Social Learning and Knowledge Sharing Technologies Lecture Slides Lecture Learning Theories and Challenges

© author(s) of these slides including research results from the KOM research network and TU Darmstadt; otherwise it is specified at the respective slide
24-Oct-14
Dr.-Ing. Johannes Konert
Dr.-Ing. Christoph Rensing KOM - Multimedia Communications Lab
Template Teaching v.3.4
KnowShare__2_Theories_Challenges_2014.10.24__1.0.pptx
Theories and Challenges
Social Learning and Knowledge Sharing Technologies 24 October 2014
1. Theories and Challenges
2. Structures and Pattern
Modeling Context
4. Context- Awareness
Search
Context Detection
3. Services and Mechanisms
Peer Tutoring Collabora. Tasks
Contextual Services
5. Evaluation
Foundations and Learning Theories
Challenge: Resource Selection & Navigation
Challenge: Coopera- tion & Collaboration
Challenge: Feedback & Targeting
Peer Assessment & Feedback
Learning Analytics
Learning Path Transparency
Offline Evaluation
Hypothesis validation
Formative and summative
Resources
Social Patterns
Graph Theory Basics
Scripted Collaboration
Re- com- men- der
Human
Resource
User / Learner

KOM – Multimedia Communications Lab
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Learning Theories and systems related to Theories
Motivation
Modeling Context
Search
Context Detection
Contextual Services
5. Evaluation
Learning Analytics
Offline Evaluation
Resources
Social Patterns
Graph Theory Basics
Re- com- men- der
Human
Resource
User / Learner

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Learning Theories
Conceptual frameworks describing how information is absorbed, processed, and retained during learning
Building of theories mainly driven by educational psychology
Learning Theories
Inputs
Learning
?
Outcomes

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Mainly interested in observable behaviour
Like in animal experiments
Behaviour is congenital or influenced by learning
Mental processes uninteresting -> Black Box Classical Conditioning (Ivan Pavlov: experiment with dogs) Operant Conditioning (B.F. Skinner) Characteristics
Behaviorism assumes that a learner is essentially passive, responding to environmental stimuli.
Believes that a learner starts out with a clean slate, and behavior is shaped by positive and negative reinforcement.
Communication between teacher and learner is unidirectional
I. Behaviorism – Foundation & Characteristics
Stimulus
Behavior
Image source: MagentaGreen CC BY-SA 3.0

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Classroom
Rewards and punishments
Responsibility for student learning rests squarely with the teacher
Lecture-based, highly structured
Technology enhanced Learning
Programmed instruction (Skinner)
Small atoms of learning contents sequentially presented
(Simple) questions to every atom
If answer correct, next atom
If answer wrong, repeating atom and question
Realized in Computer based Trainings / Web based Trainings
Design based on behaviorism
Knowledge
Medium Content
Learner Learning- Success
Transfer
Present- ation
Image source: own from www.docendo.org

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Different kind of learning content / knowledge related to different learning processes exist (J.R. Anderson)
Declarative
Procedural
Situative
Multiple intelligences (H. Gardener)
Linguistic-verbal
Logical-mathematical
Spatial-visual
Body-kinesthetic
Musical
…
II. Cognitivism – Foundations & Characteristics
Cognitivism attempts to answer how and why people learn
What is going in the mind (cognitivism) vs. observable behavior (behaviorism)
Absorption and processing of information lead to knowledge represented and stored in the brain
Teaching and learning processes is seen as coded information transfer between teacher and learner Learning content and tasks are didactical prepared
Stimulus
Cognitive Processes
Behavior

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Characteristics
Nomination of objectives
Specification of teaching scenarios
Determination of operational features used during teaching
Instruments for assesment of knowledge Classroom
usage of visual aids
 material should include demonstration, examples, feedback
 critical thinking
Technology enhanced Learning
Intelligent Tutoring Systems
E.g. Cognitive Tutor http://www.carnegielearning.com/learning- solutions/software/cognitive-tutor/
Design based on Cognitivism
Knowledge
Medium Offer
Learner Learning- Success
Transfer
Process
Image source: http://www.carnegielearning.com/learning-solutions/software/cognitive-tutor/

