Orchestrating collaborative technology-enhanced ecosystems: How to support teachers with conceptual and technological tools

University of Sydney COCO-CHAI-LATTE Joint Seminar Orchestrating collaborativetechnology-enhanced ecosystems:How to support teachers with conceptual and technological tools Prof. Yannis Dimitriadis GSIC/EMIC research group University of Valladolid May 30, 2012 Based on work by L.P. Prieto – S. Villagrá

TEL/CSCL ecosystem 2

Outlines The two hats of this seminars Hat 1: Conceptual tools s A framework on orchestration s Multi-level patterns as mediating toolss Hat 2: Technological tools for s Learning design s Flexible deployment 3

The two hats of this seminars Personal s Engineering background + Interest in educations Audience (and associated drinks …) s CHAI-LATTE and CoCos TEL research s sound pedagogy + efficient engineerings Quest for sustainable innovation s good research for understanding, abstraction and evidence s effective support to actors – teachers, learners or even service and technology providers 4

The two hats of GSIC/EMIC s “Dark and bright side” in a group since 1994 s Focus on CSCL: complex and innovative s Support real-world actors and own action-research s Inquiry cycle (design-enactment-evaluation) for s teaching/learning and technological support 5

Hat 1: Conceptual toolss Analyze and understand the field of orchestration in complex TEL ecosystems s The “5+3 aspects” framework for orchestrations Collect and use knowledge in terms of good practices during the CSCL cycle s Multi-level patterns 6

Orchestration: Moving targets Increasing presence in literature, but what is it about? Is there a new focus?s Efforts to define the field/concept/metaphor: s Stellar NoE deliverable, CSCL 2011 and ICLS 2012 workshops, collective paper s New proposal for “5+3” orchestration framework and validation through expert panel 7

Focus of orchestration on …s Acknowledge complex ecosystems for innovative TEL/CSCL environmentss Support teachers as orchestrators (and think of how to minimize-distribute the orchestration load on teachers, learners and systems)s Build on pragmatism and minimalism as keys for sustainabilitys Explicit emphasis on how to flexibly manage (learning time) enactments Design for adequate orchestrating and orchestrable technologies (and conceptual tools) 8

The “5+3” frameworkA diagramatic viewhttp://prezi.com/aa2vighak7hh/orchestration-in-tel-cscl-as-easy-as-53/ 9

The “5+3” frameworkA process view 10

Evaluating the frameworkThe setups Research questions on s Completeness of common understanding s Usefulness for researcherss Two panels (March – May 2012) s Pilot phase: 22 Spanish researchers of low- medium expertise (2.58) and more technological profile (16T-7E-1M) s International panel: 24 researchers of medium- high expertise (4,46), high research experience in TEL (15,8 years), more balanced profile (6T-11E-7M) 11

Completeness of frameworks Quantitative and qualitative datas Non-normative and inclusives Need to clarify role of actors, technology, theorys More than 4,5 (Lickert scale of 1-6) for all itemss Logical: 4,78 –Comprehensive: 4,52 –Relevant: 5,13 12

Usefulness of frameworks To be referenced in papers, checklist and didactic tool for young researcherss But need for normative advice and real-world exampless Will be used in future (4.43)s Provided new insights (4.17) 13

Multi-level patternss But the “5+3” Orchestration framework is a conceptual tool mainly for researcherss Tools (conceptual or technological) for orchestration should also support “teachers” s Exploiting articulated (design) knowledges (Pedagogical) patterns as mediating tools regarding various orchestration aspects s Design and Management of learning flow, Assessment, Adaptation …s Related fields of s Learning Design, Educational Modeling, Scripting 14

Collaborative Learning Flowand assessment patternss Learning Flows Assessment 15

Aligning both sets of patterns 16

Usefulness of patternss Are these patterns useful for practitioners? s Evidence for learning flow patterns for OER repurposing to collaborative activities s Appropriation in University (Higher Education – HE) teachers (Professional Development - PD) workshopss But not always s If not included in appropriate technological tools s Too complex (abstract) for (Primary Education – PE) practitioners s Do not take into account enactment issues 17

The need for atomic patterns s Two independent studies by GSIC and SRI using GroupScribbles in Primary and Secondary Education schools (2008-2011) s Studying enactment and disciplined improvisation s Showed that other small-scale, informal, contextual, actionable patterns emerged 18

A learning design in actionin a Primary Education classroom 19

Using atomic patternsin a HE PD workshop 20

Atomic patternsas mediating conceptual toolss And we need to “fill the gap”, “flesh the bones” with appropriate mediating artifacts (conceptual tools) 21

Evaluation of atomic patternsin PD workshopss Four (2 in PE, 2 in HE) PD workshops (2010-2011)s WS4 data quantitative data (scale 1 to 7): s Enactment patterns useful (5,31) s Feasibility (5,22) and nearness (6,06) s 19 out of 22 teachers enriched designs Useful but not revolutionarys Especially important for non-experienced or pre- service teacherss Need to condense and classify long list of APs What about inclusion in technological tools? 22

Approach for multi-level patternss And the way to elicit and use multi-level patterns 23

