2-ctm2-experience

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  • Main ideas come from the paper of Asensio-Pérez from 2008 in the First MUPPLE Workshop. This picture describes the first attempt of prototype following the architecture that was presented in the MUPPLE. This prototype has been done before GLUE! and have a lot of hardcoded and ad hoc elements. The main effort has been done in relating the learning design and the enactment of a CSCL situation. COLLAGE: Authoring tool based on Reload that supports the use of CLFPs INSTANCE COLLAGE: Tool for the management of roles and groups for its use with CLFPs DRUPAL: CONTENT MANAGEMENT SYSTEM .LRN: VLE + IMS-LD extension How does it work? 1.- (First step) The educator uses Collage to create a script following one of the CLFP 2.- The educator uses InstanceCollage to create the groups, recovering the information about the students from the VLE. That is .LRN 3.- The educator loads in Drupal the IMS-LD from Collage and the file from InstanceCollage. In this step the CSCL run is created in Drupal database as well as the tool instances. In this step instances can be also configured. 4.- The Unit Of Learning is deployed in .LRN by the educator. 5.- Later the students access to .LRN 6.- and use the tools integrated in .LRN
  • 1.- With InstanceCollage we first load the file created with Collage and 2.- Now we can edit the users that belong to each group and level of the pyramid. It is important to remark that we can replicate the pattern as many times as wishes. For this example, we have five pyramids with 10 groups and five supergroups. Therefore, we need to do the assignment of users five times, but the script should be make only once.
  • 1.- Load the zip with the run (referencing the instances that have been previously created and configured) and the users with another file.
  • Example in Moodle with GLUE!
  • This is an experience that has been carried out with real students in a real course in the Telecommunication Degree of the University of Valladolid. Until now I have just spoken about integrating external tools in VLEs with GLUE!. But GLUE!, do not provide, for the moment, any additional support to the design of learning situations beyond the one provided by the VLEs. The CTM2 experience was carried out with a former prototype of GLUE! that allows the deployment of learning designs that have been created with the Collage in the VLE .LRN. I will be back on this later.
  • 2-ctm2-experience

    1. 1. CTM2 experience UNIVERSITY OF VALLADOLID GSIC/EMIC http://gsic.tel.uva.es Juan I. Asensio-Pérez, Carlos Alario-Hoyos, Miguel L. Bote-Lorenzo, Eduardo Gómez-Sánchez, Guillermo Vega-Gorgojo, Adolfo Ruiz-Calleja July 2010
    2. 2. CTM2 experience <ul><li>This is an experience that has been carried out with real students in a real course in the Telecommunication Degree in the University of Valladolid. </li></ul><ul><li>It involves: </li></ul><ul><ul><li>Learning Design </li></ul></ul><ul><ul><li>Enactment </li></ul></ul>
    3. 3. CTM2 experience <ul><li>Telematics Complements II (CTM2) </li></ul><ul><ul><li>Degree of Telecommunication Engineering. </li></ul></ul><ul><ul><li>5th year. Optional course. </li></ul></ul><ul><ul><li>2 sessions of 2 hours weekly (4 months). </li></ul></ul><ul><ul><li>Combines theoretical and laboratory sessions. </li></ul></ul><ul><ul><li>General Purpose: To understand the manage of network information systems and their alternatives. </li></ul></ul>
    4. 4. CTM2 experience <ul><li>CSCL situation: review some basic acronyms from the course and the relationships among them. </li></ul><ul><ul><li>25 acronyms. </li></ul></ul><ul><ul><li>2 sessions of 2 hours. </li></ul></ul><ul><ul><li>22 students. </li></ul></ul><ul><ul><li>On-site students in the same room. </li></ul></ul><ul><ul><li>Designing through the Collage IMS-LD compliant authoring tool [Hernandez-Leo:06] </li></ul></ul><ul><ul><li>Particularization of users to the IMS-LD script with InstanceCollage [Villasclaras-Fernández:09]. </li></ul></ul><ul><ul><li>Using the VLE .LRN. </li></ul></ul><ul><ul><li>Prototype follows the architecture presented in [Asensio-Pérez:08]. </li></ul></ul><ul><ul><li>Using different software tools: </li></ul></ul><ul><ul><ul><ul><li>Google Docs </li></ul></ul></ul></ul><ul><ul><ul><ul><li>MediaWiki </li></ul></ul></ul></ul><ul><ul><ul><ul><li>Dabbleboard </li></ul></ul></ul></ul>
