Technological methodological recommendations.

iCamp is a research and development project funded by the European Commission under the FP6 IST programme. The project moves away from traditional approach of Instructional Design towards an Environment Design Model that offers the learner more autonomy in terms of tools, activities and resources (Fiedler et al, 2007).
This model recognises the change of the perspective that has been taken place in education for a couple of decades now – the shift from teacher-centered to learner-centered environments. The learners should not only have more freedom in planning, monitoring and suggesting evaluation of their learning, they should also have the possibility to choose suitable environments for their learning.
This means that computer supported learning environments must cease to be primary tutor-defined and controlled centralised systems. Instead learners must be given the opportunity to build their own Personal Learning Environments (PLEs) from a palette of both institutional and web-based tools, systems and technologies (Fiedler at al, 2007). Together, these individual PLEs of people (learners, teachers, peers, etc.) evolves into one common virtual learning environment (iCamp Space). The iCamp Space does not consist of a single e-learning platform but is composed of various interoperable tools and platforms including Social Software (SoSo) Technologies (Kieslinger et al, 2007). In this way iCamp is promoting the effective integration of SoSo into European Higher Education landscape. iCamp Space is built upon a social-constructivist approach and supports the development of competencies in the areas of self-direction, collaboration and social-networking.
One of the major outcomes of the project is a validated portfolio of constructivist learning tools – iCampFolio – a decision support system which facilitates the selection of e-learning systems and tools and in this way supports instructional designers, teachers and learners in choosing suitable tools and systems according to their specific teaching/learning needs (Väljataga et al, 2007). The development of the iCampFolio is grounded in the principles of the advanced Activity Theory framework for distributed learning systems, the concept of affordances and soft ontology. It enables evaluation and comparison of different systems and tools along different predefined perspectives as perceived affordances (some examples of affordances include: creating and editing an artifact, group work with a multimedia artifact, group time management, self-analysis and reflection, creating/managing groups, text-based group discussion, audio conversation, video conference, peer-evaluation, ect.). The tools included into the iCampFolio support specific learning activities and their use was tested in iCamp trials in which several European Universities have been involved. Additionally, iCamp Help Centre offers guides and tutorials for several open source tools. The present list of supported tools contains: Doodle, Feed on feeds, Flickr, Google Calendar, ObjectSpot, Scuttle, Sunbird Calendar, VideoWiki, WordPress, X-lite, myDENTITY .

In REVIVE, we transferred the highly innovative iCamp technological methodology from research to application stage. The project partners (universities, VET and Chamber of Commerce) were trained on how to use the methodology to improve existing curriculum (training took place in Budapest workshop).

1. Kieslinger, B., Wild, F., Arsun, O. (2007): iCamp - The Educational Web for Higher Education , First European Conference on Technology Enhanced Learning Conference, EC-TEL 2006, Creete, Greece, October 1-4, 2006

2. Fiedler S., Pata K., Laanpere M., Kikkas K., Valjataga T. (2007): Towards and Environment Design Model for iCamp, Deliverable 1.2, available online at:

3. Väljataga, T., Laanpere, M., Pata, K., Kaipainen, M. (2007): Theoretical Framework of the iCampFolio – New Approach to Evaluation and Comparison of Systems and Tools for Learning Purposes. ECTEL 2007 Second European Conference on Technology Enhanced Learning. Crete, Greece, pp. 349-363

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