The document describes how to use the Web Collage tool to implement a pyramid-based educational scenario for a computer networking course involving 12 students. It provides step-by-step instructions on configuring the general options, selecting the pyramid pattern, defining roles, creating group structures, defining activities and tools, importing participant data from a test LMS, and assigning participants to groups. Examples of existing designs in Web Collage and their automatic deployment to Moodle courses are also referenced.

1. The theory and practice of
Design for Learning
OEB 2011 pre-conference workshop
Worksheet: Implementing Pyramid-
based educational scenario using
Web Collage
Yannis Dimitriadis
GSIC/EMIC research group
University of Valladolid
November 30, 2011

2. Index
 Context (it’s real!) ………………………………… 3
 Activity description …………………………… 4
 Accessing WebCollage …………………………… 5
 Configuring the general options ……………… 6
 Selecting the pyramid pattern ………………… 7
 Defining roles ………………………………………… 8
 Creating the groups structure ………………… 9
 Defining the tools to use in each activity …… 10
 Defining Activities …………………………………… 13
 Getting the list of participants ………………… 16
 Assigning participants to the groups ………… 20
 Examples ……………………………………………… 23
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3. Context (it’s real!)
 Telecommunications Engineering M.Sc.
 3rd year (out of 5)
 12 students
 Course on Computer Networking
– Assignment: programming network software
 Situation (two 2-hours sessions)
– Motivation: reflecting before doing…
– Goal: collaborative flow and sequence charts describing what to
program
3

4. Scenario: Activity description
Activity Name Type Groups Duration Expected
Outcomes
SKETCHING of Face-to- 6 initial groups 1h30min Document with
flow and Face of 2 students charts and text with
sequence charts explanation and
problems/doubts
(in dyads)
DISCUSSION Distance 2 supergroups 1h30min Agreed charts and a
AND NEW formed by 3 slide presentation to
ROUND OF initial groups (6 explain the decisions
students per
sketching flow
supergroup)
and sequence
charts (in
supergroups)
PRESENTATION Face-to- Whole class 30min Oral presentations
of final results to Face
the whole class
4

5. Accessing WebCollage
1. Go to http://pandora.tel.uva.es/
wic2/
2. Register!
3. Create a “New Design” - Choose
the name you prefer for the
design
4. A new tab will be opened (if not,
check your browser preferences!)
Note: Mozilla Firefox or Google Chrome
are the best options!
5

6. Configuring the general options
It is possible to provide
a detailed description of
Prerequisites and
Learning Objectives…
But you can skip this
step…
6

7. Selecting the pyramid pattern
1
2
4
3
You can press in help (“?”) to see a pedagogical 7
explanation of the pyramid pattern

8. Defining roles
1 Hover the mouse
over the “red
square” and select
“Edit role” option
2 Type “Work in 3
groups”
 4 Repeat the previous steps for the other levels:
– Level 2: “Work in supergroups”
– Level 3: “Whole Class”
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9. Creating the groups structure
1 Hover the mouse over 2 Do it again to
the “red square” and create another
select the “Clone this group
group instance” option
3 And one more
time… but to
AND THAT’S ALL!!
create another
“supergroup”!
9

10. Defining the tools to use in each
activity (1/3) 1
2
3 Type “Shared
Document in groups”
4
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11. Defining the tools to use in each
activity (2/3)
 You should repeat the previous steps for all the tools to be used:
– Shared Whiteboard in groups
– Shared Whiteboard in supergroups
– Shared Presentation in supergroups
– Presentation 1
– Presentation 2
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12. Defining the tools to use in each
activity (3/3)
 When finished, the list of tools should look like the
following:
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13. Defining Activities (1/3)
 Go back to the “Learning Activity
Flow” tab
– Hover the mouse over “Level 1” of
the pyramid (yellow part)
– An “arrow” will appear – Click on it to
see the activities contained in that
level
– Repeat the process for the other two
levels…
13

14. Defining Activities (2/3)
 Now, let’s configure each
Activity:
1. Click on the activity
2. You should specify
1. Title
2. Description
3. Resources (documents/
tools) to use in that activity
14

15. Defining Activities (3/3)
 You can check the design by going to the tab “Summary”
15

16. Getting the list of participants (1/4)
 Now we are going to select an ad hoc configuration of
“LMS” for the workshop with participants pre-configured,
to load them.
1. Go to the “Participant management” tab
2. In “LMS Installation and class selected”
click in “Select”
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17. Getting the list of participants (2/4)
1. Select the LMS Installation “Test
Installation”
2. Select the class
“TestingClass” (it’s an ad hoc
class for the workshop)
3. Then load the participants of
that class
4. ... and press OK
17

18. Getting the list of participants (3/4)
 You could restrict which of the participants will take part
in the design (in this case, do not “delete” anyone)
18

19. Getting the list of participants (4/4)
 And that finishes the
process of getting
the list of
participants…
19

20. Assigning participants to the groups
(1/3)
 Go to the “Learning Activity Flow” tab
1 Hover the mouse
pointer over the “red
square” and select
“Assign users to group
instance” option
2 Select student_a11
and student_a12
20
3

21. Assigning participants to the groups
(2/3)
 Repeat the previous steps for the other groups
student_a31 student_b11
student_a32 student_b12 student_b21
student_b22
student_a21
student_a22 student_b31
student_b32
You can check how
students are
automatically assigned
to upper level groups
21

22. Assigning participants to the groups
(3/3)
 Assign the teacher (“educator WS”) to the “Teachers”
group
Assign the teacher
(educator WS) to the
“Teachers” group (the
grey circle)
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23. Examples
 In http://pandora.tel.uva.es/wic2/ there are examples of
the designs
– (user: educator / pwd: <ask for the password!>)
 In http://www.gsic.uva.es/glue/moodle/ there are
examples of courses automatically deployed from WIC2
– (user:educator / pwd: <ask for the password!>) for teacher view
user:student_a11 / pwd: <ask for the password!> for student view)
– Courses: OEB 2011 - <…>
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