    5. 5. Design of CTM2 experience <ul><li>Pyramid CLFP (two levels) </li></ul><ul><ul><li>First level: 10 groups (2-3 students/group) </li></ul></ul><ul><ul><li>Second level: 5 supergroups (2 groups/spgroup) </li></ul></ul><ul><li>Stages: </li></ul><ul><ul><li>First stage (groups). </li></ul></ul><ul><ul><ul><ul><li>Classification of the acronyms justifying the main decisions. </li></ul></ul></ul></ul><ul><ul><ul><ul><li>Dabbleboard whiteboard and chat, and MediaWiki page </li></ul></ul></ul></ul><ul><ul><li>Second stage (groups). </li></ul></ul><ul><ul><ul><ul><li>Read the MediaWiki pages of other groups and give feedback. </li></ul></ul></ul></ul><ul><ul><ul><ul><li>Read the comments of your partners in your MediaWiki page. </li></ul></ul></ul></ul><ul><ul><li>Third stage (supergroups) </li></ul></ul><ul><ul><ul><ul><li>Propose a final classification with a brief presentation of the main decisions and problems. </li></ul></ul></ul></ul><ul><ul><ul><ul><li>Dabbleboard whiteboard and Google Presentations </li></ul></ul></ul></ul>
    6. 6. Technological support <ul><li>COLLAGE: Authoring tool based on Reload that supports the use of CLFPs </li></ul><ul><li>INSTANCE COLLAGE: Tool for the management of roles and groups for its use with CLFPs </li></ul><ul><li>DRUPAL: Content Management System </li></ul><ul><li>.LRN: VLE + IMS-LD extension </li></ul><ul><li>The prototype has been developed before GLUE! and have a lot of hardcoded and ad hoc elements. </li></ul>
    7. 7. Technological support <ul><li>How does it work? (see also next slide) </li></ul><ul><ul><li>1.- The educator uses Collage to create a script following one of the CLFP that are available in this authoring tool. </li></ul></ul><ul><ul><li>2.- The educator uses InstanceCollage to create the groups, retrieving the information about the students from the VLE. In this prototype the VLE is .LRN </li></ul></ul><ul><ul><li>3.- The educator loads in Drupal the IMS-LD from Collage and the file from InstanceCollage. In this step the CSCL run is created in Drupal database as well as the tool instances. In this step instances of the different tools for each group can be also configured. </li></ul></ul><ul><ul><li>4.- The Unit Of Learning that is created after creating and configuring instances is deployed in .LRN by the educator. </li></ul></ul><ul><ul><li>5.- The students log in to .LRN </li></ul></ul><ul><ul><li>6.- The students use the tools integrated in .LRN </li></ul></ul>
    8. 8. Technological support 1 2 3 4 5 6 IMS-LD extension
    9. 9. Screenshots. Collage (I) 1.- Select the CLFP (pyramid) and the number of levels
    10. 10. Screenshots. Collage (II) 2.- Write the title, the aims and the prerequisites of the CSCL situation
    11. 11. Screenshots. Collage (III) 3.- Describe the resources and services that are going to be used (e.g. Shared Whiteboard, MediaWiki page, Presentation tool), and the ID to relate each tool with the information stored in the Tool Internal Registry.
    12. 12. Screenshots. Collage (IV) 4.- There is a two-level pyramid with the groups and supergroups. Now, activities in each of the levels of the pyramid are described.
    13. 13. Screenshots. Collage (V) 5.- Tools that will be used in each level are selected. These tools have been previously defined as services in Collage and are stored in the Drupal tool internal registry.
    14. 14. Screenshots. Collage (VI) 6.- A IMS-LD Zip file with the LD is saved locally
    15. 15. Screenshots. InstanceCollage (I) 1- The IMS-LD Zip is loaded in InstanceCollage. Now users In each group and in each level can be edited. Each pattern can be replicated as many times as wished. There are five pyramids with 10 groups and five supergroups. Therefore, the assignment of users is done five times, but the IMS-LD script is only made once.
