Hci techniques from idea to deployment
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Describes a project for individualized learning. CHI 2006 case sudy.
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Hci techniques from idea to deployment
- 1. HCI Techniques from Idea to Deployment: A Case Study for a Dynamic Learning Environment John C. Thomas & Robert A. Farrell CHI 2006 Montreal, Canada April 27, 2006 Other Development Team Members included: Sam Dooley, Bill Rubin, Stephen Levy, Amy Katriel, Doug Gordin & Danny Oppenheim IGS Learning partners: Ray O’Donnell, Ernie Fuller & Steve Rolando
- 4. Learning Object Framework “ Build technology to enable recombinant learning experiences via the production, dynamic assembly, and adaptation of modular learning objects by publishers, instructors, and learners.”
- 8. Metadata and Its Usage Use Values Element Product, language, or operating system Mapping to books IEEE LOM standard (5pt scale) Prerequiste, co-requisite Architecture, Code Listing, Definition, Scenario Motivation, Concept, Process, Procedure Introduction, Conclusion Original context of this data (section, chapter, book) Sequence in book order, maintains source coherence Context Sequence topics by prerequisite and within topic by cognitive level Topic Select proper resource type for job/task Resource Type Select environment to match task Environment Prefer < difficulty when introducing material Difficulty prerequisites first sequencing, assess prerequisites first Relationships Select proper level for job/task, logically sequence Cognitive Level Advance organizer, reduce dangling references Rhetorical Role
- 12. On-demand Custom Courseware Original Sources Learning Objects Customize Capture Assemble Share Describe Cleave Custom Course
Editor's Notes
- Recombinant - relating to or exhibiting [data/genetic] recombination the formation by the processes of crossing-over and independent assortment of new combinations of [learning objects/genes] in [derived works/progeny] that did not occur in the [original works/parents]
- Spreadsheet (easy) Created from Table of Contents Type – Module, Resource, Include, or Exclude Intended Use – optional Modules or Resources Rest of the metadata – required Modules Tried Default modularization at the section level, but SMEs wanted to control. SMEs can adjust up (to chapter) or down (to subsection or subsubsection)
- If the course is large, we would like to group things into chapters. And offer prerequites information by intended use (e.g., here are some scenarios…). We plan to use intended use, difficulty, and importance to reorder the material for different types of learners as defined by the audiences.