Weaving the web weinberger hadas cohen-vaks dan_brunel2010

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Weaving the web weinberger hadas cohen-vaks dan_brunel2010

  1. 1. Dr. Hadas Weinberger, Dan-Kohen-VacsDepartment of Instructional Systems,Holon Institute of Technology, IsraelE-mail: [hadasw[@]hit.ac.il]
  2. 2. AgendaInstructing collaborative learning withGoogle WaveTheoretical frameworkGWaCoL – Google Wave-basedcollaborative learning at a glance The architecture Extracts from an example scenario Further development goals Weinberger & Kohen-Vacs, Brunel, UK, 2010 2
  3. 3. The visionIn Tribute to:“..The originaldesign andultimate destinyof the WorldWide Web..” Weinberger & Kohen-Vacs, Brunel, UK, 2010 3
  4. 4. Dynamic, adaptive learning http://twitter.com/GrahamAttwellWeinberger & Kohen-Vacs, Brunel, UK, 2010 4
  5. 5. Mashup opportunitiesGWave a serves as an umbrella application – facilitatingand hosting an integrated approach to Web 2.0 tools: social networking, podcasting, wikis, blogging (e.g., Bloggy), video sharing, screencasting, dynamic survey (e.g., Polly) via robots & open API-based embedded gadgetsIntegrating Web services into: courses, education &beyondA window of opportunity for domain independent onlinecommunities – knowledge sharing and reuse: Enabling the provision of Web-based cooperative learning, e.g., realizing pedagogical scenarios; design & development of Learning Objects Weinberger & Kohen-Vacs, Brunel, UK, 2010 5
  6. 6. Instructing Collaborative learning with G-WaveProject’s goals: Encouraging ease-of use & service oriented approach to the use of Web 2.0 tools An upper-level ontology of pedagogical scenarios, learning goals & learners’ types Run-time embedded plugin in GWave environment A model and a skeletal methodology for the management of a learning scenario (i.e., that is integrated in the GWave architecture) Instantiation of this model demonstrated by example scenarios Weinberger & Kohen-Vacs, Brunel, UK, 2010 6
  7. 7. Modelling: an architecture of upper-level ontologiesFollowing notions from: An ontology of Organizational Memory (Weinberger, Te`eni and Frank, 2008) HCI Research notions of user’s role in online communities, the user as a reader, contributor and a leader (Preece & Shneiderman, 2009) Designated ontologies of G-Wave-enabled technologies and of pedagogical concepts (collaborative models , CSCL scripts, learning activities, learner types & goals) Weinberger & Kohen-Vacs, Brunel, UK, 2010 7
  8. 8. Example classes in a Script Ontology*Constructs Means: tools activities and procedures Activities: e.g., editing, writing, searching Procedures: e.g., group partition, role assignment Content: on-going content development Resources : e.g., Digital Libraries (Project Gutenberg, Google Book Search, the Internet Archive, the World Digital Library) Search engines BP Data Bases: E.g., MERLOT Actors – by role (e.g., Social Structure Definition) *following: Weinberger et al., 2009 Weinberger & Kohen-Vacs, Brunel, UK, 2010 8
  9. 9. CSCL motivationStructure collaborative learning foster the emergence of knowledge-productive interactions such as argumentation, explanations and mutual regulation suggesting a pedagogical model for the design of designated scripts Chronological documentation of the inquiry process Graphical Representation of Content and activities User-friendly (easily accessible) collaborative editing – inquiry and reflection Weinberger & Kohen-Vacs, Brunel, UK, 2010 9
  10. 10. GWaCol – at a glance: The Methodological coreDetermining the learning goalMapping the learning goal to the appropriatepedagogical model –Enacting a collaborative pedagogical script –Applying a series of rules that help assess thecollaborative learning script in accordance with thelearning goals. Weinberger & Kohen-Vacs, Brunel, UK, 2010 10
  11. 11. GWaCol at a glance: The Architecture GWAVE Environment Wave HCI: GWaCol AS3* Applications’ information Gadget Stages 1 - n Embedding ActivityEmbedde d API, XML e.g., Activity Yahoo Directory Ontology-driven Maps architecture *Action Script 3 Weinberger & Kohen-Vacs, Brunel, UK, 2010 11
