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CID presentation för VINNOVA 2003-03-28
CID presentation för VINNOVA 2003-03-28
CID presentation för VINNOVA 2003-03-28
CID presentation för VINNOVA 2003-03-28
CID presentation för VINNOVA 2003-03-28
CID presentation för VINNOVA 2003-03-28
CID presentation för VINNOVA 2003-03-28
CID presentation för VINNOVA 2003-03-28
CID presentation för VINNOVA 2003-03-28
CID presentation för VINNOVA 2003-03-28
CID presentation för VINNOVA 2003-03-28
CID presentation för VINNOVA 2003-03-28
CID presentation för VINNOVA 2003-03-28
CID presentation för VINNOVA 2003-03-28
CID presentation för VINNOVA 2003-03-28
CID presentation för VINNOVA 2003-03-28
CID presentation för VINNOVA 2003-03-28
CID presentation för VINNOVA 2003-03-28
CID presentation för VINNOVA 2003-03-28
CID presentation för VINNOVA 2003-03-28
CID presentation för VINNOVA 2003-03-28
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CID presentation för VINNOVA 2003-03-28

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  • 1. Interactive Learning Environments <ul><ul><li>Ambjörn Naeve (Senior Researcher) </li></ul></ul><ul><ul><li>Mikael Nilsson (PhD student) </li></ul></ul><ul><ul><li>Matthias Palmér (PhD student) </li></ul></ul><ul><ul><li>Fredrik Paulsson (PhD student) </li></ul></ul><ul><ul><li>Centre for user oriented IT design </li></ul></ul><ul><ul><li>http://cid.nada.kth.se/il </li></ul></ul>
  • 2. Overview <ul><li>Problem domain & research questions </li></ul><ul><li>PhD projects </li></ul><ul><li>External projects </li></ul><ul><li>Prototypes and demos </li></ul><ul><li>Vision & future directions </li></ul><ul><li>Evaluation & Testbeds </li></ul>
  • 3. Motivation <ul><li>Fundamental problems observed in the educational system: </li></ul><ul><ul><li>lack of student interest. </li></ul></ul><ul><ul><li>life long teaching instead of life long learning . </li></ul></ul><ul><ul><li>lack of ambition to know why. </li></ul></ul><ul><ul><li>motion away from natural science. </li></ul></ul><ul><li>e-Learning not a solution, but: </li></ul><ul><ul><li>enables non-traditional communication forms </li></ul></ul><ul><ul><li>can support global content sharing </li></ul></ul><ul><ul><li>allows the formation of distributed learning communities </li></ul></ul>
  • 4. ILE Problem domain <ul><li>Exploring new kinds of e-learning architectures </li></ul><ul><ul><li>Designing for global scope and outreach – decentralization and re-composition of content </li></ul></ul><ul><ul><li>Developing standards for distributed technologies </li></ul></ul><ul><ul><li>Using next-generation web technologies – Semantic Web </li></ul></ul><ul><ul><li>Supporting conceptual information landscapes </li></ul></ul><ul><ul><li>Designing open educational architectures: accessible, learner-centric , non-linear </li></ul></ul>
  • 5. ILE Research questions <ul><li>ICT Design for a global learner-centric e-learning infrastructure </li></ul><ul><ul><li>How do we handle information overload ? </li></ul></ul><ul><ul><li>Can we support reuse of content by using learning objects? </li></ul></ul><ul><ul><li>Can we increase availability through open source and open standards ? </li></ul></ul><ul><li>Design of technology to help break learner passivity </li></ul><ul><ul><li>Can we support interest-driven learning ? </li></ul></ul><ul><li>Effects of learner-centric technologies on educational architectures </li></ul><ul><ul><li>Do we need new knowledge roles ? </li></ul></ul><ul><ul><li>Can we support different methodologies ? </li></ul></ul><ul><li>Subject focus: Mathematics </li></ul>
  • 6. Global Infrastructures for ICT-enhanced Math.Ed. Mikael Nilsson <ul><li>Subject: Mathematics + didactics </li></ul><ul><li>Since Sept. 2001 </li></ul><ul><li>Financed by a national research school in mathematics education. Cooperation with SU, math dept. </li></ul><ul><li>Research Questions: </li></ul><ul><ul><li>Are there structural effects of introducing open architectures in math. ed.? </li></ul></ul><ul><ul><li>Can traditional institutions handle demand for flexible learning? </li></ul></ul><ul><li>Methods: </li></ul><ul><ul><li>Study results of experimental class-room projects. Examine new kinds of user needs. </li></ul></ul>PhD project
