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