Learn3 ldshake-sos-davinia@wsvall-nov2011
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The document describes the Learn3 system created by GTI at UPF for authoring and sharing learning designs. It provides an overview of the system's current version and capabilities, which allow for social sharing, co-editing of designs using three integrated editors, and commenting on designs. Two use case scenarios are presented: one for collaborative work between biology teachers at multiple disciplines, and a second for a community of high schools sharing biology learning designs. More information on demonstrations, papers, and the system's evaluation are provided at the end.
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Learn3 ldshake-sos-davinia@wsvall-nov2011
- 1. GTI Group de tecnologies interactives http://gti.upf.edu http://gti.upf.edu Contact: davinia.hernandez at upf
- 2. GTI Group de tecnologies interactives http://gti.upf.edu A selection of the UPF Learn3 results Learn2-3.0 + joint work with UC3M Learn2D3D Learn3place
- 3. GTI Group de tecnologies interactives http://gti.upf.edu In these slides 3
- 4. GTI Group de tecnologies interactives http://gti.upf.edu • Challenges tackled • Current version of the system • Two use scenarios
- 5. GTI Group de tecnologies interactives http://gti.upf.edu Challenges – Sharing learning design solutions – Cooperation between teachers in the creation of new designs Repositories Editors Social networks Authoring Sharing Partial solutions for the collaborative creation of designs
- 6. GTI Group de tecnologies interactives http://gti.upf.edu Learning design solutions Sharing and c(k)o-edition social network + repository + co-edition
- 7. GTI 3 integrated editors: rich text, Group de tecnologies interactives http://gti.upf.edu WebCollage, eXeLearning • Same contextual interface • Same approaches to co-edit and share (features of LdShake)
- 8. GTI Group de tecnologies interactives http://gti.upf.edu Scenario 1: “Integrated Biomedice” courses LdShake used in the context of the Biology and Medicine studies at UPF, Barcelona Courses where students are expected to integrate the knowledge and skills developed in previous subjects Teams of teachers from different disciplines (Bio-chemistry, Anatomy, Genetics, Pharmacology, …) need to work together in the design of problem-based learning solutions
- 9. GTI Group de tecnologies interactives http://gti.upf.edu Use scenario 2: “Biologia en context” Community of 20 high schools in Catalonia Create and share learning designs that promote the situated learning of Biology topics Appreciate the co-edition, commenting and sharing facilities of LdShake But not fully satisfied with the editor provided and claimed that for some activities they were using eXeLearning…
- 10. GTI Group de tecnologies interactives http://gti.upf.edu More info: • Instances, demo and papers at: • http://ldshake.upf.edu • (register or use: testuser / usertest) • Latest paper presented at ASLD workshop: • http://cloudworks.ac.uk/cloud/view/5822 • We keep working on it: evaluation, pattern ontology…
- 11. GTI Group de tecnologies interactives http://gti.upf.edu In these slides 11
- 12. GTI Group de tecnologies interactives http://gti.upf.edu • Context - Problem • Signal Orchestration System prototype • Jigsaw CLFP Activity
- 13. GTI Group de tecnologies interactives http://gti.upf.edu Context • Physical spaces (classroom, playground, city, museum…) • Encourage experimentation, exploration, collaboration and discussion • “Technology-augmented physical spaces” -enhanced learning (Alavi et al., 2009)) (Santos et al., 2011) (Arroyo et al., 2011)
- 14. GTI Group de tecnologies interactives http://gti.upf.edu Problem • Orchestration of collaborative learning processes in f2f physical settings include: • Who belong to each group • Which collaboration areas are assigned to each group • How to distribute the resources or roles within the group
- 15. GTI Group de tecnologies interactives http://gti.upf.edu Problem • Some solutions proposed when using computer-support VLE -Activity (LMS/VLE in PC, laptops…) -With whom • Using mobile phones would be a more portable option • But, what if ? • Not available (for all the students), cost limitations • Mobile phones not allowed • Agile dynamics • Avoidance of attention distraction / cognitive load • Orchestration indicators need to be perceived by all participants (awareness, …) • …
- 16. GTI Group de tecnologies interactives http://gti.upf.edu Signal Orchestration System • Adding digital information to physical spaces: • Signals indicating group formation • Signals indicating distribution of resources • Signals indicating assignment of work areas • …
- 17. GTI Group de tecnologies interactives http://gti.upf.edu Signal Orchestration System First prototype Personal Signal Orchestration Signal wearable devices manager • Color combinations signal • Teacher configure color orchestration aspects signals to be transmitted to the PS devices
- 18. GTI Group de tecnologies interactives http://gti.upf.edu Jigsaw CLFP scenario • Individual phase • Read a case (out of three) Which case? • Expert phase • Meet students that Who are read same case they? (discuss) Where? • Jigsaw phase • Students that read different cases meet (identify differences Who between cases) exactly? Where?
