Post on 02-Aug-2020
© TECFA 8/4/05
Instructional and Technical Frameworksning
ml
ation
for Online Distance LearUniversity of Mauritius
March 30, 2005
Daniel K. Schneiderhttp://tecfa.unige.ch/tecfa-people/schneider.ht
TECFAFaculté de Psychologie et des Sciences de l’Educ
Université de Genève Code: mau05
© TECFA 8/4/05
Menu of the talk
414
N21232732455051545860616264
C6667
Why you should worry 31. The problem space2. Instructional design
atural types 203. What’s out there ? What do people really use ?4. The Internet Model: how it (re)started5. Main stream "e-learning"6. Structured activity-based project-oriented learning7. Learning within a community8. Microworlds, simulations, rich exercising machines9. Teleteaching10. CSCL (Computer supported collaborative learning)11. Groupware and CSCW12. Weblogs13. Content & Document Management Systems14. The Wiki way15. The "help desk model" for life-long learning
onclusions 6516. Three key elements17. Make sure that technology fits your needs
. mau05-3
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I Why you should worry
eoryheory theory theoryg theoryg theoryng theorying theoryhing theoryhing theoryaching theories
ies
hy you should worry
Learning theory
Design theory
Teaching th
Technology
Learning theoryLearning theoryLearning theoryLearning theoryLearning theoryLearning theoryLearning theoryLearning theoryLearning theories
Teaching tTeachingTeachingTeachinTeachinTeachiTeachTeacTeacTe
TechnologyTechnologyTechnologyTechnologyTechnologyTechnologyTechnologyTechnologies
Design theoryDesign theoryDesign theoryDesign theoryDesign theoryDesign theoryDesign theoryDesign theoryDesign theoryDesign theor
1. The problem space mau05-4
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1. The problem space
1 mbinations !!
.... !
g, Proceduretrategies
nimations,cro-worlds,...
tructionalism,
oblems,
itivism,
hy you should worry
.1 Learning & teaching: many dimensions & co
A very complex affair, the next few slides just address a few issues
Learning theories
Pedagogical strategies
Pedagogical tactics
Technology
Learning types
Educ. format
.... other elements
Attitudes, Facts, Concepts, ReasoninLearning, Problem solving, Learning S
Learning mgmt systems, multimedia aworkflow tools, community portals, mi
inspired by constructivism, InsSocio-culturalism, .......
show, ask, exercises, projects, pr
face to face, blended, distance, ....small groups, large groups, ....
simulations, ....
behaviorism, constructionism, cognassociationsim, ....
1. The problem space mau05-5
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1.2.Leaning theories ?S ifferent designs
constructivism
hared cognition
(construct)
the situation)
hy you should worry
ome major schools of thought that will lead to d
behaviorism
social cognition situated & s(interact with others) (interact with
(reach knowledge objectives
socio-
cons
truct
ivism
(s)
feedback, etc.)
1. The problem space mau05-6
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A few issues on which we could focus
n
rmation
dom
dual
n) construction
hy you should worry
ot that much operational .....
control
activities
info
exercises
authentic tasks
free
community
indivi
(opescaffolding
1. The problem space mau05-7
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1.3.Major pedagogical approaches (strategies)
!
CoachSocial practise,owing in action”
on in (complex andocial) situations
cope, to master
lization of adequatection strategies
cial Responsibility
operate, to support
Teaching III
hy you should worry
(Baumgartner & Kalz), there are many other typologies ...
Things (learning types, learning level, teaching, etc. )come clustered
Transfer TutorFactual knowledge,
“know-that”Procedural knowledge,
“know-how” “kn
Transfer of propositionalknowledge
Presentation ofpredetermined problems
Actis
to know, to remember to do, to practise to
Production of correctanswers
Selection of correct methodsand its use
Reaa
Verbal knowledge,Memorization Skill, Ability So
to teach, to explain to observe, to help,to demonstrate to co
Teaching I Teaching II
1. The problem space mau05-8
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1.4.Types of Learning (Kearsley’s http://tip.psychology.org/) ?
negatively ....
ng .....
not related to
inferences
a procedure.
sfy subgoals.
ome extent only !
hy you should worry
1. Attitudes:• Disposition or tendency to respond positively or
2. Factual Information (Memorization):• Processing of factual information and rememberi
3. Concepts (Discrimination):• ... how to discriminate and categorize things. It is
simple recall and must be constructed.