  • 7. Exploring and searching in e-learning systems Matthias Palmér <ul><li>Subject: Computer Science </li></ul><ul><li>Since Jan. 2001 </li></ul><ul><li>Cooperation with Uppsala Learning Lab </li></ul><ul><li>Research Questions: </li></ul><ul><ul><li>How to design interfaces to bridge the gap between human semantics and machine semantics? </li></ul></ul><ul><ul><li>How to use Semantic Web technology to support human-to-human communication? </li></ul></ul><ul><li>Methods: </li></ul><ul><ul><li>Prototypes of visual tools for non-experts. Integrating requirements from industrial partners. </li></ul></ul>PhD project
  • 8. Learning Component Technology Fredrik Paulsson <ul><li>Subject: Computer Science </li></ul><ul><li>Since Dec. 2000 </li></ul><ul><li>Financed by National Agency for School Development (as partner contribution) </li></ul><ul><li>Research Questions: </li></ul><ul><ul><li>Does component based (modularized) technology lead to more flexible ILE:s and content? </li></ul></ul><ul><ul><li>Is learning technology standards enough to meet the demands of modularized content and ILE:s? </li></ul></ul><ul><li>Methods: </li></ul><ul><ul><li>Implementation of prototypes and evaluation of technical- and pedagogical tests. </li></ul></ul>PhD project
  • 9. Collaborative Projects <ul><li>SCAM (Standardized Content Archive Management) </li></ul><ul><ul><li>National Agency for School Development (SUM), </li></ul></ul><ul><ul><li>National Centre for Flexible Learning (CFL), </li></ul></ul><ul><ul><li>Swedish Educational Broadcasting Company (UR), </li></ul></ul><ul><ul><li>Umeå University (IML: Interactive Media and Learning), </li></ul></ul><ul><ul><li>Uppsala University </li></ul></ul><ul><ul><ul><li>ILU: Teacher Education </li></ul></ul></ul><ul><ul><ul><li>Uppsala Learning Lab (ULL) </li></ul></ul></ul><ul><li>SHAME (Standardized Hyper-Adaptable Metadata Editor) </li></ul><ul><ul><li>UR, </li></ul></ul><ul><ul><li>CFL, </li></ul></ul><ul><ul><li>SUM </li></ul></ul>
  • 10. Collaborative Projects <ul><li>VWE (Virtual Workspace Environment) </li></ul><ul><ul><li>Umeå University (IML: Interactive Media and Learning), </li></ul></ul><ul><ul><li>SUM </li></ul></ul><ul><li>Public e-Learning Platform </li></ul><ul><ul><li>UR, </li></ul></ul><ul><ul><li>SUM, </li></ul></ul><ul><ul><li>CFL, </li></ul></ul><ul><ul><li>Swedish NetUniversity </li></ul></ul><ul><li>UR’s new digital media library (built on SCAM & SHAME) </li></ul><ul><ul><li>UR </li></ul></ul><ul><ul><li>Datadoktorn </li></ul></ul><ul><ul><li>Ateles </li></ul></ul>
  • 11. Collaborative Projects (cont.) <ul><li>Personalized Access to Distributed Learning Resources (Funded by the Wallenberg Global Learning Network) </li></ul><ul><ul><li>Edutella (KBS/Hannover, DBL/Stanford, UDBL/Uppsala) </li></ul></ul><ul><ul><li>Evaluating Learning Management Systems (Uppsala Learning Lab) </li></ul></ul><ul><li>Personal Learning Portfolios - Folio Thinking (WGLN) </li></ul><ul><ul><li>Media Technology programme/KTH </li></ul></ul><ul><li>MathViz </li></ul><ul><ul><li>Presently : DSV/KTH, CL/KTH </li></ul></ul><ul><ul><li>Upcoming : Lillehammer College/Norway, Norwegian National Concerts </li></ul></ul><ul><li>Workflow Management </li></ul><ul><ul><li>UR </li></ul></ul><ul><ul><li>Lentus </li></ul></ul>
  • 12. Standards <ul><li>The only way to make infrastructures work globally </li></ul><ul><li>We work actively within </li></ul><ul><ul><li>IEEE (P1484.12: LTSC LOM) </li></ul></ul><ul><ul><li>Dublin Core </li></ul></ul><ul><ul><li>ISO (JTC1 SC36) </li></ul></ul><ul><ul><li>IMS </li></ul></ul><ul><ul><li>CEN/ISSS (EC) </li></ul></ul>
  • 13. Some Publications <ul><li>Report to Swedish Net University: A public e-learning platform built on open source and open standards </li></ul><ul><li>Three papers at WBLE 2001 </li></ul><ul><li>Two papers at WWW2002. Responses: </li></ul><ul><ul><li>“ Edutella is the most exciting project in the world ” </li></ul></ul><ul><ul><li>Shirley Alexander, Uppsala, Nov 2002 </li></ul></ul><ul><ul><li>[Professor of Learning Technologies, Sydney] </li></ul></ul><ul><ul><li>“ So when a paper comes out of [ILE at CID] it's wise to sit up and take notice ” </li></ul></ul><ul><ul><li>Scott Wilson, CETIS, May 2002 </li></ul></ul><ul><ul><li>[Centre for Educational Technology Interoperability Standards] </li></ul></ul>