- 19. GTI Group de tecnologies interactives http://gti.upf.edu Jigsaw CLFP scenario • Individual phase • Read a case (out of three) Which case? • Expert phase • Meet students that Who are read same case they? (discuss) Where? • Jigsaw phase • Students that read different cases meet (identify differences Who between cases) exactly? Where?
- 20. GTI Group de tecnologies interactives http://gti.upf.edu Jigsaw CLFP scenario • Individual phase • Read a case (out of three) Which case? • Expert phase • Meet students that Who are read same case they? (discuss) Where? • Jigsaw phase • Students that read different cases meet (identify differences Who between cases) exactly? Where?
- 21. GTI Group de tecnologies interactives http://gti.upf.edu More info: • Paper presented at EC-TEL 2011 • “Orchestration Signals in the Classroom” (http://gti.upf.edu/the-gti-in-the-european-conference-on-technology-enhanced-learning/) • First evaluation results: • SOS enabled the orchestration of the Jigsaw learning flow, dynamic collaboration • Flexible reconfiguration of signals (transparent to students) • Seems to decrease teachers’ workload and students’ attention to orchestration aspects • Future work hopefully in the context of EEE!?
- 22. GTI Group de tecnologies interactives http://gti.upf.edu davinia.hernandez at upf.edu http://gti.upf.edu Thank you! http://gti.upf.edu Making of.
Editor's Notes
- Physical spaces, such as classrooms or the playground, have a relevant role in collaborative learning since they can bring students together and shape their interactions [1, 2]. The characteristics of a particular space can encourage experimentation, exploration, collaboration, and discussion. The introduction of technologies in physical educational spaces has brought new possibilities that are transforming the learning experiences [3]. Computational artifacts such as media representation systems, remote interaction systems, room-scale peripherals and devices such as handhelds have moved from being conceived as means to support distance communication and learning to be elements embedded in augmented physical spaces that can enrich face-to-face learning experiences [4, 5]. Teachers can design new learning strategies according to their perceived affordance regarding the properties of these technologies [6]. Technology-enhanced educational spaces go beyond the desktop computing by using interactive artifacts and computing facilities derived from three fields: tangible user interfaces, ubiquitous computing and augmented reality [7]. Tangible user interfaces involve explicit contact with the computing artifacts such as tabletops, smartboards, multitouch screens and tangible building blocks [8, 9, 10, 11]. Ubiquitous computing deals with situating and embedding devices within a space so that computational power is available everywhere and the interaction with the devices is mediated through this space. This is now possible due to improvements in computing power, hardware size, wireless communications, power management, and software architectures. Ubiquitous computing offers new possibilities for helping people organize and work collaboratively, mediating social interactions in technology-rich spaces. Ubiquitous computing devices used to support learning settings include light-weight and roomware awareness tool devices [12], mobile phones, QR codes, radio-frequency identification tags and GPS [13, 14, 15]. The devices can incorporate sensors, actuators or both, and can also be network linked. These tangible and ubiquitous devices are augmenting the reality, in the sense that they overlay and add digital information to real objects or integrate computer power into them [5, 16].
- The orchestration of collaborative learning processes in face-to-face physical settings, such as classrooms, requires teachers to coordinate students indicating them who belong to each group, which collaboration areas are assigned to each group, and how they should distribute the resources or roles within the group.While the orchestration problem has been to a large extent solved in the context of PC-oriented learning environments (see for example the collaborative learning flows created with Collage and run in IMS LD compliant systems [18]), no solutions have been proposed to provide coordination information to students in wearable devices so that the use of a PC is not required and, therefore, more agile dynamics in different spaces are enabled.
- The orchestration of collaborative learning processes in face-to-face physical settings, such as classrooms, requires teachers to coordinate students indicating them who belong to each group, which collaboration areas are assigned to each group, and how they should distribute the resources or roles within the group.While the orchestration problem has been to a large extent solved in the context of PC-oriented learning environments (see for example the collaborative learning flows created with Collage and run in IMS LD compliant systems [18]), no solutions have been proposed to provide coordination information to students in wearable devices so that the use of a PC is not required and, therefore, more agile dynamics in different spaces are enabled.
- In this paper, we introduce a system that adds digital orchestration information to ubiquitous devices that can be worn by students. This orchestration information refers to coordination aspects of collaborative learning processes [17], such as group formation indicators, signals to indicate the distribution of resources during the activity, etc.
- The Orchestration Signal system prototype includes multiple Personal Signal devices (PS-device), which have visualization module and a communication module, and the Orchestration Signal manager (OS-manager), a graphical user interface to monitor and control the experience.
- In this initial phase, since the activity is individual, the members of each Jigsaw group do not need to be physically close in the classroom, however they should pick one case (out of three) so that in each member of a Jigsaw group reads a different case. Orchestration signal required: indicating the case to pick
- specific work area of the classroom so that they are close to each other.
- Jigsaw groups will meet in a specific work area of the classroom so that they share a PC and are close to each other. These work areas should be as much separated as possible from other Jigsaw groups. Orchestration signal required: indicating Jigsaw groups and group working areas