4. Reasoning (Inference, Deduction):• thinking activities that involve making or testing
5. Procedure Learning:• .... being able to solve a certain task by applying
6. Problem solving:• identification of subgoals, use of methods to sati
7. Learning Strategies:• can hardly be taught and only be learned and to s
1. The problem space mau05-9
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1.5.Pedagogical strategies and methods?E
SW rning ?
itsractice
estionssionlingrationripsudiestion
hy you should worry
.g. Khan’s (2000) list of Methods and Strategies
o we have more to worry:hat strategies work better for what types of lea
Presentation ExhibDemonstration Drill and P
Tutorials GamStory Telling SimulaRole-playing DiscusInteraction ModeFacilitation Collabo
Debate Field TApprenticeship Case St
Generative Development Motiva
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1.6.Functions of a learning environment: Where do we focus ?
signsducation
s
arned
rned
odified from Sandberg
hy you should worry
• E.g. teacher role is central in activity-based de• E.g. Learning material is important for mass-e
Fellow
“Monitor”“Teacher”
Tools
Informationsources
Learningmaterial
learner
“School”
guidance &instruction &
insures thatsomething is lecurriculum
collaboration
what has to be lea
to produce
additional
things
(courseware)
& studentadministration
augments learning
knowledge
design
LEARNERActivities
m
1. The problem space mau05-11
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A simplified version ....
s ?
spacectivities
hy you should worry
How should we define roles, structures and relation
TeacherTutor
Designer
Information spaceKnowledge
LearningLearning A
Learner
Content Expert
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1.7.Motivation: learn from computer games or flow theory ?nce teaching)
I rious blend ...
vity)s curiosity
ment scoresf goals,
hy you should worry
• Motivation is key element (particularly in dista
ntrinsically motivating elements of gaming: a cu(Frete 2002, Master thesis)
Element
fantasy • imagination and freedom(make believe + voluntary acti
challenge &curiosity
• a level of difficulty that trigger• presence of goals• uncertainty (surprise)
feedback • immediate• clear
self-esteem • adapted tasks• encouragement to learn & aug
control • levels to play, user selection ostrategies & tactics
1. The problem space mau05-13
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Csikszentmihalyi’s elements of “optimal experience” (flow)a
. aming ?
g learningdesigns
improvable
improvable
improvable
improvable
?
improvable
?
?
hy you should worry
pplied to programming and gaming activities:
.. take advice from “skilled programming” and g
element gamesprogrammin
good bad
1. optimal challenge xx x no
2. immersion xx x no
3. clear goals xx x no
4. immediate feedback xx x x
5. concentration xx x no
6. sense of control xx ? no
7. disappearing self xx x no
8. altered sense of time xx x no
2. Instructional design mau05-14
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2. Instructional design
2
A
teractive (per se)ough activity)ee much
tional goals)
k at some more
hy you should worry
.1 The instructionalist voice ?
. The executive summary:
• Reading is NOT learning=> One must “do” to learn
• Most learning material (e.g. Internet) is NOT in=> Skills and concepts can only be learned thr
(triggered by the system and/or by the task• Passing an exam or a MCQ does NOT guarant
=> One must do “real” tasks to insure transfer• Most people need guidance to achieve instruc
=> External conditioning (teaching, monitoring
Now that is quite understandable, however, let’s loodetailed principles ....
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B. Example: Merril’s criteria for 5 Star Instructional Design’signs (“sink-or swim”).
blems?o/solve ?
ion or action levels?lem?
e or experience?from past experience
owledge or skill ?
be learned ?examples and non-lizations for
directed to relevantmonstrations?, (3)
?
hy you should worry
Not applicable to transmissive (“spray-and-pray” / or exploratory des
1. Does the courseware relate to real world proa.... show learners the task or the problem they will be able to d
b.are students engaged at problem or task level not just operatc.... involve a progression of problems rather than a single prob
2. Does the courseware activate prior knowledga.do learners have to recall, relate, describe, or apply knowledge
(as a foundation for new knowledge) ?