    16. 16. Screenshots. InstanceCollage (II) 2.- The user names are loaded from the VLE (.LRN). This is done automatically by including a piece of ad hoc software in Instance Collage.
    17. 17. Screenshots. InstanceCollage (III) 3.- The users that will form each group are added. Finally, different files with each of the CLFPs are generated.
    18. 18. Screenshots. Drupal (I) A specific “Tool Manager module” has been developed for Drupal with the aim of allowing the creation an configuration of tool instances. 1.- The VLE and the course where the script will be deployed is selected
    19. 19. Screenshots. Drupal (II) 2.- The files from Collage and from Instance Collage are loaded (Unit of Learning and Group Definition File).
    20. 20. Screenshots. Drupal (III) 3.- The activities can be configured (1 st stage: Groups proposal; 2 nd stage Review previous work. 3 rd stage. Supergroup proposal)
    21. 21. Screenshots. Drupal (IV) 4.- Creation and configuration of tool instances. (e.g. MediaWiki page, configuring the title and the initial text)
    22. 22. Screenshots. Drupal (V) 5.- Deploy runs and save the new file that contains the URIs with the configured instances in the Drupal database.
    23. 23. Screenshots. dotLRN (I) 1.- Load the zip file with the run (containing the references to the tool instances), and the Group Definition File
    24. 24. Screenshots. dotLRN + Dabbleboard 2.- Students their Dabbleboard instance in .LRN
    25. 25. Screenshots. dotLRN + MediaWiki 3.- Students their MediaWiki instance in .LRN
    26. 26. Screenshots. dotLRN + Google Docs 4.- Students their Google Presentation instance in .LRN
    27. 27. Conclusions <ul><li>CTM2 experience </li></ul><ul><ul><li>Design and enactment of a CSCL situation. </li></ul></ul><ul><ul><li>Considering groups and roles defined by the educator. </li></ul></ul><ul><ul><li>Integrating external tools </li></ul></ul><ul><ul><li>Allows the possibility to give feedback in real time to the students. </li></ul></ul><ul><ul><li>The enactment of this experience can be currently replicated with GLUE! using the design provided by the VLE. </li></ul></ul>
    28. 28. References <ul><li>Hernández-Leo, D. ,   Villasclaras-Fernández, E.D. ,   Jorrín-Abellán, I.M. ,   Asensio-Pérez, J.I. ,   Dimitriadis, Y. ,   Ruiz-Requies, I. ,   Rubia-Avi, B.   Collage, a Collaborative Learning Design Editor Based on Patterns   Special Issue on Learning Design, Educational Technology & Society . 9(1):58-71, January 2006. </li></ul><ul><li>Villasclaras-Fernández, E.D. ,  Hernández-Gonzalo, J.A.,   Hernández-Leo, D. ,   Asensio-Pérez, J.I. ,   Dimitriadis, Y. ,   Martínez-Monés, A.   InstanceCollage: A Tool for the Particularization of Collaborative IMS-LD Scripts   Special Issue on New Directions in Advanced Learning Technologies. Educational Technology & Society . 12(4):56-70, October 2009. </li></ul><ul><li>Asensio-Pérez, J.I. ,   Bote-Lorenzo, M.L. ,   Vega-Gorgojo, G. ,   Dimitriadis, Y. ,   Gómez-Sánchez, E. ,   Villasclaras-Fernández, E.D.   Adding mash-up based tailorability to VLEs for scripted Collaborative Learning   Proceedings of the First International Workshop on Mashup Personal Learning Environments , (MUPPLE08), 14-17, Maastricht, The Netherlands, September 2008. </li></ul>
    29. 29. CTM2 experience UNIVERSITY OF VALLADOLID GSIC/EMIC http://gsic.tel.uva.es Juan I. Asensio-Pérez, Carlos Alario-Hoyos, Miguel L. Bote-Lorenzo, Eduardo Gómez-Sánchez, Guillermo Vega-Gorgojo, Adolfo Ruiz-Calleja July 2010

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