  • 14. Prototypes <ul><li>Learning Content: </li></ul><ul><li>Graphing Calculator </li></ul><ul><ul><li>Used to create math content for several experiments in math education </li></ul></ul><ul><li>Projective Drawing Board </li></ul><ul><ul><li>Interacting with geometric constructions </li></ul></ul><ul><li>CyberMath </li></ul><ul><ul><li>Distributed virtual environment for mathematics exploration </li></ul></ul><ul><li>A Virtual Mathematics Laboratorium </li></ul><ul><ul><li>Using our concept browser, Conzilla </li></ul></ul>
  • 15. Prototypes <ul><li>Archives: </li></ul><ul><li>SCAM – the content archive * </li></ul><ul><ul><li>UR (Swedish Educational Broadcasting Company) </li></ul></ul><ul><ul><li>NoTnavet (National Agency for School Development) </li></ul></ul><ul><ul><li>Projects in the classroom (National Agency for School Development) </li></ul></ul><ul><ul><li>CFL (National Centre for Flexible Learning) </li></ul></ul><ul><ul><li>Digital Portfolios </li></ul></ul><ul><ul><li>Our own Mathematics archive </li></ul></ul><ul><li>SHAME – the metadata editor and query form * </li></ul><ul><ul><li>Used by Edutella partners </li></ul></ul>* = ongoing Master's Thesis Projects
  • 16. Prototypes <ul><li>Infrastructures: </li></ul><ul><li>Edutella* – a P2P (peer-to-peer) network on the (machine) Semantic Web </li></ul><ul><ul><li>lets anyone participate in information exchange </li></ul></ul><ul><ul><li>supports composition of information </li></ul></ul><ul><li>The Conceptual Web </li></ul><ul><ul><li>Human Semantic Web – enabling advanced information architectures via a metadata eco-system </li></ul></ul><ul><li>VWE (Virtual Workspace Environment) </li></ul><ul><ul><li>Composing learning components to create learning modules </li></ul></ul>* = ongoing Master's Thesis Projects
  • 17. Prototypes <ul><li>Tools & environments: </li></ul><ul><li>Conzilla* </li></ul><ul><ul><li>Being integrated with Edutella as navigator and query formulation tool * </li></ul></ul><ul><ul><li>Being adopted to mobile devices ** </li></ul></ul><ul><ul><li>Creating contexts for archived content </li></ul></ul><ul><ul><ul><li>Netscape's Open Directory project (dmoz.org) * </li></ul></ul></ul><ul><li>Portfolio + Conzilla + Edutella + ... </li></ul><ul><ul><li>=> A flexible learning environment, </li></ul></ul><ul><ul><li>building on our information architecture </li></ul></ul><ul><ul><li>using bleeding-edge technology (P2P, Semantic Web, Web Service technology) </li></ul></ul><ul><ul><li>using emerging learning technology standards (LOM, IMS) </li></ul></ul>* = ongoing Master's Thesis Projects
  • 18. Vision <ul><li>A Knowledge Manifold </li></ul><ul><li>is our structured information architecture that supports a number of different strategies for information hiding . </li></ul><ul><li>can be used to design interactive learning environments that support question-based learning . (“ knowledge-pull based on interest ”) </li></ul><ul><li>can be considered as a patchwork of knowledge , with a number of linked knowledge patches , each with its own knowledge gardener . </li></ul><ul><li>allows the user to ask questions and search for certified live knowledge sources . </li></ul>
  • 19. Vision (cont.) <ul><li>A Knowledge Manifold </li></ul><ul><li>has access to a distributed archive of resource components . </li></ul><ul><li>allows teachers to compose components and construct personalized learning modules . </li></ul><ul><li>makes use of conceptual modeling in order to support separation between context and content . </li></ul><ul><li>contains a concept browser ( Conzilla ) that supports these principles and activities. </li></ul>
  • 20. Vision (cont.) <ul><li>Pedagogical Foundations for a KM: </li></ul><ul><li>Nobody can teach you anything. A good teacher can inspire you to learn. </li></ul><ul><li>Your motivation to learn is based on direct experience of knowledge enthusiasm and positive expectations from live teachers. </li></ul><ul><li>The prerequisites for efficient learning are improved when you take control of your own learning process . </li></ul><ul><li>No ”problematic” questions can be answered in an automated way. </li></ul>
  • 21. Evaluation & Testbeds <ul><li>MathViz project at the IT university (GC, SCAM) </li></ul><ul><li>CL-students at KTH (GC, SCAM) </li></ul><ul><li>Folio Thinking at Media Technology (SCAM, Conzilla) </li></ul><ul><li>UR's media pedagogs (Conzilla/SCAM) </li></ul><ul><li>Several partner projects (SCAM, Conzilla, Edutella) </li></ul>

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