b.does the same apply to the present courseware ?c.is there an opportunity to demonstrate previously acquired kn
3. Does the courseware demonstrate what is toa.Are examples consistent with the content being taught? E.g.
examples for concepts, demonstrations for procedures, visuaprocesses, modeling for behavior?
b. Are learner guidance techniques employed? (1) Learners areinformation?, (2) Multiple representations are used for the deMultiple demonstrations are explicitly compared?
c.Is media relevant to the content and used to enhance learning
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4. Can learners practice and apply acquired knowledge or skill?h the stated or impliedo recall or recognizete, name, and/oridentify new examplesrocedure. (5) What- of a process given consequence.
r skill to solve a variedback on their
access contextructional materials? Isses?
r) the new
wledge or skill? knowledge or skill?ersonal ways to use
=
hy you should worry
a.Are the application (practice) and the post test consistent witobjectives? (1) Information-about practice requires learners tinformation. (2) Parts-of practice requires the learners to locadescribe each part. (3) Kinds-of practice requires learners to of each kind. (4) How-to practice requires learners to do the phappens practice requires learners to predict a consequenceconditions, or to find faulted conditions given an unexpected
b.Does the courseware require learners to use new knowledge osequence of problems and do learners receive corrective feedperformance?
c.In most application or practice activities, are learners able to sensitive help or guidance when having difficulty with the instthis coaching gradually diminished as the instruction progres
5. Are learners encouraged to integrate (transfeknowledge or skill into their everyday life?
a.Is there an opportunity to publicly demonstrate their new knob.Is there an opportunity to reflect-on, discuss, and defend newc.Is there an opportunity to create, invent, or explore new and p
new knowledge or skill?
> This is rather a list of evaluation criteria
2. Instructional design mau05-17
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2.2.The socio-constructivist voice ?
S Taylor and Maor
1 students'p
2 dents' criticalr
3 e on-line in riche
4 ents top
5 pport providedo
6 ood sense ofe
hy you should worry
ocio-constructivist features of on-line teaching (
. Relevance : How relevant is on-line learning torofessional practices?
. Reflection : Does on-line learning stimulate stueflective thinking?
. Interactivity : To what extent do students engagducative dialogue?
. Tutor Support : How well do tutors enable studarticipate in on-line learning?
. Peer Support : Is sensitive and encouraging sun-line by fellow students?
. Interpretation : Do students and tutors make gach other's on-line communications?
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2.3.So how shall we proceed ?
E n "4 models"
how)
ches
U effort:
cult problemssign
hy you should worry
.g. MISA/MOT/ADISA: Course designer works o
1. Knowledge and Skill RepresentationDC: Design of Content (know-that and know-
2. Application of Teaching Methods and ApproaDP: Design of Pedagogical specifications
3. Specification of Learning MaterialsDM: Design of Materials
4. Delivery PlanningDD: Design of Delivery
sing such a method (see next slide) is worth the• if you plan do it right (e.g. buy the MOT editor)• if you focus on a whole course instead of diffi• if you plan to train yourself in instructional de
url: http://www.cogigraph.com
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T ypes"
hy you should worryoo much for you ? Let’s rather look at "natural t
2. Instructional design mau05-20
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II Natural types
arning within
g
Groupwareand CSCW
community
atural types
The Internet Model: Main stream
Structured activity-based Le
Microworlds, simulations,Teleteachin
CSCL (Computer supported
Weblogs
Content & Document
The Wiki wayThe "help desk model"
how it (re)started
project-oriented learning
rich exercising machines
collaborative learning)
Management Systems
for life-long learning
a
"e-learning"
3. What’s out there ? What do people really use ? mau05-21
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3. What’s out there ? What do people really use ?
3
Agyanagement
ople really use. They know what
lended formats”
s
Pd of course !)(3) Project-based
ld engage in
atural types
.1 Rationale and plan for the rest of the talk ...
few remarks:• There is a HUGE amount of designs and technolo• What is currently marketed (e-learning/Learning M
systems) does not necessarily represent what pe• Distance teaching universities are just moving in
DT means and don’t want to compromise• Most sustainable designs are developed within “b
by “ordinary” but creative university teachers• Research produces interesting but costly design
lan• Show a relevant subset of existing designs (biase• Focus on (1) “Internet Model” (2) simple e-learning
learning with portals.• Missing: ROI (there only 2 reasons why you shou
e-learning, and a lot against)
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3.2.A condensed historical view
d trainingtems
”
s =al design” )
management
(1961-)
atural types
1993
2002
Teaching & learningwith the Web
Web-baseWBT Sys
“E-learning
( thesis = learning by projects )
( anti-thesi“instruction
Learning Scaffoldedcollaborative learning
web pages & forums
MoosWikis ...many
Activity portals ? Systems
goodlittlethings
2005
GroupwareWeblogs.......
