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EF-ODL - E-learning & Future Internet
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EF-ODL - E-learning & Future Internet EF-ODL - E-learning & Future Internet Presentation Transcript

  • E-learning & future InternetNew Vistas in Educational Technology Prof. Dr. Piet Desmet (K.U.Leuven/KULAK – itec) EFODL – 01.03.2011 – Piet Desmet E-Brain. The @rt of Innovation
  • 0. Say it with metaphors….1. Beyond closed tasks: intelligent building blocks2. Adaptivity: construction of learning environment3. Mobile learning: device4. Serious gaming: type of learning environment5. Social software: contact is king6. Integrated learning environment: relationship c-learning & e-learning7. The digital world: the new normal EFODL – 01.03.2011 – Piet Desmet E-Brain. The @rt of Innovation
  • 0. Future technologies, past didactics?0. Say it images...Say it with with metaphors….0.1. Future technology & past pedagogy? (technology-driven vs pedogogy-driven)Metaphor 1: A new shop or just a new window? Exercise environment for verb conjugation or vocabulary Dos diskette -> Windows on cd-rom -> website -> LMS -> … But: extra didactical features? EFODL – 01.03.2011 – Piet Desmet E-Brain. The @rt of Innovation
  • Technological progress vs Pedagogical innovation -> Technology is no longer king….Computerpower doubles every 2 years The Penrose impossible stairs EFODL – 01.03.2011 – Piet Desmet E-Brain. The @rt of Innovation
  • Metaphor 2: Can we drive our four-wheel drive? first: setting up multimedia language lab or e-learning centre then: question of usefulness -> need for digital didactics (extra driving license) EFODL – 01.03.2011 – Piet Desmet E-Brain. The @rt of Innovation
  • 0.2. Blended learning: relationship c- & e-learning? Metaphor 3: Build a garden house or renovate the entire house? impact of e on c Metaphor 4 : Cherry on the cake or javanais? e –learning offered as extra feature (bonus) or as integrated part of the offer users: focus on engine or on driving comfort? EFODL – 01.03.2011 – Piet Desmet E-Brain. The @rt of Innovation
  • 1. Beyond closed tasks: intelligent building blocks1.1. Global typology: EDUMA-TIC1.2. Approximate string matching and half-open learning tasks1.3. Extension of the typology: supported open (cf. legal cases online: Jurim@tic)1.4. New half-closed types: select text EFODL – 01.03.2011 – Piet Desmet E-Brain. The @rt of Innovation
  • 1.1. Global typology of learning activities # possible correct Predictability of Automated correction answers answers Closed exercise One Total Yes half-open exercise Multiple High Yes open exercise any Limited No Closed: MC, drag-and-drop, fill in the blank, ordering/matching, cross words, etc. Half-open: translation rephrasing correction dictation www.edumatic.be Open: essay-question EFODL – 01.03.2011 – Piet Desmet E-Brain. The @rt of Innovation
  • 1.2. Half-open: based on Approximate String Matching cf. Vous dites?! xxx = substitute (…) = insert (xxx) = delete EFODL – 01.03.2011 – Piet Desmet E-Brain. The @rt of Innovation
  • EFODL – 01.03.2011 – Piet Desmet E-Brain. The @rt of Innovation
  • EFODL – 01.03.2011 – Piet Desmet E-Brain. The @rt of Innovation
  • EFODL – 01.03.2011 – Piet Desmet E-Brain. The @rt of Innovation
  • 1.3. Supported open questions: online legal cases (Jurim@tic)• Open question: free input entered by learner• Creation of feedback, based on:  Model answers  keyword matching • white list (+ score) – and – if – if then • black list (0 or – score) • negations (and range) EFODL – 01.03.2011 – Piet Desmet E-Brain. The @rt of Innovation
  • Supported open: frontend (legal case & input zone) EFODL – 01.03.2011 – Piet Desmet E-Brain. The @rt of Innovation
  • Supported open: back office – white list & black list EFODL – 01.03.2011 – Piet Desmet E-Brain. The @rt of Innovation
  • Supported open: semi-automatic correction EFODL – 01.03.2011 – Piet Desmet E-Brain. The @rt of Innovation
  • Supported open: adapt score and select feedback EFODL – 01.03.2011 – Piet Desmet E-Brain. The @rt of Innovation
  • Use of supported open in two steps: – Step 1 : testing as highlight and feedback tool (support), used by teacher -> manual check and eventual optimization of black and white list – Step 2 : learning Use results of step 1 as exercise with automatic correction and extensive feedback (without human intervention) EFODL – 01.03.2011 – Piet Desmet E-Brain. The @rt of Innovation
