Soton2008 Everlearn4 Cblt

What is , why did we do it and what are we learning creating and using it? Prof. Dr. Karsten D. Wolf Didactical Design of Interactive Learning Environments Faculty 12 – Educational Sciences & Pedagogy

build public entities Seymour Papert Father of Logo Constructionist cc by Karsten D. Wolf 2008

browser 1993 - 2002

learner browser 1993 - 2002

CMS learner browser 1993 - 2002

author CMS learner browser 1993 - 2002

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F2F 1 All: Kickoff PS 1 1.1 Student: Experience report 1.2 Peer: Commentary 1.3 Tutor: Feedback commentary PS 2 2.1 All: Goal building - Critique of current teaching 2.2 T: Summary / Conclusion Building of groups 2.3 Group: Familiarize with SoLe 2.4 G: Rough planning 2.5 T (+P): Feedback PS 3 3.1 G: Detailed planning + Development of materials 3.2 T (+P): In-Process-Feedback F2F 2 3.3 P (+T/L): Peer Review PS 4 4.1 S: Self-Assessment (von PS 3) 4.2 T (+G): Feedback 4.3 S: Reflect Self-Assessment

Face to Face meetings

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PS 2 PS 3

T Tier 3 T Tier 1 T Tier 2 ST ST Tier 2 S S S S S S S S S S S S S S S S S S S S S S S S S S S S S S S S S S S S S S S S Tier 1 S S S S S Tier 1 S S S S S S S S S S S S S S S S S S S S S S S S S S S S S S S S S S S S S S S S S S S S S S S S S S S S S S S S S S S S S S S S S S S S S S S S S S S S S S S S S S S S S S S S S S S S S S S S S S S S S S S S S S S S S S S S S S S S S S S S S S S S S S S S S S S S S S S S S S S S S S S S S S S S S S S S S S S S S S S S S S S S S S S S S S S S S S S S S S S S © Prof. Dr. Karsten D. Wolf 2006

T T T ST ST ST ST ST ST 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 Phase 1 Phase 2 Phase 3 © Prof. Dr. Karsten D. Wolf 2006

cc by Karsten D. Wolf 2008

Expression cc by Karsten D. Wolf 2008

Expression Remixing cc by Karsten D. Wolf 2008

Expression Remixing Hybrid LE cc by Karsten D. Wolf 2008

novice user centered interface elements grid layouting and check&drag editing file conversion & inline image editing in-place editing & configuration color coded action buttons content attached discussions drop-down config of internal links

be novice user centered interface elements to s ed u grid layouting and check&drag editing file conversion & inline image editing in-place editing & configuration color coded action buttons content attached discussions drop-down config of internal links

fun & diﬃculty

4 basic rules of novice user computer interaction (i) The more time-consuming an action is, and the less the user feels savvy in doing it, the less will he try it again, if it fails the ﬁrst time. (ii) If some action cannot be done immediately and easily, it is neither done now nor later. (iii) The more important an action is, the easier it has to be to accomplish. (iv) To get people engaged, a system has to be as easy and non-frustrating to use as possible Wolf/Städtler 2006

participation and problem solving ability Chat Wortumfang Foreneinträge Nachrichten erstellte Texte Problemlösefähigkeit .34* .47** .54*** AIT-G (vorher) (.021) (.002) (<.001) Problemlösefähigkeit .03 .28* .43** AIT-G (nachher) (.425) (.048) (.005) Wolf/Prasser 2006

Didactics of Participation University 2.0? cc by Karsten D. Wolf 2008

E.L. Deci R. M. Ryan University of Rochester Self-determination theory basic needs autonomy competence relatedness ➙ long term motivation & learning interest Deci/Ryan 2000 cc by Karsten D. Wolf 2008

John Seely Brown Xerox Parc Cognitive Apprenticeship culture of participation recreation to become a form of re-creation (remix, tinkering, sharing) based on productive inquiry situated in communities of co-creation learning about ➙ learning to be http://mitworld.mit.edu/video/419/ cc by Karsten D. Wolf 2008

Henry Jenkins MIT New Media Literacy new media literacy affiliations expressions collaborative problem solving circulations cc by Karsten D. Wolf 2008

Goals: Teaching and research • User Generated Content • Drop dead easy to use (…the other 80%) • Content providers: high productivity & less training needed • Learners: technically challenged users can participate 100% • Didactical prototyping • Research tool („Pasteur‘s Quadrant“, process analysis, HCI etc.) © Prof. Dr. Karsten D. Wolf 2007

Is participation a long tail phenomenon? cc by Karsten D. Wolf 2008

100 cumulative % of content 75 A very few 50 25 0 25 50 75 100 125 % of authors ranked by contribution cc by Karsten D. Wolf 2008

do very much 100 cumulative % of content 75 Sehr Wenige 50 25 0 25 50 75 100 125 % of authors ranked by contribution cc by Karsten D. Wolf 2008

equal 100 participation of all authors cumulative % of content 75 50 25 0 25 50 75 100 125 % of authors ranked by contribution cc by Karsten D. Wolf 2008

100 equal participation gap cumulative % of content 75 50 25 0 25 50 75 100 125 % of authors ranked by contribution cc by Karsten D. Wolf 2008

4000 top Wikipedia authors should be more homogenous than all of 1435 EverLearn course users cc by Karsten D. Wolf 2008

% of productive actions Wolf, Karsten D. (2008): Gender und New Media Literacy: Zugänge oder Barrieren beim E-Learning

% of productive actions 11% vs. 0,1% in Wikipedia Wolf, Karsten D. (2008): Gender und New Media Literacy: Zugänge oder Barrieren beim E-Learning

lesson in participation: didactical design pays oﬀ cc by Karsten D. Wolf 2008

Helge Städtler 2008

technical: make it easy social: make it a small accountable community motivational: build up interest and develop meaningful taks

Soton2008 Everlearn4 Cblt

by Karsten D. Wolf

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