November 2013
IMS Learning Design for CSCL
•

Customizable, interoperable vs. “hardwired” implementations

-

Study of the IMS Learning ...
From the perspective of teachers
•

Two problems:

-

Teacher not familiar with computational representations
Teachers man...
Design process, authoring tool
•
•

Design process based on
patterns (CLFPs), as IMS-LD
templates: can be selected,
combin...
Embedding assessment activities
•

As embedded activities
in the learning flow

-

Integration model
Assessment patterns
E...
Embedding assessment activities
•

Interoperability of IMS LD with IMS QTI

-

In traditional Test-based activities

-

Al...
Teacher communities, multiple
types of learning designs
Combined support and mechanisms for:

-

the social sharing and co...
Towards an Integrated Learning
Design Environment (ILDE)

Hernández-Leo, D.; Chacón, J., Prieto, J.P., Asensio-Pérez, J.I....
First prototype of the ILDE available
http://ilde.upf.edu
The ILDE supports cooperation within a "Learning design" communi...
Current work

• 3 pilots
• Understand relevance of use cases in other contexts
• Towards 2n version of the ILDE
• Ongoing ...
Departament de Tecnologies de la
Informació i les Comunicacions,
Universitat Pompeu Fabra
http://gti.upf.edu

11
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Learning design-daviniahl-nov2013

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Summary of previous work (selection) and current interests around learning design

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  • Learning design-daviniahl-nov2013

