CADMOS: A learning design tool for Moodle courses

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

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CADMOS: A learning design tool for Moodle courses

  1. 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. 2. The Presentation in Brief … The lesson plan challenge The CADMOS tool Use case Limitations & future work
  3. 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. 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. 5. Course Design: Neuroscience Spring 2012 Semesterhttp://contentbuilder.merlot.org/toolkit/html/snapshot.php?id=20982585214994
  6. 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. 7. Separation of Concerns in CADMOS
  8. 8. Conceptual Model Composite Simple Activity Activity Learning Resource or Service
  9. 9. Flow Model
  10. 10. Flow Model with rules Composite structure of activities
  11. 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. 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. 13. Bridging the gap between Lesson plan & Enactment
  14. 14. Moodle Preview & Export
  15. 15. CADMOS to Moodle StructuralModel
  16. 16. CADMOS to Moodle Resources/ActivitiesMapping
  17. 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. 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. 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. 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. 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. 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. 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. 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. 25. Creating enriched document based learning scripts
  26. 26. Export to Word – *.docx
  27. 27. CADMOS: Interoperability CADMOS CADMOS models ConceptualCADMOS models Model IMS LD models Moodle IMS LD models Flow Model Word Docx
  28. 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. 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. 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. 31. Thank you!http://cosy.ds.unipi.gr/cadmos/

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