MIPO MODEL - A FRAMEWORK TO HELP THE INTEGRATION OF WEB TECHNOLOGIES IN THE HIGHER EDUCATIONPAULA PERESPublic presentation of the PhD thesis 06 -07- 2009PEDRO PIMENTAUniversity of Minho

Agenda2Scope and Study JustificationResearch ProcessCase Study ResultsAction-Research Results: Application of mipoModelPerception on the mipo Model ApplicabilityFuture Work

Scope and Study Justification3BOLONHA PROCESS

Scope and Study Justification4Research QuestionsHow to integrate web technologies in the teaching-learning process of systems and technology subjects in the Portuguese higher education context?Which features should be taken into account when designing a strategy mediated by the webtechnologies, in a systems and technology unit, in the Portuguese higher education?

Scope and Study Justification5HypothesisThe general addie model (Analysis, Design, Development, Implementation, Evaluation) may be used to give support to the planning of the integration of web technologies, in the context of ictsubjects.The design of a strategic online instruction has high cognitive results whenever it involves students actively and it is aligned with both the objectives and the evaluation defined to the subject.ADDIE

Research Process6Research ProcessCase studyAction-researchData CollectedQuestionnairesInterviewsDirect observationDocumentation Analysis

Research Process7Análise2005-06Análise1st Semester 2006-07Análise2nd Semester 2006-07Análise1st Semester 2007-08Análise2nd Semester 2007-08Literature ReviewResearch methodologies studyDesign of the MIPO I model1st Cycle AR – Application of the MIPO I2nd Cycle AR – Application of the MIPO II3rd Cycle AR – Application of the MIPO III4th Cycle AR – Application of the MIPO by 4 teachersConstruction of the interview I guideConstruction of the Questionnaires II3rd cycle of ARExecution of interview IConstruction of the interview II guideExecution of interview IIApplication of the Questionnaire II4th cycle ARDossier with resultsConstruction of the questionnaires I 1st cycle AR dossierApplication of the Questionnaires I2nd cycle of AR dossierMIPO III = MIPO ModelMIPO I ModelMIPO II ModelMIPO III ModelWriting of the final thesis version

CASE STUDYMAIN RESULTSQUESTIONNAIRES AND INTERVIEWS

Questionnaire I – Case study9YesNoQuestionnaire I Answers(Universe 192 teachers)NoYesValidAnswersNoYesweb platforms use

Questionnaire I – Case study10Questionnaire I Results

Interview I – Case Study11Results of the 16 semi-structured InterviewsIndividual activitiesParticipative activities

Main Conclusions – Case Study12Main conclusion of the case study Lack of planning in online activities according to the objectivesParallelism with the iscapexperience related to the adoption of the web technologiesUse of traditional process on the online environmentTeacher continues to produce contentsCase studyresults

DEVELOPMENTANALYSISDESIGNIMPLEMENTATIONEVALUATIONLearning EnvironmentInstructionSupport DocumentationUnitModelIntegration Model by ObjectivesACTION-RESEARCHTHE MODEL OF INTEGRATION BY OBJECTIVES

Learning Environment Analysis14Name of UnitCourseSchool YearGradeContextClass EnvironmentBegin DataEnd DataDuration+FrequencyNumber of StudentsMIPOLearners’ FeaturesAge (in average)AnalysisInternet AccessModule IModule IIModule NInstruction NeedsGlobalSoft SkillsSS1 – Learn to LearnSS2 – Information processing and managementSS3 – Deduction and analytical skills SS4 – Decision making skillsSS5 – Communication skills, language skillsSS6 – Teamwork, team based learning and teachingSS7 – Creative thinking and problem solving skillsSS8 – Management and leadership, strategic thinking SS9 – Self-management and self-developmentSOFTSKILLS(EU)e-ContentsE-RepositoriesPrerequisitesWeb Technologies

