1. Designing Dippler —
a Next-Generation TEL System
Mart Laanpere, Hans Põldoja, Peeter Normak :: Tallinn University, Estonia
IFIP WG3.4 conference on Open & Social Technologies for Networked Learning, Tallinn 2012
2. Roadmap
Socio-technical transitions
Generation shifts in software systems created for
supporting learning (TEL systems)
Digital Learning Ecosystem: conceptual framework
Case study: research-based design and
development of Dippler
Demo
6. Types of TEL systems
OfLS OnLS
Hybrid Learning Systems
DLE
Offline Learning Systems Digital Learning Online
Ecosystem Learning
Systems
PLE
LOR
VLE
LMS Virtual
Learning
Environ-
ments
7. Three generations of TEL systems
Dimension 1.generation 2.generation 3.generation
Software Educational software Course management Digital Learning
architecture systems Ecosystems
Pedagogical Bihaviorism Cognitivism Knowledge building,
foundation connectivism
Content Integrated with code Learning Objects, Mash-up, remixed,
management content packages user-generated
Dominant E-textbook, drill & Sharing LO’s, forum Reflections, collab.
affordances practice, tests discussions, quiz production, design
Access Computer lab in Home computer Everywhere – thanks
school to mobile devices
8. Dialectics of TEL system evolution
THESIS: mainstream TEL systems today are LMS (e.g. Moodle)
ANTITHESIS: innovators among academic staff are radically
opposing LMS and propose using PLE and social media instead
SYNTHESIS: new quality, taking the best from both worlds.
Digital Learning Ecosystem?
Disruptive technology (iTunes, iPad) appears often as a result of
synthesis
9. Digital Learning Ecosystem
Ecosystem (biol.) is a community of living organisms
(plants, animals and microbes) in conjunction with
the nonliving components of their environment
(e.g. air, water, light and soil), interacting as a
system. Nutricion cycle, energy flow, self-regulation
DLE is an adaptive socio-technical system consisting
of mutually interacting digital agents (tools,
services, content used in learning process) and
communities of users (learners, facilitators, trainers,
developers) together with their social, economical
and cultural environment.
10.
11. Methodology: research-based design
Iterative, three dialectic cycles
Phases in the 3rd cycle: contextual inquiry, participatory design,
production, action research (testing Dippler in 2 MA courses)
3.3. Participatory
1.2. Participatory 2.2. Participatory 3.2. Updated
action research
ped. framework
design design
1.3. Evaluation 2.3. Case
studies
Blog-based Dippler
IVA LMS 3.4. Generic ped.
PLE DLE
model for DLE
1.1 Initial ped. framework !
2.1. Experimenting with blogs 3.1. Participatory design
Pedagogy-driven design User-centered design
12. Dippler as DLE
Core services (digital specimen): BackOffice (BOS wsdl), Wordpress as
PLE, Learning Object Repository, online testing service Questr,
institutional client, mobile clients
Secondary services: social media (SlideShare, YouTube), identity
management (to come: concept mapping, 6 thinking hats)
User communities: learners, facilitators, administrative staff, software
developers
Adaptive: institutions and users can expand and adapt the ecosystem
Self-regulation: users can change affiliation, design learning paths
Learning analytics: annotating with domain-specific categories
13. Software implementation
Learner's Wordpress BOS Middleware: Dippler: institutional
with Dippler plugin BackOffice Service client, teacher's tool
WS Courses All courses
Blog Profile HTTP Featured
Users My courses
Activities
Widgets
Categories Analytics
RSS Courses Course page
Institutional
Summary
Types of tasks: Course info
Social media Post Outcomes
Structured post Announcem.
Cloud Artefact (file) Participants
Storage Discussion Groups
IOS Resources
app: Self-test
Test Tasks
mobile Settings
client Group task
Offline task
14. Conclusion
Conceptual framework for Digital Learning
Ecosystems as the next-generation TEL systems
Illustrated by a case study: design and development
of Dippler (Distributed Portfolio-based Personal
Learning Ecosystem)
Research-based design approach, followed by
action research
The next steps: enhancing adaptivity and self-
regulation of Dippler DLE, pedagogical model
