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Activity patterns in IVA


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Evaluating Pedagogy-Driven Design of IVA LMS with Activity Pattern Analysis. ICWL presentation, Aachen, August 2009

Evaluating Pedagogy-Driven Design of IVA LMS with Activity Pattern Analysis. ICWL presentation, Aachen, August 2009

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  • 1. Mart Laanpere, Kai Pata, and Vladimir Tomberg Tallinn University, Estonia
  • 2.
    • Pedagogy-driven design of virtual learning environments
    • IVA LMS
    • Empirical study
    • Results
    • Conclusions
    • The next steps
  • 3.
    • Questioning “don’t-make-me-think” principle while designing LMS
    • Questioning pedagogical neutrality of LMS
    • Moodle – a constructivist LMS?
    • PowerPoint syndrome
    • What constitutes a pedagogy-driven design? Learning-related affordances through:
      • Pedagogical vocabulary
      • Pedagogically motivated structure of UI
      • Built-in activity templates
  • 4.
    • Open source, free software, developed in TLU in 2002 as a derivate of Finnish VLE called FLE3
    • Supports SCORM 2004, IMS QTI 1.2
    • More than 20 000 users in 23 educational institutions in Estonia
    • Pedagogically non-neutral (social constructivist) foundation, based on Jonassen’s 3C model
      • meaningful and authentic Context for learning
      • tools, support, time and space for personal knowledge Construction
      • support for Collaboration and group reflection and production
  • 5. Context Collaboration Construction KNOWLEDGE Modeling process Authentic tasks Apprenticeship Situated learning Case-based problems Multiple perspectives Indexed meanings Coaching Social negotiation of meaning Articulation Reflection Mental models Intentions, expectations Internal negotiation Domain-specific reasoning Invention, exploration
  • 6. Forum Media workshop Organizer IVA WebTop BookShelf WorkShops Management Portfolio Learning resources Cource info Knowledge Building Jamming Subgroups User management Subgroup management Quiz management Cource management Journal Calend Events Event management Stats For teachers only Collaboration Context Construction Assignments, grading Welcome page Personal resources
  • 7.
    • Research questions:
      • Which activities tend to co-occur during a session?
      • Which learning paradigm related activity patterns are used by students and teachers within IVA environment?
    • Data from May 2008 (only from Tallinn University): 1506 students and 57 teachers, respectively 14676 and 872 IVA sessions
    • Log file analysis, frequencies of http requests in each section of IVA
  • 8.
    • Correlation analysis: co-occurrence of tool use during one IVA session
  • 9.
    • Three patterns were identified:
      • Knowledge building pattern (k): involved Knowledge-building forum, Subgroups or Workshops;
      • Knowledge testing pattern (t): involved Testing;
      • Knowledge distribution pattern (r): involved only storing/retrieving on Webtop and Bookshelf
  • 10.  
  • 11.
    • Although social constructivist activity patterns are dominating among IVA users, it would be difficult to attribute this fact to the pedagogy-driven design of IVA
    • The main difference between students and teachers is related to Knowledge Distribution pattern – students seem to socialize, communicate and collaborate in other environments
  • 12.
    • Looking for sequences (where did the student go after visiting his/her personal portfolio)
    • Learning activity workflow monitoring and analysis tools will be built in to IVA2 – the next-generation VLE