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Project-based Collaborative Learning Environment with Context-aware Educational Services
Project-based Collaborative Learning Environment with Context-aware Educational Services
Project-based Collaborative Learning Environment with Context-aware Educational Services
Project-based Collaborative Learning Environment with Context-aware Educational Services
Project-based Collaborative Learning Environment with Context-aware Educational Services
Project-based Collaborative Learning Environment with Context-aware Educational Services
Project-based Collaborative Learning Environment with Context-aware Educational Services
Project-based Collaborative Learning Environment with Context-aware Educational Services
Project-based Collaborative Learning Environment with Context-aware Educational Services
Project-based Collaborative Learning Environment with Context-aware Educational Services
Project-based Collaborative Learning Environment with Context-aware Educational Services
Project-based Collaborative Learning Environment with Context-aware Educational Services
Project-based Collaborative Learning Environment with Context-aware Educational Services
Project-based Collaborative Learning Environment with Context-aware Educational Services
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Project-based Collaborative Learning Environment with Context-aware Educational Services

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Presented at EC-TEL 2009 conference

Presented at EC-TEL 2009 conference

Published in: Technology, Education
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  • 1. Project-based Collaborative Learning Environment with Context-aware Educational Services jeremycod@yahoo.com, jeljov@gmail.com, dgasevic@acm.org, mhatala@sfu.ca Zoran Jeremić 1 , Jelena Jovanovi ć 1 , Dragan Gašević 2 , Marek Hatala 3 1 FON-School of Business Administration, University of Belgrade, Serbia 2 School of Computing and Information Systems, Athabasca University, Canada 3 School of Interactive Arts and Technology, Simon Fraser University, Canada
  • 2. Contents 1. Introduction 2. Pedagogical background 3. Learning scenario 4. Our proposal 5. Implementation 6. Evaluation 7. Conclusion
  • 3. Introduction
    • Background
      • Design patterns are recurring solutions to software design problems
        • Found again and again in real-world application development
      • DP are increasingly important in SE education
    • Needs
      • Learning at the pace and in a place that best fits
      • Experiencing patterns-based software development
        • In the context of real-world problems
  • 4. High-quality learning of software patterns
    • Needs (cont’d)
      • Collaborative tools
        • Forums, chat, and tools for software artifacts exchange
      • Online repositories of software patterns and communities of practice
        • Don’t be isolated from software professionals!
      • Feedback for teachers about learning activities and the use of learning content
    • Goal
      • Integrative and open collaborative framework for learning design patterns
  • 5. Pedagogical background
    • Project-based learning (PBL)
    • Engagement theory
    • Genex framework
      • Collect
      • Relate
      • Create
      • Donate
  • 6. Learning Scenario
  • 7. Proposal: DEPTHS
    • DEsign Patterns Teaching Help System
      • Semantic-rich framework: Sharing knowledge
  • 8. DEPTHS Architecture
  • 9. Implementation of DEPTHS
    • Course Management System – Moodle
      • Moodle – LOC mapping
        • Sesame repository
      • OATS (Open Annotation and Tagging System)
      • Educational services
    • Domain modeling tool – ArgoUML
      • ArgoUML – LOC mapping
      • Collaborative work support
      • Educational services
  • 10. Implementation of DEPTHS
    • Feedback provision tools for educators
      • LOCO-Analyst
    • Online repositories
      • Semantic annotation of patterns at Yahoo! Design Pattern, Library, Portland Pattern Repository, and Hillside.net Pattern Catalog
  • 11. Evaluation
    • Performed in February 2009
      • University of Belgrade with 13 students
    • Perceived
      • effectiveness of DEPTHS for learning DPs
      • effectiveness of project-based learning approach
      • usefulness of integrated tools
      • usefulness of access to relevant resources and sharing of information affects learning
  • 12. Evaluation
    • Students’ perception of learning with DEPTHS
      • Comparing to traditional learning
    • Usefulness of integrated tools and services
      • 30.77% reported technical problems
    30.77% 53.85% 15.38% 0% More effective Same Less effective Not very useful 38.46% 46.15% 15.38% 0.00% 0.00% Peer finding 46.15% 69.23% 15.38% 4 30.77% 15.38% 7.69% 0.00% Brainstorming 15.38% 15.38% 0.00% 0.00% Internal content finding 76.92% 7.69% 0.00% 0.00% Web resource finding 5 3 2 1
  • 13. Conclusion
    • DEPTHS
      • Project-based learning
      • Integrative and collaborative
      • Context-aware and proactive
      • Ubiquitous knowledge management & sharing
    • Future work
      • Workplace learning – and working
      • Portfolio management
  • 14. http://www.learningdesignpatterns.org/ Thank You !

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