Hat 1: Wrap-ups Knowledge regarding orchestration for researchers: s “3+5 Aspects” framework s Approach for multi-level patterns s Atomic pattern catalogue and LD representations Support teachers too with conceptual tools: s Classroom norms for participation, discourse moves for discussion, decision rules for contingent teaching (SRI) s Multi-level patterns s Use in PD workshops Role playing and learning design enrichment using cards (GSIC) 24

Hat 2: Technological toolss But TEL is not only about s Conceptual tools (patterns, moves, …)s It is also about s enacting learning in TEL complex ecosystems s especially in HE distributed learning environments where VLE/PLE are combined with third-party toolss And also support teachers (and learners) with technological tools when s orchestrating TEL/CSCL ecosystems (less orchestration load for teachers – more for tools) 25

Learning Design toolss Articulate/exploit the knowledge of patterns and support the learning design processs Create a model or representation of a learning design (unit of learning, script, scenario, etc.) s That allows understanding and reflecting on the pedagogy, making the learning design explicit, sharing it with otherss Through the Web Collage tools Or other Learning tools by the Stellar Learning Design Grid Theme Team http://www.ld-grid.org/home 26

Web Collage:Learning & Assessment flows Students Teacher Select and work Support individual individually in a work subproblem Write activity input for… Review report report Work in expert Work expert groups of students groups students provide Support expert with the same with same feedback… group work subproblem subproblem Form Jigsaw groups and explain each Support jigsaw other the different group work subproblems 27 http://pandora.tel.uva.es/wic2

A learning design(HE teacher in a PD workshop) 28

Web Collage:Evolution and evaluations Evolution of the Collage tool since 2005 s Towards a more stable and user-friendly Web- based tool that includes learning and assessment patterns, as well as support for instantiations Extensive use and evaluation using mixed methods s Multi-case studies in authentic settings and PD workshops with HE teachers s Wide acceptance of the pattern-based design process 29

The deployment gaps But teachers wanted to complete the cycle s deploy their design in their TEL environment, especially their institutional VLE (e.g. Moodle) 30

Alternatives for deployments Have the learning design “in mind” and then go through the VLE/PLE interface and struggle to “translate” the design to a course/lesson plans Use a single system (LAMS) to do both design and deployment in the same environments Use an LD Tool (LDSE) to create the interpretable script and then deploy it to one environments But there are many LD tools and VLEs: s Provide intermediary to connect them: Glue!-PS 31

Glue!-PSAn architectural view 32

Glue!-PS:A functional view 33

Glue!-PSValidations Proof of concept validations using the Planet Game (ICALT 2006) scenario s Two LD languages: LDL + IMS-LD s Two Learning Environments: Moodle + MediaWikis Design and deployment s by GSIC researchers of 36 learning designs created using pen and paper at two HE PD workshops (Sep-Nov 2011) s by 24 teachers in a follow-up PD workshop (Feb 2012) 34

Glue!-PS and atomic patternss Atomic patterns are especially important for flexible orchestrations University teachers suggested embedding atomic patterns in technological toolss Initial evidence of use in Glue!-PS s Implementation of a subset of atomic patterns without architectural changes as e.g. s AP: Spontaneous use of additional IT s Actions: Add and synchronize in real-time resources in an activity s Feasibility evidence in 2 cases (Mar-Apr 2012) 35

Hat 2: Wrap-ups Technological tools to support orchestrations Patterns (that reflect good educational practices) guide a flexible design and deployment processs Glue!-PS allows to bridge the deployment gap in distributed learning environments s time-efficient and less error-prone s allows sustainable migration to new VLE and connection to various LD toolss More naturalistic evaluation is necessarys Important role of PD workshops for innovation and feedback to research 36

Hat 2 (cont.): More tools to …s Regulate through monitoring and the detection of critical aspects of the learning designs (GLUE!-CAS)s Find and select appropriate tools and include them in learning designs (SEEK)s Integrate third-party tools in learning designs directly through the VLE interface (GLUE!)s Design evaluation of CSCL case studies and generate multimedia reports (CSCL-EREM)s …. 37

Hats 1 and 2: wrap-ups Support bits and pieces but also the complete cycle of orchestration s flexibly and sustainablys Design for orchestration to show added value of TEL s innovative pedagogies using old and new technologiess Integrate conceptual and technological tools for s researchers, teachers and students 38

And many open questionss Do researchers need an orchestration theory and framework and should it be normative?s Is the proposed approach for pattern elicitation sustainable? (crowd-sourcing ….)s How can we support co-orchestration with students and integrate efficiently PLE?s How various (Web, 3D worlds, augmented physical) spaces can be orchestrated?s Is there a way to solve the ethical and security problems that are involved?s … 39

Some linkss Publications s http://www.gsic.uva.es/public.php?lang=en&list_pus GSIC/EMIC channel at YouTube: s http://www.youtube.com/user/gsicemic? feature=watchs WS on orchestration at ICLS2012 (July 3) s https://sites.google.com/site/iclsorchestration2012/ 40

Orchestrating collaborative technology-enhanced ecosystems: How to support teachers with conceptual and technological tools

by Yannis on Jun 21, 2012

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Orchestrating collaborative technology-enhanced ecosystems: How to support teachers with conceptual and technological tools Presentation Transcript