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CADMOS: A learning design tool for Moodle courses

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Michail Boloudakis, Mary Katsamani, Symeon Retalis and Petros Georgiakakis.

Michail Boloudakis, Mary Katsamani, Symeon Retalis and Petros Georgiakakis.

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  • 1. CADMOS: A learning design tool for Moodle courses http://cosy.ds.unipi.gr/cadmos/ Michail Boloudakis, Mary Katsamani, Petros Georgiakakis Supervisor Prof. Symeon Retalis University of Piraeus Department of Digital Systems Computer Supported Learning Engineering Laboratory http://cosy.ds.unipi.gr
  • 2. The Presentation in Brief … The lesson plan challenge The CADMOS tool Use case Limitations & future work
  • 3. Learning Design (LD) LD is a planning and ordering of learning activities that takes place in a unit of learning (Current research in learning design, Rob Kopper) A “digital lesson plan” But not simply a narrative description – rather, it can “do” something A teacher may create a learning design for a simple activity, for a course lasting one or a few hours, for a course lasting a few weeks or even months or for a curriculum, meaning a whole year teaching programme [Britain, 2004; Goodyear, 2005] A teacher has to specify for the LD: Learning Activities Orchestration of these activities (order, conditions, rules) Learning Objects related to these activities
  • 4. The Lesson Plan Challenge A lesson plan should be sharable and re-usable  A common, formal and “rich” design language should be used Teachers as designers prefer to use graphical tools that could guide them (e.g. WebCollage, Compendium, LAMS) (Neumann and Oberhuemer, 2009) Teachers want to enact their lesson plans easily without requiring technical skills (e.g. LAMS)
  • 5. Course Design: Neuroscience Spring 2012 Semesterhttp://contentbuilder.merlot.org/toolkit/html/snapshot.php?id=20982585214994
  • 6. Main Idea of CADMOS Is the Separation of Concerns (SoC), an Established Concept in Architecture & Web Engineering Objectives of SoC  Use of Divide-and-Conquer Approach for addressing complexity of a problem  Ease of handling these smaller problems in relative isolation  Ease of solving these relatively isolated simpler problemsThe term separation of concerns was probably coined by Edsger W. Dijkstra inhis 1974 paper "On the role of scientific thought" http://en.wikipedia.org/wiki/Separation_of_concerns
  • 7. Separation of Concerns in CADMOS
  • 8. Conceptual Model Composite Simple Activity Activity Learning Resource or Service
  • 9. Flow Model
  • 10. Flow Model with rules Composite structure of activities
  • 11. Advantages from the SoC idea Different Concerns: different design views & layers of design interest  Edit the conceptual model without changing anything in the flow model (e.g. change the metadata or the resources)  Create several flow views keeping the same conceptual model Step wise design approach Allows traceability in the design process Allows to focus on a specific view Concern-1 Concern-2 Allows to reuse the design views Concern-3 Concern-4
  • 12. Challenges Teachers noted that needed more different types of activities and resources to use in their designs Teachers said that needed more rules to use in the flow model Teachers said that they needed to “run” their scenarios in a real environment
  • 13. Bridging the gap between Lesson plan & Enactment
  • 14. Moodle Preview & Export
  • 15. CADMOS to Moodle StructuralModel
  • 16. CADMOS to Moodle Resources/ActivitiesMapping
  • 17. Case Study 17 volunteers organized from the Faculty of Primary Education of the University of Athens & the Department of Mathematics of the Technical Institute of Piraeus 15 teachers  9 primary school teachers  6 high school teachers 9 didn’t have experience in learning design 8 had at least used one learning design tool
  • 18. Phases of the Case Studies Each case was completed in two phases:  Phase 1: presentation of the tool in the laboratory, the students made in CADMOS a prescribed learning design  3 hours  Phase 2: the students made in CADMOS a prescribed learning design that were given from us and a learning design from their own teaching practice  1 week  Finally they completed an on-line questionnaire
  • 19. Evaluation The evaluation of Cadmos Tool was done by:  Evaluating the learning designs that the students submitted in phase 2, with a subject from their own teaching practice, by using a rubric with criteria  Collecting the data from the questionnaires that the students answered
  • 20. Statistics from Case Study 1/2 94,11% of the participants declared that they can easily understand the philosophy of the tool and the two models 94,12% claimed that the use of CADMOS is very simple to use 52,94% said that they like the tool a lot 64,71% mentioned that were satisfied from the guidance that the tool offers them 76,47% of the participants claimed that the graphical representation of a learning design in CADMOS is more illustrative, easy to create and to understand than the usual narrative form
  • 21. Statistics from Case Study 2/2 58,82% claimed that with CADMOS they could design easily a course for Moodle 64,70% of the participants stated that they could easily understand how to design a Moodle on-line course using CADMOS 64,71% of them said that they agreed with the way the Moodle elements had been mapped to CADMOS conceptual elements. 58,82% of the participants claimed that the way that the course was represented in Moodle was in full accordance with the two models of CADMOS design
  • 22. Results from the Evaluationof the LDs 1/2 The participants were more efficient in the design of the conceptual model rather the design of the flow model The majority of the teachers had lack of creativity in the learning scenarios Teachers had difficulties in associating the proper learning resources to the learning activities Teachers used active learning and collaboration in the creation of the learning activities of their scenarios
  • 23. Results from the Evaluationof the LDs 2/2 In general, from the observation of the research team and the analysis of the submitted lesson plan, participants were satisfied by the CADMOS and hugely appreciate the fact that there is a tool that can help them design and deploy a Moodle course.
  • 24. Open Design issues Annotation types  Types of Moodle Resources & Activities  Match teachers’ semantics with Moodle semantics Phases  Moodle topics  What about weekly format? Representation of rules  How to represent rules that cannot be enacted in Moodle?
  • 25. Creating enriched document based learning scripts
  • 26. Export to Word – *.docx
  • 27. CADMOS: Interoperability CADMOS CADMOS models ConceptualCADMOS models Model IMS LD models Moodle IMS LD models Flow Model Word Docx
  • 28. Future Work 1/2 CADMOS taxonomy needs validation by teachers and experienced designers:  To keep CADMOS’ taxonomy rather small but effective The mappings between learning design elements and the Moodle’s elements needs further investigation
  • 29. Future Work 2/2 CADMOS should be able to import Moodle courses:  To track down the actual enactment and be compared to the originally designed learning script Cadmos  Moodle  Cadmos
  • 30. Our vision: the CADMOS virtual LDcommunity Switch CADMOS page to an online community  41.76% Returning Visitor Access the online version of CADMOS tool  Create, edit & preview lesson plans in a guided & graphical way  deploy them in Moodle Download & share lesson plans as CADMOS or common docx files. Embed social media mechanisms  Share, rate & comment lesson plans through Facebook & follow colleagues through Twitter Interoperate with other teachers’ communities  Moodle Lesson Plan community
  • 31. Thank you!http://cosy.ds.unipi.gr/cadmos/

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