other cases, Web-seminars or “webinars” are broadcasted by initiative of the organisation or proposed by the participants, like in the illustrated webinar in which remote participants from London, León, Beirut and Germany were simultaneously connected to a hybrid activity held in May 2013, whose thematic was proposed by the participants, and was live broadcasted through Internet.



http://glossarium.bitrum.unileon.es/

Collaborative Tools

Among the tools used for the development of the collaborative work is worth highlighting –as indicated above- the interdisciplinary glossaries as the one illustrated in the adjacent figure devoted to the interdisciplinary study of information. These glossaries are applied both to the creation of participative learning environments and the development of collaborative work and theoretical construction. Additionally, they serve to the publication of impact scientific contributions (therefore corresponding to collaborative work in more conclusive stages).

The digital environment provides also access to other spaces for the sharing of information, elaboration of documents, organization and following-up of activities, creation of working groups, etc. 
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