CBT
4. The Internet Model: how it (re)started mau05-23
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4. The Internet Model: how it (re)started
active workstance
oration
atural types
Internet : services et "spirit" 1980-1993
messages
distribution andfile exchange
interat di
Mail,
telnetFTP
News
exchange - communication - collabeveryone can participate
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4.1.Structural similarities ...
ool teaching"
ve talksssions
opinion
projects
rich
lenged
atural types
"internet spirit" "US grad-sch
exchange
students giclass discu
communicationparticipation
no centralorganization
professor’s
students dousers are activeparticipate
Internet is richand open
libraries areand open ;)
can be chal
4. The Internet Model: how it (re)started mau05-25
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4.2.The traditional technical infrastructure & its use
simpleernet soup"
atural types
1. WWW (hypertext), e.g. for:a.planning, curricula, agendas, assignmentsb.texts, manuals, resources and pointersc.assignments (student productions)d.collaboration within group projects
2. Email, e.g. for:a.agenda planning (teacher)b.search for information (student)c.information about updates (student, teacher)d.short comments (teacher)
3. Discussion Forums, e.g. for:a.debates (about articles or themes)b.technical Q/Ac.student-student help (!)
4. Some chat or similar (text or audio/video)a.urgent thingsb.co-presence (common virtual space, radio channels)c.virtual meetings for simple discussions
The"Int
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4.3.Moodle - like systems are based on this tradition
atural types
http:/moodle.org/• activity-based design• CMS tools• socio-constructivist flavor• supports many designs
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5. Main stream "e-learning"
5961,->rning II possiblems
C Systems:ess to classes)
rd,
ks, progress
e grading, ....TML), testing
atural types
.1 Purpose and features• Based on CBT ("Computer-based training"), 1• Mostly "tell & ask" (learning I), inclusion of lea• Dozens of commercial and open source syste
ommon main features of Learning Management• Closed circuit platforms (logins, restricted acc• Asynchronous Communication: email, forums• Synchronous Communication: chat, whiteboa
teleconferencing,• Student tools: home page, self tests, bookmar
tracking, ....• Student Mgmt Tools: progress tracking, on-lin• Lessons tools: authoring (structured XML or H
(e.g. Java Script generators)
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5.2.Screenshot from ATutor
atural types
Interactive JS or Java code can also be included
Content menu
Content
Other tools
http://www.atutor.ca/
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5.3.Overall course design: the module principle
Othermodule
Recallactivity
PreviousModule
atural types
Nextmodule
Objectives(Matter to be learned)
Module
Entry testPretest
The module architecture
-
- -
+/-
+/-
+
+
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5.4.Architecture of a module (lesson, topic)gn principles, I + IIse a multimedia
omplish and how theyropriate. prior knowledgels). Show howk that helps learning
ons, figures, pictures,l information).different frome-boxes)
th the newly acquiredQ’s.e’s response, analyze
tion of the problem give sometimes
lar problem situations,ion. Maybe let the
atural types
• Should follow (some) sound instructional desie.g. Gagné’s 9 steps of instruction for learninga.Gain attention e.g. present a good problem, a new situation, u
advertisement.
b.Describe the goal: e.g. state what students will be able to accwill be able to use the knowledge, give a demonstration if app
c.Stimulate recall of prior knowledge e.g. remind the student ofrelevant to the current lesson (facts, rules, procedures or skilknowledge is connected, provide the student with a frameworand remembering. Tests can be included.
d.Present the material to be learned e.g. text, graphics, simulatisound, etc. Chunk information (avoid memory overload, recal
e. Provide guidance for learning e.g. presentation of content is instructions on how to learn. Use of different channel (e.g. sid
f. Elicit performance "practice", let the learner do something wibehavior, practice skills or apply knowledge. At least use MC
g. Provide informative feedback, show correctness of the trainelearner’s behavior, maybe present a good (step-by-step) solu
h.Assess performance test, if the lesson has been learned. Alsogeneral progress information
i. Enhance retention and transfer: inform the learner about simiprovide additional practice. Put the learner in a transfer situatlearner review the lesson.
