Educational patterns as a guide to create units of learning and assessment Davinia Hernánez-Leo 1 , Patricia Santos 1 , Eloy D. Villasclaras-Fernández 2 , Toni Navarrete 1 , Juan I. Asensio-Pérez 2 , Josep Blat 1 , Yannis Dimitriadis 2 1 Interactive Technology Group, Universitat Pompeu Fabra 2 Cooperative and Intelligent Systems Group, University of Valladolid ICALT Santander, Spain, July 2008 http://gsic.tel.uva.es http://gti.upf.edu

Introduction Collage IMS LD editor based on CLFPs Beyond IMS LD and CLFPs Conclusion Contents

Introduction

Collage IMS LD editor based on CLFPs

Beyond IMS LD and CLFPs

Conclusion

Introduction (I) Creation of learning materials compliant to technology specs (e.g., IMS LD, IMS QTI) is time consuming and complex for teachers lack guidance to find appropriate educational solutions that solve their educational needs Other problems at other stages of the life-cycle, out of the scope of this presentation Proposal: use of patterns in the step that covers requirement analysis and design/authoring of units of learning and assessment

Creation of learning materials compliant to technology specs (e.g., IMS LD, IMS QTI)

is time consuming and complex for teachers

lack guidance to find appropriate educational solutions that solve their educational needs

Other problems at other stages of the life-cycle, out of the scope of this presentation

Proposal: use of patterns in the step that covers requirement analysis and design/authoring of units of learning and assessment

Collaborative Learning Flow Patterns Broadly accepted techniques repetitively used by practitioners ( best /good practices ) when structuring the flow of types of CL activities Formulated as patterns for the design of (potentially effective) CSCL scenarios (scripts) so that they can be reused in different situations / content / disciplines (particularized according to their concrete necessities)

Broadly accepted techniques repetitively used by practitioners ( best /good practices ) when structuring the flow of types of CL activities

Formulated as patterns for the design of (potentially effective) CSCL scenarios (scripts)

so that they can be reused in

different situations / content / disciplines

(particularized according to their concrete necessities)

Jigsaw CLFP … Problem: The collaborative learning flow should enable the resolution of a complex problem/task that can be easily divided into sections or independent sub-problems (…) Solution: Each participant in a group (“Jigsaw Group”) studies a particular sub-problem. The participants of different groups that study the same problem meet in an “Expert Group” for exchanging ideas . These temporary groups become experts in the section of the problem given to them. At last, participants of each “Jigsaw group” meet to contribute with its “expertise” in order to solve the whole problem. …

…

Problem:

The collaborative learning flow should enable the resolution of a complex problem/task that can be easily divided into sections or independent sub-problems (…)

Solution:

Each participant in a group (“Jigsaw Group”) studies a particular sub-problem. The participants of different groups that study the same problem meet in an “Expert Group” for exchanging ideas . These temporary groups become experts in the section of the problem given to them. At last, participants of each “Jigsaw group” meet to contribute with its “expertise” in order to solve the whole problem.

…

Collage authoring tool (COLlaborative LeArning desiGn Editor) http://gsic.tel.uva.es/collage (Graphic-based high-level specialized authoring tool for collaborative learning. Based on Reload. IMS-LD level A compliant)

(Graphic-based high-level specialized authoring tool for collaborative learning. Based on Reload. IMS-LD level A compliant)

Sample creation of a script (I) “ CTM2” script (applied in the “Network Management” case study) Optional undergraduate course on Network Management technologies Teacher I want to design a collaboration script that guides the students in the collaborative understanding of a complex long technical paper that can be divided into 3 different sections (3 versions of a network management protocol). I want the students to discuss and reach agreement on the main ideas of the paper…

“ CTM2” script (applied in the “Network Management” case study)

Optional undergraduate course on Network Management technologies

Sample creation of a script (II) Selecting the CLFPs Checking educational benefits, types of problems, complexity Reading information and examples

Checking educational benefits, types of problems, complexity

Reading information and examples

Authoring a CLFP-based LD Combining the CLFPs Sample creation of a script (III)

Combining the CLFPs

Sample creation of a script (IV) Authoring a CLFP-based LD Refining the CLFPs

Refining the

CLFPs

Beyond IMS LD and CLFPs Not only patterns at the level of (structuring) the learning flow Also at the level of activities, resources Not only patterns devoted to design “learning processes” Patterns of assessment Not only IMS LD Also IMS QTI for test-based assessment

