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

Contents 1. Introduction 2. Pedagogical background 3. Learning scenario 4. Our proposal 5. Implementation 6. Evaluation 7. Conclusion

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

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

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

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

Pedagogical background Project-based learning (PBL) Engagement theory Genex framework Collect Relate Create Donate

Project-based learning (PBL)

Engagement theory

Genex framework

Collect

Relate

Create

Donate

Learning Scenario

Proposal: DEPTHS DEsign Patterns Teaching Help System Semantic-rich framework: Sharing knowledge

DEsign Patterns Teaching Help System

Semantic-rich framework: Sharing knowledge

DEPTHS Architecture

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

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

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

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

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

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

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

Students’ perception of learning with DEPTHS

Comparing to traditional learning

Usefulness of integrated tools and services

30.77% reported technical problems

Conclusion DEPTHS Project-based learning Integrative and collaborative Context-aware and proactive Ubiquitous knowledge management & sharing Future work Workplace learning – and working Portfolio management

DEPTHS

Project-based learning

Integrative and collaborative

Context-aware and proactive

Ubiquitous knowledge management & sharing

Future work

Workplace learning – and working

Portfolio management

http://www.learningdesignpatterns.org/ Thank You !