5. Main stream "e-learning" mau05-31
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5.5.Standards
I r) content:
ta, etc.
ning contents
p language
ist pedagogiesems exist
Mnal subset)
atural types
mplemented standards mostly focus on (modula• Describe CBT contents as data
• sequential content, quizzing, packaging, meta-da(Unclear instructional standards: page-turning “shovelware” only ?)
• Modularity• Allows for modular management of reusable lear(But: how easily can contents be hacked à part and repurposed ?)
• New: Learning Design (LD) educational marku• engines are under way (e.g. a MOT extension)• difficult !(yet unclear how it could support socio-constructivist pedagogies)
• Summary:• Good standards for so far (!) simple instructional• Compliant Learning Content & Management Syst
ajor standard bodies• IMS and Scorm (mostly an IMS-based operatio
6. Structured activity-based project-oriented learning mau05-32
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6. Structured activity-based project-oriented learning
6 ll & ask learning
??
??
atural types
.1 Motivation: the problem with reproductive te
IMS/Scorme-learning
how
students can’t apply
Traditionallecturing
how
students can’t apply
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6.2.The problem with "let’s do projects" answer
knowledge
’t linkepts
dataeory
atural types
Traditional
by projectslearning
how ??
students are lost
chaosraw
vagueideas
concepts
students
can’t formulate
goals
..... can’t relate
data to concepts ... can’trelateconcepts
students have
trouble with
research designs
... canconcand to th
theory
empirical
analysis
researchdesign work
data
6. Structured activity-based project-oriented learning mau05-34
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6.3.A possible solution
earning
KIBooks
orumessages
Powerpointslides
atural types
url: http://tecfaseed.unige.ch/door/
url: http://tecfa.unige.ch/proj/seed/catalog/
1. orchestration
3. guidance
Structured activity-based l
MIT O
ScormRLOs
Tutorialson theweb
Fm
2. monitoring
No specificlearningmaterials ! Papers
Teacher role:
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6.4 Structured socio-constructivist pedagogical scenariosgns
narios
uidance
atural types
• Open ended & “rich” socio-constructivist desiare more effective if individuals and groupshave to evolve within somewhat specified sce
freedom
open control &
structure
construction
scaffoldingg
collaboration evaluation
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• Scenarios are sequences of activity phasesy specific roles loops
variants !
oducts
atural types
within which group members do tasks and pla• This orchestration implies organizing workflow
Produce Deposit
Look
ResourcesTools
Discuss
... this is just the “ur-loop” ... other
Pr
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6.5.LMS (learning I) vs. knowledge engines (learning III)!
aboration
vity-basedgogics
entic tasks
documents
atural typest
line by line... coll
circular files
Transmissivepedagogies
Actipeda
authrepetition
previousnext
living
• the computeras facilitatingstructure,as thinking,working &communication tool
• Support ofstudent andteacheractivitiesleading tonew“contents”
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6.6.C3MS Portals for Learning III support!C nt Systems
n, interfaces,...) write modules)
Ind
exat
ion
+ s
earc
h
ols
atural types
ommunity, Content, & Collaboration Manageme
• Integration of most applications (authenticatio• Plug-in architecture ! (YOUR organization can
Story engine
forums
+annotations(“stories, logs”)
calendar
Web links mgmt.
Administration
Download mgmt.... many other to
authentication
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6.7.A good start: available C3MS bricks
s of the portal)and an annotation mechanism) -
s (photos, drawings, etc.) -ries)
)
K.), .....
Cage)
atural types
Function C3MS modules (tool
Content managementNews engine (including a organization by topicsContent Management Systems (CMS)Collaborative hypertexts (Wikis) - Image albumGlossary tool or similar - Individual weblogs (dia
Knowledge exchangeNews syndication (headlines from other portalsFile sharing(all CMS tools above)
Exchange of arguments Forums and/or new engineChats, ......
