The document discusses research on representing computer-supported collaborative learning (CSCL) scripts using the IMS Learning Design specification. Key points: - Researchers studied how to express CSCL macro-scripts and mechanisms using IMS Learning Design to make implementations more customizable and interoperable. - Collaborative learning flow patterns from literature were coded in IMS Learning Design elements and attributes to demonstrate capabilities and limitations. - An authoring tool called Collage was developed to allow designing processes based on learning design patterns and templates. - Later work focused on embedding assessment activities, ensuring interoperability with IMS Question and Test Interoperability, and developing shared learning design environments and communities.

1. November 2013

2. IMS Learning Design for CSCL
•
Customizable, interoperable vs. “hardwired” implementations
-
Study of the IMS Learning Design specification for
expressing CSCL macro-scripts mechanisms
www.imsglobal.org
Coded cases that significantly featured the requirements (macroscripts in the literature, CL best practices: Jigsaw, Pyramid,
Simulation, Think-Pair-Share…)
possibilities of the notation (LD
elements and attributes)
limitations, pointing out the need of
specifying the group-services
supporting the activities
- Hernández-Leo, D., Asensio-Pérez, J.I., Dimitriadis, Y. (2005) Computational Representation of Collaborative Learning Flow
Patterns
Using IMS Learning Design. Educational Technology & Society, 8(4), 75-89.
- Hernández-Leo, D., et al. (2005) Reusing IMS-LD formalized best practices in collaborative learning. International Journal on
Advanced Technology for Learning, 2(3), 223-232.
-Hernández-Leo, D., Burgos, D., Tattersall, C., Koper, R. (2007) Representing Computer-Supported Collaborative Learning
macro-scripts using IMS Learning Design. European Conference on Technology-Enhanced Learning, Creta, Greece.
- EuroNeumann, S., Klebl, M., Griffiths, D., Hernández-Leo, D., Fuente, L., Hummel, H., Brouns, F., Derntl, M., Oberhuemer, P.
(2010) Report of the Results of an IMS Learning Design Expert Workshop, International Journal of Emerging Technologies in
Learning, 5(1), 58-72.
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3. From the perspective of teachers
•
Two problems:
-
Teacher not familiar with computational representations
Teachers many not be experts in (CS)CL
JIGSAW COLLABORATIVE LEARNING FLOW
PATTERN
Problem: Groups of students face the resolution of a
The create-by-reuse
framework
Different approaches
of re-using preexisting design
solutions
and associated
design processes
CSCL scripting
pattern language
Capturing the
experience reported
in the literature
Special focus on
CL practices
formulated as
CL Flow
Patterns
complex task/problem that can be easily divided…
Solution: Structure the learning flow so that…
Introductory individual (or
initial group) activity
Collaborative activity
around the sub-problem
(Expert Groups)
Collaborative activity around
the problem and solution
proposal (Jigsaw Groups)
- Hernández-Leo, D., Harrer, A., Dodero, J.M., Asensio-Pérez, J.I., Burgos, D. (2007) A Framework for the Conceptualization
of Approaches to “Create-by-Reuse” of Learning Design Solution. Journal of Universal Computer Science, 13(7), 991-1001.
- Hernández-Leo, D., et al. (2006) CSCL scripting patterns: hierarchical relationships and applicability. In: Proceedings of the
6th IEEE International Conference on Advanced Learning Technologies, Kerkrade, The Netherlands, pp. 388-392.
-Hernández-Leo, D., et al. (2010) Generating CSCL Scripts: From Pattern Languages to the Design of Real Scripts. In:
Goodyear P.; Retalis, S. (eds.). Technology-Enhanced Learning, Design patterns and pattern languages, Sense Publishers,
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Series Technology-Enhanced Learning, 49-64.

4. Design process, authoring tool
•
•
Design process based on
patterns (CLFPs), as IMS-LD
templates: can be selected,
combined, refined
Implemented in the
editor
- Hernández-Leo, D., et al. (2006) Collage, a Collaborative Learning Design Editor Based on Patterns. Educational
Technology & Society, 9(1), 58-71.
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5. Embedding assessment activities
•
As embedded activities
in the learning flow
-
Integration model
Assessment patterns
Extended design
process and visualization
Web Collage
- Villasclaras, E.D., Hernández-Leo, D., et al. (2009) Incorporating assessment in a pattern-based design
process for CSCL scripts. Computers in Human Behavior, 25(5), 1028-1039.
- Villasclaras E.D., Hernández-Leo, D., et al. (2011) Linking CSCL script design patterns: connections between
assessment and learning patterns. In: Kohls, C; Wedekind, J.; (eds.). Investigations of e-learning patterns:
context factors, problems and solutions, IGI Global Publishing, 72-85.
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6. Embedding assessment activities
•
Interoperability of IMS LD with IMS QTI
-
In traditional Test-based activities
-
Also extending the interaction contexts of question-items
and test representations
(scores of tests can affect the learning flow)
-
Application to Web Maps
QTIMaps:
Answering test
questions
interacting
with maps
(drawing, ordering
markers, etc.)
QuesTInSitu:
Routes of
geo-located
questions
- Santos, P., Hernández-Leo, D., Pérez-Sanagustín, M., Blat, J. (2012) Modeling the Computing Based Testing domain
extending IMS QTI: a Framework, models and exemplary implementations, 28, 1648–1662
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7. Teacher communities, multiple
types of learning designs
Combined support and mechanisms for:
-
the social sharing and co-edition of learning design
solutions within closed communities of teachers
-
integration of existing web learning design editors
Several iterations, controlled and real studies:
-
Integrated Human Biology courses (UPF),
Biologia en Context (network of Catalan high schools),
Integrated Journalism course (UPF) …
- Hernández-Leo, D., et al. (2011) LdShake: Learning design solutions sharing and co-edition, Computers & Education, 57(4), 2249-2260.
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8. Towards an Integrated Learning
Design Environment (ILDE)
Hernández-Leo, D.; Chacón, J., Prieto, J.P., Asensio-Pérez, J.I., Derntl, M..; Towards an Integrated Learning Design
Environment. In: Proceedings of 8th European Conference on Technology Enhanced Learning, EC-TEL 2013, Paphos,
Cyprus, September 2013, LNCS 8095, pp. 448–453.
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9. First prototype of the ILDE available
http://ilde.upf.edu
The ILDE supports cooperation within a "Learning design" community in which
its members share and co-create multiple types of learning design solutions (LdS)
covering the complete lifecycle:

from conceptualizing (working on/with starting points for designs; this type of
LdS may facilitate the understanding of the context and the expected users, or
may deal with abstractions and drafts around design elements and their
interconnections),

to authoring (producing a detailed definition of a learning design which is ready to
be used with learners),

and implementing (applying an authored learning design with a particular group
of students using a specific virtual learning environment and set of tools).
The ILDE integrates existing learning design tools, including LdShake, OULDI
templates, WebCollage, and Glue!PS. Current development work towards the
second prototype includes the integration of OpenGLM.

10. Current work
• 3 pilots
• Understand relevance of use cases in other contexts
• Towards 2n version of the ILDE
• Ongoing PhD Thesis, Jonathan Chacón:
• Life of designs or “learning design family”
• Support “learning design projects”
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11. Departament de Tecnologies de la
Informació i les Comunicacions,
Universitat Pompeu Fabra
http://gti.upf.edu
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