    1. 1. November 2013
    2. 2. IMS Learning Design for CSCL • Customizable, interoperable vs. “hardwired” implementations - Study of the IMS Learning Design specification for expressing CSCL macro-scripts mechanisms www.imsglobal.org Coded cases that significantly featured the requirements (macroscripts in the literature, CL best practices: Jigsaw, Pyramid, Simulation, Think-Pair-Share…) possibilities of the notation (LD elements and attributes) limitations, pointing out the need of specifying the group-services supporting the activities - Hernández-Leo, D., Asensio-Pérez, J.I., Dimitriadis, Y. (2005) Computational Representation of Collaborative Learning Flow Patterns Using IMS Learning Design. Educational Technology & Society, 8(4), 75-89. - Hernández-Leo, D., et al. (2005) Reusing IMS-LD formalized best practices in collaborative learning. International Journal on Advanced Technology for Learning, 2(3), 223-232. -Hernández-Leo, D., Burgos, D., Tattersall, C., Koper, R. (2007) Representing Computer-Supported Collaborative Learning macro-scripts using IMS Learning Design. European Conference on Technology-Enhanced Learning, Creta, Greece. - EuroNeumann, S., Klebl, M., Griffiths, D., Hernández-Leo, D., Fuente, L., Hummel, H., Brouns, F., Derntl, M., Oberhuemer, P. (2010) Report of the Results of an IMS Learning Design Expert Workshop, International Journal of Emerging Technologies in Learning, 5(1), 58-72. 2
    3. 3. From the perspective of teachers • Two problems: - Teacher not familiar with computational representations Teachers many not be experts in (CS)CL JIGSAW COLLABORATIVE LEARNING FLOW PATTERN Problem: Groups of students face the resolution of a The create-by-reuse framework Different approaches of re-using preexisting design solutions and associated design processes CSCL scripting pattern language Capturing the experience reported in the literature Special focus on CL practices formulated as CL Flow Patterns complex task/problem that can be easily divided… Solution: Structure the learning flow so that… Introductory individual (or initial group) activity Collaborative activity around the sub-problem (Expert Groups) Collaborative activity around the problem and solution proposal (Jigsaw Groups) - Hernández-Leo, D., Harrer, A., Dodero, J.M., Asensio-Pérez, J.I., Burgos, D. (2007) A Framework for the Conceptualization of Approaches to “Create-by-Reuse” of Learning Design Solution. Journal of Universal Computer Science, 13(7), 991-1001. - Hernández-Leo, D., et al. (2006) CSCL scripting patterns: hierarchical relationships and applicability. In: Proceedings of the 6th IEEE International Conference on Advanced Learning Technologies, Kerkrade, The Netherlands, pp. 388-392. -Hernández-Leo, D., et al. (2010) Generating CSCL Scripts: From Pattern Languages to the Design of Real Scripts. In: Goodyear P.; Retalis, S. (eds.). Technology-Enhanced Learning, Design patterns and pattern languages, Sense Publishers, 3 Series Technology-Enhanced Learning, 49-64.
    4. 4. Design process, authoring tool • • Design process based on patterns (CLFPs), as IMS-LD templates: can be selected, combined, refined Implemented in the editor - Hernández-Leo, D., et al. (2006) Collage, a Collaborative Learning Design Editor Based on Patterns. Educational Technology & Society, 9(1), 58-71. 4
    5. 5. Embedding assessment activities • As embedded activities in the learning flow - Integration model Assessment patterns Extended design process and visualization Web Collage - Villasclaras, E.D., Hernández-Leo, D., et al. (2009) Incorporating assessment in a pattern-based design process for CSCL scripts. Computers in Human Behavior, 25(5), 1028-1039. - Villasclaras E.D., Hernández-Leo, D., et al. (2011) Linking CSCL script design patterns: connections between assessment and learning patterns. In: Kohls, C; Wedekind, J.; (eds.). Investigations of e-learning patterns: context factors, problems and solutions, IGI Global Publishing, 72-85. 5
    6. 6. Embedding assessment activities • Interoperability of IMS LD with IMS QTI - In traditional Test-based activities - Also extending the interaction contexts of question-items and test representations (scores of tests can affect the learning flow) - Application to Web Maps QTIMaps: Answering test questions interacting with maps (drawing, ordering markers, etc.) QuesTInSitu: Routes of geo-located questions - Santos, P., Hernández-Leo, D., Pérez-Sanagustín, M., Blat, J. (2012) Modeling the Computing Based Testing domain extending IMS QTI: a Framework, models and exemplary implementations, 28, 1648–1662 6
    7. 7. Teacher communities, multiple types of learning designs Combined support and mechanisms for: - the social sharing and co-edition of learning design solutions within closed communities of teachers - integration of existing web learning design editors Several iterations, controlled and real studies: - Integrated Human Biology courses (UPF), Biologia en Context (network of Catalan high schools), Integrated Journalism course (UPF) … - Hernández-Leo, D., et al. (2011) LdShake: Learning design solutions sharing and co-edition, Computers & Education, 57(4), 2249-2260. 7
    8. 8. Towards an Integrated Learning Design Environment (ILDE) Hernández-Leo, D.; Chacón, J., Prieto, J.P., Asensio-Pérez, J.I., Derntl, M..; Towards an Integrated Learning Design Environment. In: Proceedings of 8th European Conference on Technology Enhanced Learning, EC-TEL 2013, Paphos, Cyprus, September 2013, LNCS 8095, pp. 448–453. 8
    9. 9. First prototype of the ILDE available http://ilde.upf.edu The ILDE supports cooperation within a "Learning design" community in which its members share and co-create multiple types of learning design solutions (LdS) covering the complete lifecycle:  from conceptualizing (working on/with starting points for designs; this type of LdS may facilitate the understanding of the context and the expected users, or may deal with abstractions and drafts around design elements and their interconnections),  to authoring (producing a detailed definition of a learning design which is ready to be used with learners),  and implementing (applying an authored learning design with a particular group of students using a specific virtual learning environment and set of tools). The ILDE integrates existing learning design tools, including LdShake, OULDI templates, WebCollage, and Glue!PS. Current development work towards the second prototype includes the integration of OpenGLM.
    10. 10. Current work • 3 pilots • Understand relevance of use cases in other contexts • Towards 2n version of the ILDE • Ongoing PhD Thesis, Jonathan Chacón: • Life of designs or “learning design family” • Support “learning design projects” 10
    11. 11. Departament de Tecnologies de la Informació i les Comunicacions, Universitat Pompeu Fabra http://gti.upf.edu 11

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