Project support Project management modules,Calendars, ......
nowledge managementFAQ manager - Links Manager (“Yahoo-like”)Search by keywords for all contents “top 10” box, rating systems for comments“What’s new” (forum messages, downloads, etc
ommunity management
Presence, profile and identification of membersShoutbox (mini-chat integrated into the portal pReputation systemActivity tracing for membersEvent calendarNews engine, ......
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6.8 C3MS portals & educational scenario scripting
bricks
softwarere
modules
P + community& integrationtools !!
atural types
Activities
characteristics
Stagesstage 1stage 2stage 3
Elementary C3MS (softwa(scenarios) activitiestypes)
rojects PedagogicStrategies
(phases)
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6.9.Planning example: Study wildlife of Mauritius
ty (scenario)Simple activitiesroWork,ainStorm
itGlossary or EditPage
archWeb,itLink
Edit
eckWork
Edit
S modules module),le)
Forums, Bulletin
atural types
PROJECTActivities (scenarios)
1 Teach portal to students
2 Make a glossary3 Find research subjects
4 Make a research plan
5 Field trip
6 ......
GLOSSARY activiStages
1 Participants thinkabout terms
IntBr
2 An alphabetic listof terms is entered
Ed
3 Students searchand share links
SeEd
4 Work is synthesizedand combined Co
5 Teacher moderates Ch
6 Final definitions Co
Simple activity Description Available C3M
CoEdit make collaborativedocuments
Wiki (phpWiki portalCMS (EzCMS modu
BrainStorm Generate IdeasWiki, News Engine, Boards
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Implementation example of the Glossary activity
tivity 2)ctions
ggest 3 terms and enter
clean up the list
ovide 4 links and make
ter 2 definitions, makeions to others and
back in an article
nal modifications
atural types
( previous step: learn portal )
( next step: find research subjects )
Instantiated example “glossary” activity (acStages Tools Instru
1 Suggest termsWiki(= coll. hypertext)
Each student must suthem
2 Provisional list ofterms
Wiki Together in class we
3 Search and sharingof results
Google,Links manager
Each student must prcomments to 2 other
4Raw information issynthesized andcombined
WikiEach student must enlinks from “his” definitmodify others
5 Teacher moderates News engine Teacher will give feed
6 Students producefinal definitions
Wiki Students can make fi
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6.10.Scenario configuration with C3MS bricks
standard modules
extra modules
C3MS
TECFA modules
portalware
atural types
Teacher’s portal
define
TecfaSEED catalog
installation
download/ plug
selection & configuration
scen
ario
s
program
innovationsfrom the “field”
+ configuration
scenarios
(and/or adapt)
and
mod
ules
com
mun
ity, f
un &
inte
grat
ion
tool
s
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6.11.Teacher roles in a C3MS approach
s virtualunity
ions
s
o this without ICT!)
ct plans
vironmentbal project
e tasks
atural types
• More to come: C3MS also must be designed aenvironments and support the learning comm
Teacher asorchestrator
Teacher asmonitor
Teacher asfacilitator
answers questwrites tutorialsmakes exampleprovides links
..... (now try to d
makes auditsreads blogscontrols proje
designs the endesigns the glodesigns flexibl
evaluates
gives feedback
7. Learning within a community mau05-45
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7. Learning within a community
A
progress stimulation)d cognition)ctice adapted to
emory)
s of learners
t aware
l world”
atural types
sampler of arguments:
• members of a community tend to make better (peer intellectual & emotional help and mutual
• some goals can’t be reached alone (distribute• a group can develop special language and pra
specific problems• knowledge through enculturation (collective m• cognition is tied to experience (grounded)• communities can extend beyond formal group• a lot of learning is informal• good communities are knowledge managemen
Community “Realearning
7. Learning within a community mau05-46
N © TECFA 8/4/05
7.1 On-line virtual environments for communities
ocial presence)
Project,
related“stuff”
..
Activity
atural types
• A "place to be" ! (virtual environment implies s• Activity support• .... many sorts of virtual environments
reflection
fun
informations
exchangehelp
..