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Assumptions
Reality is not objectively observable and explainable.
By reflecting on our experiences we construct our own understanding of the world we live in.
Perception, thinking and knowledge is based on individual constructions. Foundations
J. Piaget: children learn through organization and schemas – build their own learning by taking part in social activities and exploration
L. Vygotsky: culture is the prime determinant of individual development Conclusions
Learner is actively engaged in their learning process (student centered)
Cooperative learning and socialization are central aspects
Learning by critical thinking
Teacher is a guide
III. Constructivism

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Classroom
Group work
Hands-on experimentation, problem solving, logical reasoning
Students viewpoints are central
Teachers behave as facilitators
…
Technology enhanced learning
Computer supported cooperative learning (CSCL)
Learning using social software
Community oriented learning
Self-directed learning
… Systems
Virtual Classrooms
Wikis
Etherpads
Weblogs and Microblogging
Mindmapping
Social Bookmarking
Cloud file storage
Constructivism in practice

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Example Adobe Connect
Virtual Classrooms
Image source: http://opco12.de/16-20-april-2012-einfuhrungswoche/#Online-Event

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Example Vitero
Virtual Classrooms
Image source: vitero.de/de/anwendungsbereiche/e-learning.html

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Example Vitero
Virtual Classrooms
Image source: vitero.de/de/anwendungsbereiche/e-learning.html

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Use of Wikis
Active learning mechanisms
Proven very successful in teaching civil engineering at “Fachgebiet Stahlbau” TU Darmstadt Students tasks in a project
Select a steel constructed building around Darmstadt
Create a Wiki-article describing this building
Practical application of knowledge imparted during lecture
Inventory of building features on-site
Peer-reviewing of articles by students
Image sources: http://www.stahlbau.tu-darmstadt.de

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Example
Image source: own from project together with J. Lange & H. Merle (TU Darmstadt)

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Resource-based self-directed Learning
Image sources: blogger.com, google.de, youtube.com, wikipedia.de, stackoverflow.com

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Requirements for resource-based self-directed Learning
Resource-based learning tasks
Identify information need
Plan and reflect on learning process
Search for relevant web resources
Annotate, tag and organize resources
Use resources e.g. to prepare a presentation
Share and distribute resources and results to others
Source: RBL Model from Doreen Böhnstedt & Philipp Scholl
Planning
and Reflecting
Searching
Sharing
and Distributing
Utilizing
Annotating and Organizing
?
Task/
Information Need

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Assumption
The human is a networked individuum. By interaction a network build by humans and artefacts grows. New knowledge is generated in networked structures. Proposed by George Siemens and Stephen Downes
Knowledge is networked and distributed
The experience of learning is one of forming new neural (biological), conceptual and external (social) networks
Occurs in complex, chaotic, shifting spaces
Increasingly aided by technology Connected to cMOOCs (connectivistic Massive Open Online Courses)
IV. Connectivism
Image sources: http://www.tedxedmonton.com/speakers/speaker-georgesiemens.html, http://www.downes.ca/

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http://opco12.de/aktivitaten/
Example for a cMOOC – OPCO12
Image source: http://opco12.de/aktivitaten/

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Claudia Bremer: MOOCs: MOOC-Formate und Erfahrungen aus zwei cMOOCs
Image source: www.bremer.cx/vortrag81/Vortrag_Bremer_AGF2013.pdf

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Claudia Bremer: MOOCs: MOOC-Formate und Erfahrungen aus zwei cMOOCs
Image source: www.bremer.cx/vortrag81/Vortrag_Bremer_AGF2013.pdf