Not only patterns at the level of (structuring) the learning flow

Also at the level of activities, resources

Not only patterns devoted to design “learning processes”

Patterns of assessment

Not only IMS LD

Also IMS QTI for test-based assessment

Pattern for assessment at the activity level “ Random selection” pattern Problem: Task distribution among the members of a group often hinders the global understanding of the complete activity. It also implies the risk that one of the members does not contribute to the activity as expected and relies in their partners for their realization. Solution: Foster individual accountability of all the members of a group by assessing the activity randomly selecting one of the members of the group . S/he should ask on behalf of the whole group and the qualification is shared . In this way, students’ motivation for helping each other in understanding the tasks also increases.

“ Random selection” pattern

Problem:

Task distribution among the members of a group often hinders the global understanding of the complete activity. It also implies the risk that one of the members does not contribute to the activity as expected and relies in their partners for their realization.

Solution:

Foster individual accountability of all the members of a group by assessing the activity randomly selecting one of the members of the group . S/he should ask on behalf of the whole group and the qualification is shared . In this way, students’ motivation for helping each other in understanding the tasks also increases.

Pattern for assessment at the resource level “ self-evaluation of graphical exploration skills” pattern Problem: In some learning areas the teacher has the need to use models representing realistic structures (e.g. the human body) The problem becomes when the teacher wants to evaluate the exploration skills of their students using this structures in an eQuestionnarie . Solution: Use integrated multimedia graphic tools which allow exploration interaction in your test-items . This type of tool has to enable students some different movements over a graphic as a zoom, drag, draw, spatial (x,y,z) movements, etc. The teacher will have to make an instrumentalization of the ( web 2.0 ) tool, adding or hiding information, selecting important sections, saving the data about the executed actions, etc.

“ self-evaluation of graphical exploration skills” pattern

Problem:

In some learning areas the teacher has the need to use models representing realistic structures (e.g. the human body) The problem becomes when the teacher wants to evaluate the exploration skills of their students using this structures in an eQuestionnarie .

Solution:

Use integrated multimedia graphic tools which allow exploration interaction in your test-items . This type of tool has to enable students some different movements over a graphic as a zoom, drag, draw, spatial (x,y,z) movements, etc. The teacher will have to make an instrumentalization of the ( web 2.0 ) tool, adding or hiding information, selecting important sections, saving the data about the executed actions, etc.

E.g., Google maps integrated in QTI New forms of interaction in IMS QTI for graphical exploration ( Choice, Order, OneClick, LinesInPolygon, DragableMarkers ) Implemented edition and runtime support Video: http://www.sled.upf.edu/activities/videos/Demo_Exam_qti_gmaps/Demo_Exam_qti_gmaps.html

New forms of interaction in IMS QTI for graphical exploration ( Choice, Order, OneClick, LinesInPolygon, DragableMarkers )

Implemented edition and runtime support

Video: http://www.sled.upf.edu/activities/videos/Demo_Exam_qti_gmaps/Demo_Exam_qti_gmaps.html

Conclusion Our statement: patterns are useful in the process of designing units of learning and assessment : Different types of patterns: learning flow, assessment activity, assessment test-based resource Can be implemented with IMS LD, QTI, extended QTI to interoperate with external Web2.0-like services (and other tooling…) At the moment working on: Incorporation of assessment patterns in Collage ( webCollage! ) http://ulises.tel.uva.es/~evilfer/wc/ Evaluating the pattern “self-evaluation of graphical exploration skills”

Our statement: patterns are useful in the process of designing units of learning and assessment :

Different types of patterns: learning flow, assessment activity, assessment test-based resource

Can be implemented with IMS LD, QTI, extended QTI to interoperate with external Web2.0-like services (and other tooling…)

At the moment working on:

Incorporation of assessment patterns in Collage ( webCollage! )

http://ulises.tel.uva.es/~evilfer/wc/

Evaluating the pattern “self-evaluation of graphical exploration skills”

http://gsic.tel.uva.es/ collage http:// gsic .tel. uva .es http:// gti . upf .edu Eloy D. Villasclaras-Fernández [email_address] Davinia Hernández-Leo [email_address] Patricia Santos [email_address] Thank you!