..... "presence"
open & freecommunication
7. Learning within a community mau05-47
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7.2.C3MS and support for creativity “elements”
blog
shoutbox
annotations
quiznalrt
ction
home pagework index
atural types
articlesforum
wiki
links
book
project tool
RSS feeds intellectualhelp
emotiosuppo
exploration
domainsupport
recognition
goalorientedness
refletransfer ?
identity
creativity
supporting
C3MSbricks
& engagement
variables
7. Learning within a community mau05-48
N © TECFA 8/4/05
7.3.LE design = landscaping & conditioning
leking
esponsivevironment:ation of work,her feedbackr interactionsat
atural types
structured& feasibleprojectsauthentic
projects
sharing &competition
fun &emotionalsupport
affordabwork & thin
tools
ren
reificteacpee
awareness:who is here,does what
what is new ...
Activities+ “life”
imitation
heart berhythm
& confrontation
7. Learning within a community mau05-49
N © TECFA 8/4/05
7.4.Other alternatives to C3MS as virtual environments
ies
ented virtualesborative
ion
(
atural types
Multi-user Dungeons (MUDs)and MMORPGs(*)
Immersive virtual realit
Augmrealiti
Combined multi-userenvironments 200?
Desk-top VR(VRML, gaming engines)
"communitybuilding"
collawork
direct experimentatconstructions
apprenticeshipprocedure learning
visualizationsConcept learningsome proc. learning
*)Massively multiplayer online role-playing games
8. Microworlds, simulations, rich exercising machines mau05-50
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8. Microworlds, simulations, rich exercising machines
other platform
E
atural types
• There is a rich variety• Can sometimes be imported into a LMS or an • Frequently used in technical teaching
xample: on-line syntax parserurl: http://www.latl.unige.ch/
9. Teleteaching mau05-51
N © TECFA 8/4/05
9. Teleteaching
9
esentations
of text chat
atural types
.1 Slides + voice applications
Window for slide pr
Video
Activation
User list anddiscussion mgmt.(voice chat)
(sometimes)
9. Teleteaching mau05-52
N © TECFA 8/4/05
9.2 Centra "virtual class solution" (MS only)
s &
atural types
discussionmanagement
Agenda(with slides)
Slides &Shared ApplicationShared Whiteboard
9. Teleteaching mau05-53
N © TECFA 8/4/05
9.3 Other alternatives
ens
atural types
• Mass market text and voice/video chat• e.g. MS Messenger
• High-end video-conferencing systems• Video/voice quality adapted to client• Application sharing (Microsoft)• Slide presentation management• Document camera• Special video rooms with feedback cameras/scre• ....
• Peer-to-peer groupware• e.g. Groove
10. CSCL (Computer supported collaborative learning) mau05-54
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10.CSCL (Computer supported collaborative learning)
atural types
• Collaborative learning can be very powerful• needs scenario-building (story-boarding)
1. Socio cognitive conflict2. alternative propositions3. (auto-)explanation4. interiorisation5. abstraction6. sharing of cognitive load7. mutual regulation8. negociation and co-construction
10. CSCL (Computer supported collaborative learning) mau05-55
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10.1.Locally made (at Tecfa)T
S
On the Web
(2) Discussion
(4) Discussion
atural types
he ArgueGraph scenario• Goal: Support conceptual
learningcenario:
1. Students answer survey
2. Discussion on summaryinformation
3. Collaborative fill in• Teacher selects opposite
pairs• Pairs argue and answer
survey again
4. Discussion
5. Synthesis (HomeWork)• Each student writes a text
(5) Synthesis
(1) Fill in
(3) Fill in together
10. CSCL (Computer supported collaborative learning) mau05-56
N © TECFA 8/4/05
The Iconometer
S
Icon
Frequency
Weight(confidence)
atural types
• Test icons used in web pages• Learn about multiple
meanings
cenario
1. Look at an icon
2. Formulate hypothesis• one or several• each with a confidence factor• total must not exceed 100%
3. Look at results• Look at each hypothesis• Look at summary information
4. Discuss ....
Existing
Add degreeof confidence(0-100%)
hypothesis
Addhypothesis
Edit ahypothesis
Analysis: A Plot
10. CSCL (Computer supported collaborative learning) mau05-57
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10.2.Platform Example: "Knowledge Forum"
ledgeforum.com/
atural types
Open Source and Freeware examples: DREW, CoolModes, ....