  • 1.4. New half-closed exercise type: Select text• Half-closed (possible answers are not given)• Indicate keyword(s) in a sentence/ paragraph/ textmark• Indicate the “range” for the selection (“range” as such does not influence the score)• feedback EFODL – 01.03.2011 – Piet Desmet E-Brain. The @rt of Innovation
  • select text: learning activity EFODL – 01.03.2011 – Piet Desmet E-Brain. The @rt of Innovation
  • select text: feedback EFODL – 01.03.2011 – Piet Desmet E-Brain. The @rt of Innovation
  • 2. Adaptivity: construction of the learning environment• Automobile industry (e.g. adaptive lighting, adaptive windscreen wipers, adaptive cruise control, etc.) Time and place, weather conditions, traffic, etc. = external/ contextual factors• adaptive marketing User profiles = internal factors EFODL – 01.03.2011 – Piet Desmet E-Brain. The @rt of Innovation
  • Adaptive learning (cf. Brusilovsky)(a) Adaptivity: to what? - difficulty level of the tasks - learner profile (prior knowledge, motivation, cognitive load, interests & preferences) - context (time and place, device, etc.)(b) What to adapt? - adaptive form representation (form in which content is presented to the learner, e.g. dynamically generated hypermedia pages) - adaptive content representation (e.g. with or without learner support) - adaptive curriculum sequencing (e.g. selection of items in function of difficulty level, learner profile, etc.)(c) How to implement adaptivity? - full program control (via reasoning component ‘if.. then…’ rules) - full learner control - shared control EFODL – 01.03.2011 – Piet Desmet E-Brain. The @rt of Innovation
  • Proficiency level: A1 – C2 Motivation: 0.50, 0.60, 0.70, … chance of good answer Creation and selection Interests: themes of learning objects Database Backoffice anytime, anywhereE-screeningprior FRONTENDknowledge(motivation, Adaptive Learninginterests) Environment tracking & logging data etc. Reasoner Adaptive selection EFODL – 01.03.2011 – Piet Desmet E-Brain. The @rt of Innovation
  • Demo Maribel Camtasia EFODL – 01.03.2011 – Piet Desmet E-Brain. The @rt of Innovation
  • 3. Mobile learning: deviceDefinition?  Mobility of: – technology: Handheld devices: Smartphone, cell phone, MP3 players, tablet PC’s, etc. – learning: anywhere & anytime  freedom – learner : “learner on the go” EFODL – 01.03.2011 – Piet Desmet E-Brain. The @rt of Innovation
  • Mobile learning• Trends & topics in literature: – Adaptation of learning activities to • technology (cf. limitations of mobile devices) • location  contextualized learning – “rethinking” of some pedagogical aspects leads to new learning experiences: • Informal learning: mobile learning situation vs. formal classroom context • Personalized learning: learner = at the centre • Collaborative learning: emphasis on social interaction EFODL – 01.03.2011 – Piet Desmet E-Brain. The @rt of Innovation
  • Mobile assisted language learning (MALL)• 2 types of MALL applications (based on Kukulska-Hulme & Shield 2008): – Content-related approach: applications based on delivering content – Design-related approach: applications specifically designed for mobile context• The potential of language learning has already been proven in a number of studies Examples of mobile language learning  vocabulary  grammar  pronunciation  listening (multimedia) EFODL – 01.03.2011 – Piet Desmet E-Brain. The @rt of Innovation
  • Content-delivery: vocabulary• Thornton & Houser (2005): – Learners receive vocabulary via e-mail on their Smartphones  Results of study: higher learning effect than study of vocabulary on paper  BUT: learners studying on Smartphone were prodded more often to study (via e- mails)• Kennedy & Levy (2008): – Learners receive SMS with Italian vocabulary (every week)  Content delivery is still a teacher-led approach (vs. learner who controls the learning process) EFODL – 01.03.2011 – Piet Desmet E-Brain. The @rt of Innovation
  • Design-based: Grammar• Tense ITS (Cui & Bull 2005): exercises on verb conjugation, adapted to learners’ location and context EFODL – 01.03.2011 – Piet Desmet E-Brain. The @rt of Innovation
  • Design-based: Pronunciation• Uther et al. (2005): exercises for Japanese learners of English. E.g. difficult sounds /r/ en /l/: EFODL – 01.03.2011 – Piet Desmet E-Brain. The @rt of Innovation