Instruction Design 15BLOOM’STAXONOMYKnowledgeComprehensionApplicationAnalysisSynthesisEvaluationObjectivePractical/DiscursiveNature of questionsLearning Objectives SpecificationTypeLearning EvaluationFormative/SumativeDesign+ModeFace-to-Face/OnlineSequence of ContentsMIPOMotivationInfluence FeaturesLearning StrategiesActivity TheoryBehaviorismCognitivismConstructivismSocio-ConstructivismLearning TheoriesObjectivesb-StrategyPedagogicalSocialManagementTechnicalPedagogicalModelsSubject/Communityb-Taskb-ActivityTitleIndividualParticipativeDescriptionToolsCognitiveSociale-ContentsPhasesInteractiveAffectiveInteractiveCohesiveShareDisagreementNegotiationAgreementDivision of LaborRulesResults

M I P O – b-strategies Learning Repository16Critical AnalysisCOGNITIVE OBJECTIVESTeamworkSOFT SKILLSReality SimulationCLASSIFICATIONSocio-constructivismPEDAGOGICAL MODELSStudentsSUBJECTCOMMUNITYSearch

M I P O – b-strategies Learning Repository16Critical AnalysisCOGNITIVE OBJECTIVESTeamworkSOFT SKILLSReality SimulationCLASSIFICATIONSocio-constructivismPEDAGOGICAL MODELSStudentsSUBJECTCOMMUNITY+++Search++TITLENATURE OF QUESTIONSTYPEDESCRIPTIONWEB TOOLSElements of UsabilityDiscursiveInteractiveStudents should be able to evaluate an interface usabilityWIKI+++++E-CONTENTSPHASESDIVISION OF LABORRULESRESULTSTorneira de difícil uso:http://www.youtube.com/watch?v=xdoc4LaTu_QT – Social, pedagogical, managerial and technicalS – participation with commentsCriticize the programs with respectSet of screens and relating usability analysisF1 – Students watch the videoF2 – Discussion of the videoF3 – Selection of the best program in terms of usability

Documentation Support Development17Lesson PlansFace-to-FaceOnline+DEVELOPMENTMIPOe-Contents and DocumentsHardwareSoftware

Unit Implementation18Delivery+ImplementationMIPOSupport

Evaluation19Model of Integrationby Objectives -+++++AnáliseANALYSISAnáliseDESIGNAnáliseDEVELOPMENTAnáliseIMPLEMENTATIONAnáliseEVALUATIONSumativeEvaluationMIPODo theb-tasksandb-activitiescoveralllearning objectives (bothspecificandsoftskills)?Are thereactivitieswhich are notcoveringanyofthe objectives defined?Do studentshaveallthenecessaryinformation?Does theevaluationaddressalllearning objectives defined?Formative

MIPOPERCEPTION AND FUTURE WORK

MIPO – Teachers Perception 21Results of Interview IIHigh ApplicabilityEasy ImplementationThe lack of imagination to create activitiesIt is not easy to design a good activityIt is necessary to spend a lot of time in order to learn new programs (moodle, hotpatatoes, exelearning)We depend on the appropriate internet connectionIt is a good guideIt promotes student motivationIt promotes learningIt facilitates the re-use of ideas and materials

MIPO - Results22Answer to the HypothesisUsage and facility offered by the ADDIE model regarding the planning of the integration of web technologies process, in the ICT unit contextBenefits to the learning of the alignment between the objectives and evaluation defined to the unit

MIPO– Future Work23Extend the study to other areas of knowledgeIncrease the database of learning b-strategiesVision – Results of the speech promoted by paolResponsesUniverseToolsApplicabilityInterest

MIPO – Conclusions24Macro VisionWhat to do?When to do?DEVELOPMENTANALYSISDESIGNIMPLEMENTATIONEVALUATIONInstruction ModelsWeb TechnologiesLearning EnvironmentInstructionSupport DocumentationUnitModelKemp et. al.B-LearningMIPOMIPO ModelB-StrategyMicro VisionHow to do?

MIPO MODEL - A FRAMEWORK TO HELP THE INTEGRATION OF WEB TECHNOLOGIES IN THE HIGHER EDUCATIONPAULA PERESPublic presentation of the PhD thesis06 -07- 2009PEDRO PIMENTAUniversity of Minho