http://www.know
11. Groupware and CSCW mau05-58
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11.Groupware and CSCW
1ed before
ement
atural types
1.1Overview• Sometimes an alternative to the C3MS present
• less focus on system supported production• less community building features
• Typical features• document management: file-exchange, file manag• asynchronous communication tools (forums)• user management and access control
• Not so typical• (sometimes) application sharing• workflow support and roles definitions• less focus on system supported production
11. Groupware and CSCW mau05-59
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11.2.Typical example: BSCW - http://bscw.fit.fraunhofer.de/
atural types
12. Weblogs mau05-60
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12.Weblogs
gh "blogsphere"
gatorsr blogs
atural types
• Diary for interesting information and ideas• Propagation mechanisms of good ideas throu• Learn by "look", write, exchange, confront, ...
Syndication
CommentsList of otherblogs
Classification bydate and topic
by aggreBacktracksand othe(see that others
quote this)
13. Content & Document Management Systems mau05-61
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13.Content & Document Management Systemsthrough the web functionalityfor students
://www.spip.net/en source CMS
atural types
• A CMS can be used to edit & organize contents• Note: most LMS have simple (IMS/Scorm) CMS• A CMS can also be used as write-to-learn tool
http• op
14. The Wiki way mau05-62
N © TECFA 8/4/05
14.The Wiki way
1
Fysiwyg
to a page name)
S
ammers teams),
nfront, link)
nglish, many
atural types
4.1Definition and usage forms
eatures• Through the Web editing with simple markup or W• Autolinking of terms (each term that correspond • Versioning control and tracking
ome usage patterns
1. Collaborative documentation tool (e.g. progr• related to life-long and organizational learning
2. Students write (also: collaborate, discuss, co• Write-to-learn strategies• Support for exploratory, inquiry-based scenarios
3. Large collective encyclopedias• Useful for resource-based teaching scenarios• http://wikipedia.org/ has over 470’000 articles in E
versions in other languages.
14. The Wiki way mau05-63
N © TECFA 8/4/05
14.2Example: Biology teaching at High school level
iology,
task,
atural types
• Several long-term experiments: Ecology, NeurobAnatonomy, Reproduction, ...
• Each course was "story-boarded": distribution ofcollaborative and collective activities included.
15. The "help desk model" for life-long learning mau05-64
N © TECFA 8/4/05
15.The "help desk model" for life-long learning
ecialized
Peers
Specialists
t
atural types
Systems used: either C3MS portals, Groupware, sphelpdesk and knowledge management software.
Problem
Help desk
Knowledgebase
Tutorials
Forums/Chat
Learner
Answer
Commen
submit
consult
dispatch
.....
supportinfrastructure
add
add
15. The "help desk model" for life-long learning mau05-65
C © TECFA 8/4/05
III Conclusions
onclusions
Think !
Make scenarios(story boarding)
16. Three key elements mau05-66
C © TECFA 8/4/05
16.Three key elements
NOT constant)
ulations,ests, ....
onclusions
Focus on communication when you start delivery planning (costs are
Information
Communication Learning
(curricula, information webs,courseware, etc.)
tutoringco-learning
“drills”, simreadings, t
activity management
activities
monitoring, ...
projects,
17. Make sure that technology fits your needs mau05-67
C © TECFA 8/4/05
17.Make sure that technology fits your needs
IIw"
Teaching III"knowing-in-
action"
**
*
***
****
onclusions
Technology(is not innocent !!)
Teaching I"know-that"
Teaching"know-ho
E-learning Systems *** *Hypertext, Wikis, CMS
(exploring, reading) *** *
Groupware(help desk, discussion) * ***
Microworlds(exercising, simulating) ***
Hypertext, Wikis, CMS (producing, collaborating) ** *
C3MS * *CSCL * ***
17. Make sure that technology fits your needs mau05-68
C © TECFA 8/4/05
Technical standardsonstructivistity-based
etadataed text (XML)et formatsesign is under
arationS !)
ortals, services, portal bricks),MS & wikis,
d groupware, Systems,ystems, ......
onclusions
behavioristinstructionalist
socio-cactiv
Data
metadata,quizzing,
packaging,simple sequencing
learning design (new)learning objectives
mstructur
Intern(activity-d
prep
Systems
IMS compliant LearningContent & Management
Systems,Teleteaching
pweb
(API’s forUser C
isolateCSCW
CSCL S