  • Design-based: ListeningFrom www.franel.eu to franel.mobi EFODL – 01.03.2011 – Piet Desmet E-Brain. The @rt of Innovation
  • www.franel.euEFODL – 01.03.2011 – Piet Desmet E-Brain. The @rt of Innovation
  • Demo: film franel.mobi http://www.youtube.com/watch?v=wS579FeJB1g EFODL – 01.03.2011 – Piet Desmet E-Brain. The @rt of Innovation
  • Challenges• More empirical research studies on the effectiveness of mobile applications.• Towards a pedagogy of mobile learning?• Design of learning activities, based on empirical research and a sound theoretical framework.• Adaptation of learning materials to technological limitations while still providing rich input.• Explore the use of social interaction and collaborative learning in a mobile learning environment. EFODL – 01.03.2011 – Piet Desmet E-Brain. The @rt of Innovation
  • MAPLE• Mobile Adaptive Language Learning Experience• Mobile and adaptive learning environment for French• Content: – Listening comprehension – Reading comprehension – Vocabulary – Spoken interaction• Based on authentic text and video material EFODL – 01.03.2011 – Piet Desmet E-Brain. The @rt of Innovation
  • 4. Serious gaming: type of learning environmentAdded value?A. Situated, authentic content/input (multimedia)B. Authentic language learning tasksC. Dynamic assessment (integrated, tiered feedback) (e.g. Purushotma, Thorne, & Wheatley, 2008)D. Social aspects: cooperation and negotiation with native speakers in highly motivating gaming environment (e.g. Thorne, 2008)E. Higher retention of vocabulary (e.g. Neville et al, 2009) EFODL – 01.03.2011 – Piet Desmet E-Brain. The @rt of Innovation
  • EFODL – 01.03.2011 – Piet Desmet E-Brain. The @rt of Innovation
  • Serious games: how to recognize one?Elements of game (Prensky, 2001) Result (Prensky, 2001) Serious game?1. Fun enjoyment, pleasure, motivation2. Play intense involvement, absorbing3. Rules structure procedural/basic knowledge4. Goals & objectives motivation learning /learner goals5. Interactive doing6. Adaptive flow7. Outcomes & feedback learning assessment8. Win states ego gratification9. Conflict/competition/challenge adrenaline 1-1, 1-other, 1-computer10. Problem solving creativity11. Interaction social groups 1-tutor, 1-other, 1-teacher12. Representation & story emotion context EFODL – 01.03.2011 – Piet Desmet E-Brain. The @rt of Innovation
  • Situated Avatar-Based Immersive Learning (SAIL) language as “resource”, as instrument to achieve certain goals Mostly task-based, which requires a task-oriented instructional designMini-games Competition Adaptivity (levels) Time constraints etc. EFODL – 01.03.2011 – Piet Desmet E-Brain. The @rt of Innovation
  • LLINGO• Language Learning in an Interactive Game Environment Immersive language learning environment Avatar-based Task-based Role-playing game Recast as feedback User-generated dialog system EFODL – 01.03.2011 – Piet Desmet E-Brain. The @rt of Innovation
  • EFODL – 01.03.2011 – Piet Desmet E-Brain. The @rt of Innovation
  • EFODL – 01.03.2011 – Piet DesmetE-Brain. The @rt of InnovationEFODL – 01.03.2011 – Piet Desmet E-Brain; The @rt of innovation
  • MinigamesEFODL – 01.03.2011 – Piet Desmet E-Brain. The @rt of Innovation
  • Mobile minigames EFODL – 01.03.2011 – Piet Desmet E-Brain. The @rt of Innovation
  • 5. Social software: contact is kingTechnology Content Contact EFODL – 01.03.2011 – Piet Desmet E-Brain. The @rt of Innovation
  • Livemocha.com EFODL – 01.03.2011 – Piet Desmet E-Brain. The @rt of Innovation
  • Geochallenge EFODL – 01.03.2011 – Piet Desmet E-Brain. The @rt of Innovation
  • Wordchallenge EFODL – 01.03.2011 – Piet Desmet E-Brain. The @rt of Innovation
  • EFODL – 01.03.2011 – Piet Desmet E-Brain. The @rt of Innovation
  • EFODL – 01.03.2011 – Piet Desmet E-Brain. The @rt of Innovation
  • EFODL – 01.03.2011 – Piet Desmet E-Brain. The @rt of Innovation
  • 6. Level of integration in the curriculumNeed for Integrated Language Learning Environments (ILLE)6.1. infrastructure: c- and e-environment are not in tune no e possible in c-environment (cf. traditional classroom) no c possible in e-environment (cf. PC room)6.2. domains: e-learning: dominance of knowledge components (lexicon, grammar, etc.) c-learning: also skills (reading, listening, writing, speaking)6.3. content: Limited interaction between c- and e-content6.4. coaching: e-learning often used for remedying and differentiation -> not a central component of the didactical process limited interaction between c-coach and e-coach EFODL – 01.03.2011 – Piet Desmet E-Brain. The @rt of Innovation
