InstructionalandTechnicalFrameworks for Online...

© 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

http://tecfa.unige.ch/tecfa-people/schneider.html

http://tecfa.unige.ch/

http://tecfa.unige.ch/tecfa-people/schneider.html

© 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, ....


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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.)


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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


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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


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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


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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


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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


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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


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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 worry
oo much for you ? Let’s rather look at "natural t


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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)

3. What’s out there ? What do people really use ? mau05-22

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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


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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

5. Main stream "e-learning" mau05-27

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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/

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.


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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


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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:

http://tecfaseed.unige.ch/door/

http://tecfa.unige.ch/proj/seed/catalog/


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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 types
t

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


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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


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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


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


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

N © TECFA 8/4/05

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/

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)


N © TECFA 8/4/05

9.2 Centra "virtual class solution" (MS only)

s &

atural types

discussionmanagement

Agenda(with slides)

Slides &Shared ApplicationShared Whiteboard


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

N © TECFA 8/4/05

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


N © TECFA 8/4/05

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


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


N © TECFA 8/4/05

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

N © TECFA 8/4/05

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

N © TECFA 8/4/05

11.2.Typical example: BSCW - http://bscw.fit.fraunhofer.de/

atural types

http://bscw.fit.fraunhofer.de/

12. Weblogs mau05-60

N © TECFA 8/4/05

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

N © TECFA 8/4/05

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

http://www.spip.net/

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.

http://wikipedia.org/

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

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