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Embedding Educational Design Pattern Frameworks into Learning Management Systems
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Embedding Educational Design Pattern Frameworks into Learning Management Systems




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    Embedding Educational Design Pattern Frameworks into Learning Management Systems Embedding Educational Design Pattern Frameworks into Learning Management Systems Presentation Transcript

    • Embedding Educational Design Pattern Frameworks into Learning Management Systems TECH-EDUCA 2010 May 20, 2010 – Athens, Greece Rafael A. Calvo School of Electrical & Information Engineering University of Sydney Australia Michael Derntl Faculty of Computer Science University of Vienna Austria This presentation is licensed under a Creative Commons BY-SA-NC 3.0 License
    • Motivation
      • High quality demands, complex and changing technology, missing pedagogical expertise, lack of time, ...
      • Think of courses where you use an “tools” to support non-trivial processes, i.e. more than uploading lecture slides
      LMS 1 Activity 1 Activity 1 Activity n ... Learning & teaching activity process Tool 1 Tool 2 Tool n ...
    • Motivation -- example
      • Implement a PBL course
        • Iterative development of a “product”
        • Work in teams
        • Virtual documents and work spaces
        • CMC facilities for discussion and consultation
        • Personal project journals
        • Peer review and assessment of deliverables
        • Self and assessment of final result
        • Instructor feedback on milestones
      ? ? ? ?
    • Design Patterns
      • Patterns capture reusable solutions to design problems in particular contexts and fields
      • Original idea: Describing solutions to recurring design problems in architecture (C. Alexander)
      • Increasing number of pattern initiatives in TEL
        • Pedagogical patterns project (non- e -learning)
        • E-LEN project ( http:// www.tisip.no /E-LEN )
        • Person centered e-learning patterns
        • TELL project
        • Kaleidoscope
        • Educational hypermedia, LMS patterns, etc…
        •  Common goal : capturing expert knowledge & experience for reuse
    • Example
    • Patterns and reuse
      • There are many patterns available.
        • But: where is the reuse?
      • Most pattern projects
        • don‘t provide any specific information on how to support the patterns using learning technology
        • terminate activities after final deliverable
      • Assessing the state:
        • We have patterns and we have tools
        • We lack guidance on bringing these two together
        • In SE, this was achieved by providing application frameworks
    • “ E-Learning Frameworks”
      • Objectives:
        • Improve support and reusability of educational design and implementation
      • Solution
        • Provide loosely coupled design “chunks” --- patterns
        • Provide implementation support --- mapping to tools
      • Two proposed approaches:
        • 1. Extend LMS with tools implementing the design patterns
        • 2. Provide mapping of design patterns to existing LMS tools
    • Approach (1): “Extension”
      • Provision of tailored LMS components as part of the framework
      May require an open API or plug-in architecture + optimal tool support for patterns – may require significant effort for developing suitable tools Patterns p 1 p 2 p 3 p n t 1 t 2 t 3 LMS t n x 1 x 2 LMS Extensions x n
    • Approach (2): “Facade”
      • Provide configuration façade for existing LMS components
      (adopts Façade design pattern, Gamma et al 1995: using the components of a complex system by introducing a façade component with a unified, easier-to-use interface to a family of client components) + no new tools required (only the Facade) – may require features that are not available Facade LMS Extensions t 1 t 2 t 3 t n LMS p 1 p 2 p 3 p n Patterns
    • Example implementations: “Extension”
      • Beehive
        • Application framework: software components “combined” into collaboration patterns
        • Pedagogical patterns decomposed into tasks
        • Provision of tools for the tasks
        • Recombination of tasks to scenarios
        • 14 patterns, 29 tasks, 12 components
        • Integrated into dotLRN and Sakai
    • Example implementations: “Extension”
      • Beehive
        • Tasks configuration
        • page for a pattern
    • Example implementations: “Façade”
      • PatMan
        • Pat tern Man ager
        • Facade component for configuring existing LMS components
        • Based on PCeL patterns ( http://elearn.pri.univie.ac.at/patterns )
      • Interaction
        • User (teacher): Instantiate patterns (and sub-patterns) using web-based pattern wizards
        • PatMan (facade): Instantiate and configure existing LMS components based on the wizards
      • Reference implementation using PCeL patterns on the CEWebS LMS
    • Example implementations: “Façade”
    • Example: New PBL Course pattern
    • Example: New PBL pattern
    • Example: team workspaces
    • Example: team workspaces in “live” view Additional folders created when project milestones are initiated
    • Example: peer evaluation of projects
    • Conclusions and implications
      • Proposal of two approaches to support instantiation of TEL processes on available technology
      • May help in identifying and promoting useful TEL patterns
      • Supporting TEL patterns requires at least some development effort
        • Extension approach:
          • typically requires new tools; potentially adapted to different LMS
          • offers highly targeted support
        • Facade approach:
          • requires mapping of functionality to patterns
          • may require modification of existing functionality
          • requires development of a facade component for each target LMS
    • Thank you!
      • Dr Michael Derntl
      • Faculty of Computer Science University of Vienna Austria
      • [email_address]