  • 6.1. Infrastructure: multimedia language lab K.U.Leuven Kulak  30 networked Pc’s (learners): 5 trapezial tables with 6 computers each (eye contact with central console is possible + possibilities to communicate around the table)  Central console (coach): 2 Pc’s (one for the supervision of the lab and one to select equipment) + data projector connected to second PC  Central communication area Equipment: CD, DVD, television channels, document reader, 2 cameras (fix & mobile camera), tape recorder EFODL – 01.03.2011 – Piet Desmet E-Brain. The @rt of Innovation
  • EFODL – 01.03.2011 – Piet Desmet E-Brain. The @rt of Innovation
  • 4 layers of a language lab 1) PC class with extra features (placing, extra equipment, etc.) 2) Operating system for communication between central console and tables (forward documents, take over learner PC’s, monitor learners, etc.) 3) Control system for learning content  often LMS LMS offers particular advantages: - learners start applications from the LMS (central console ↓) - teachers focus exclusively on their role as coach - learners do not all have to work on the same materials (autonomy↑) - learners can continue their work outside the classroom sessions 4) Specific applications - existing applications - proper developments with authoring system6.2. Domains: no exclusive e- or c-domains EFODL – 01.03.2011 – Piet Desmet E-Brain. The @rt of Innovation
  • 6.3. Content: optimal tuning of e- and c-contentAt least 2 strategies: a) c-content as central part of the learning materials -> optimal tuning of e-content to c-content cf. electronic manuals (CD-rom and web) cf. use of authoring systems (Hot Potatoes, Edumatic, etc.) b) e-content as central part of the learning materials -> optimal tuning of c-content to e-content cf. use complete language learning environments (learning platform, authoring system, etc.) cf. develop communicative language tasks for e-environment Right now a) especially for schools, b) for vocational training EFODL – 01.03.2011 – Piet Desmet E-Brain. The @rt of Innovation
  • Blended learningMedical Frenchwww.blcc.be EFODL – 01.03.2011 – Piet Desmet E-Brain. The @rt of Innovation
  • Deliverable 1 : e-learning modules – 62 hours e-learning Generic modules Specific modules Le patient et les examens Gynécologie/IVG/Maternité/Néonat alogie Situations délicates Orthopédie L’anamnèse Oncologie L’hospitalisation Radiologie Les complications Radiothérapie Le patient et les détails pratiques de Urologie son hospitalisation Médecine nucléaire EFODL – 01.03.2011 – Piet Desmet E-Brain. The @rt of Innovation
  • Deliverable 2: learning materials for c-learning 8x 3 hours •For each e-learning module: • Communicative activities • Communicative drill exercices •50 role plays EFODL – 01.03.2011 – Piet Desmet E-Brain. The @rt of Innovation
  • 6.4. CoachingBasic principles:• E-environment should allow for e-coaching for the learner: intelligent feedback partly learner-controlled environment, etc. for the coach: reports based on tracking & logging data• C-coach continues where e-environment left off determined problems, level of activity, etc. And stimulates more intense use of the e-environment via regular mails at intervals via assignment of additional tasks in the e-environment ideally e-coach = c-coach EFODL – 01.03.2011 – Piet Desmet E-Brain. The @rt of Innovation
  • 7. The digital world: the new normal 1994 2006 EFODL – 01.03.2011 – Piet Desmet E-Brain. The @rt of Innovation
  • Digital (learning) is the new normal a must trivial mainstreamIt’s not about technology. It’s about usage & added value! EFODL – 01.03.2011 – Piet Desmet E-Brain. The @rt of Innovation
  • Some Key rules:Zero Tolerance for Digital FailureGood Enough Beats Perfect (cf. MP3, Skype, Netbooks, etc.)Abandon Absolute Control EFODL – 01.03.2011 – Piet Desmet (Hinssen 201: 119) E-Brain. The @rt of Innovation
  • Contact• Prof. Dr. Piet Desmet Piet.Desmet@kuleuven-kortrijk.be http://wwwling.arts.kuleuven.ac.be/franling_e/pdesmet/• ITEC www.kuleuven-kortrijk.be/itec EFODL – 01.03.2011 – Piet Desmet E-Brain. The @rt of Innovation