  12. 12. Example scenario – stage 1Pedagogicalperspective:Collaborative learningCompliant withpedagogical scriptsTechnologicalperspective:Embedded APIUsing a host of Web-based applications Weinberger & Kohen-Vacs, Brunel, UK, 2010 12
  13. 13. Example scenario – stage 2 Weinberger & Kohen-Vacs, Brunel, UK, 2010 13
  14. 14. Example scenario – stage 3 Weinberger & Kohen-Vacs, Brunel, UK, 2010 14
  15. 15. Further development goalsSystem-technological perspective: Pursuing the applications’ opportunities – embedding current services- featuresTheory- ontological perspective: Following ontology guidelines – enhancing activity opportunitiesPedagogical perspective: Developing Interaction & scenarios’ features; following pedagogical scenario s (e.g., role-play, group inquiry, problem solving, competition, reaching to agreement, etc.) Advising Best practices Weinberger & Kohen-Vacs, Brunel, UK, 2010 15
  16. 16. Weinberger & Kohen-Vacs, Brunel, UK, 2010 16
  17. 17. Towards an ontology of Learner types Weinberger & Kohen-Vacs, Brunel, UK, 2010 17
  18. 18. Pursuing the applications’opportunities Weinberger & Kohen-Vacs, Brunel, UK, 2010 18
  19. 19. Pursuing the applications’opportunities (2) Weinberger & Kohen-Vacs, Brunel, UK, 2010 19
  20. 20. Google SearchGoogle Results
  21. 21. WikyBot Useinstructions QueryResult formWikipedia
  22. 22. GWaCol features and optionsby example Activities: Google wave Question answering; collaborative features: editing and responding Semi-structured Interface to questionnaires, Graphical representation of task and objects Discussing, writing, Forming groups editing documents Representation of Reading, editing & interaction writing wiki, Providing feedback Lecturing (ppt), using Scripting the collaboration video Weinberger & Kohen-Vacs, Brunel, UK, 2010 22
  23. 23. G-Wave Open API: a window ofopportunitiesAPI Name Languages DescriptionRobot java, python A robot is an automated participant on wave. A robot can read the contents of a wave in which it participates, modify the waves contents, add or remove participants, and create new blips and new waves.Gadgets xml, can be used with any other application Gadgets have emerged as the standard way to that creates xml. Can be either action script or embed non-trusted code in Google web even .net applications.Embed javascript Developers can enhance their existing web applications by embedding Google Wave directly in their applicationExtension Embedded in the wave environment Extension manifests are XML files that define how extensions hook into the Google Wave Client and how they behave. Extensions installer can install the gadgets that are created in the wave. Weinberger & Kohen-Vacs, Brunel, UK, 2010 23
  24. 24. ‘Find the Treasure’ Scenario –indicating With technologies, learner types and activities1. Instructor opens new Google Wave (GW) for each group of students [using Google Wave environment].2. Instructor inserts Learning Gadget [using Add Gadget by URL] into the GW and sends to students.3. Students of each group enter the GW, check in [using checkboxes], and watch instructions movie.4. Students receive new riddle to read.5. Students search for answers [using Google Search Gadget; Wikybot] {Learner Type: creative learner} | Activities: rediscover theories, self-inquiry, experiments, research, build model |6. Students deliberate about found answers to decide on final answer [using GW blips/chat; shared google document via iFrame Gadget] {Learner Type: social learner} | Activities: group work, deliberation, investigation rationale |7. Students type answer in the Learning Gadget. If true – the map shows location and new riddle appears. If false – a message appears to encourage re-consulting the group about the solution.
  25. 25. Contextualized Tag Cloud http://www.pontydysgu.org/ Weinberger & Kohen-Vacs, Brunel, UK, 2010 25
  26. 26. AcknowledgementsThis research builds on our experience with a projectconducted at the department of Instructional Systemsat HIT, Israel. We wish to thank all participatingstudents: Basmat Cohen, Yaniv Hemi, Tal Goldenberg-Keren and Maya Mintz for their cooperation andmotivation. Weinberger & Kohen-Vacs, Brunel, UK, 2010 26
  27. 27. Thank youWeinberger & Kohen-Vacs, Brunel, UK, 2010 27

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