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History of Massive Open Online Courses (MOOCs)
2008
2010
2011
2012
2013
CCK08
CCK11
OPCO11
OPCO12
PLENK2010
LAK11
MMC13
leuphana digital
COER13
…
OpenEd Syllabus
Udacity
Coursera
edX
MIT Open Courseware
CS221 AI
openHPI
OpenCourse World
cMOOCs
xMOOCs
hybride
iversity
Kurse / englischsprachig
Kurse / deutschsprachig
Anbieter / USA
Anbieter / Deutschland

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Other Theories
Learning Theories Map http://hotel-project.eu/sites/default/files/Learning_Theory_v6_web/Learning%20Theory.html
Image source: http://hotel-project.eu/sites/default/files/Learning_Theory_v6_web/Learning%20Theory.html

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Learning theories
Influence
educational practices & didactical design
design of educational systems
are not a foundation for a set of rules
focus on different aspects and kinds of learning Different kinds of learning outcomes and knowledge require different kinds of educational practices and systems  didactical design based on taxonomies of teaching aims Anderson, Krathwohl et al. 2001
Learning Theories
Remembering
Understanding
Applying
Analysing
Evaluating
Creating
Metacognitive
Processes
Concepts
Facts

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Characteristics
•Learning and knowledge sharing by communication in groups or communities
•Learning and knowledge acquisition based on (often freely available) learning resources
•Knowledge sharing and knowledge generation using social web applications
•(Many times) initiated by a current knowledge demand
•(Most times) missing of a teacher or tutor
Social Learning and Knowledge Sharing in Open Arrangements
Image source: https://www.youtube.com/watch?v=NIlwGYY0_AA
https://www.youtube.com/watch?v=NIlwGYY0_AA

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Challenges in Social Learning and Knowledge Sharing
Placement in the context of the lecture
Modeling Context
Search
Context Detection
Contextual Services
5. Evaluation
Learning Analytics
Offline Evaluation
Resources
Social Patterns
Graph Theory Basics
Re- com- men- der
Human
Resource
User / Learner

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How to find resources?
Sources to be used
Usage of different sources (not only google)
Formulation of a query without strong expertise in an area How to evaluate resources?
Benefit to reach learning goal
Fit to current situation
Credibility
Technical conditions How to navigate through resources?
Sequence of resources
1. Challenge Resource Selection & Navigation

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How to define learning goals?
for students Taxonomies of teaching aims
by yourself  SMART result expectations How to motivate to reach learning goals? Self-Regulation How to concentrate on learning goals?
2. Challenge Targeting
Image source: http://blog.commlabindia.com/elearning-design/learning-goals

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Bloom et al. (1956) Anderson, Krathwohl et al. 2001
Bloom (1976)
Taxonomy of Learning Goals
Knowledge
Comprehension
Application
Analysis
Synthesis
Evaluation
Remembering
Understanding
Applying
Analysing
Evaluating
Creating
Dt. Bildungsrat
Bloom
Problemlösung/ Beurteilung
Bewertung
Einen Sachverhalt anhand eigener Kriterien systematisch bewerten
Synthese
Aus erlernten Strukturen ein neuartiges Ganzes entwickeln
Transfer
Analyse
Sachverhalt mit eigenen Kriterien systematisch u. umfassend untersuchen
Anwendung
Erlernte Strukturen in ähnlichen Situationen anwenden
Reorganisation
Verstehen
Erlerntes sinngemäß abbilden
Reproduktion
Wissen
Erlerntes in unveränderter Weise erkennen und/oder reproduzieren

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S
Specific
The expectation is specific if it is clearly written so that it is easily understood by the employee.
M
Measurable
The expectation is measurable if it covers at least one measure of a quality metric, quantity, time and/or cost effectiveness. Measurable means not merely meeting a standard but evaluating how well the standard needed to reached. Without a specific measure, the employee is not able to self-monitor how they are doing related to their performance or achieving the work unit’s results.
A
Attainable
The expectation is attainable by the employee if it is appropriate to the employee’s job level. It allows for some stretch so that the employee will neither exceed the expectation too easily nor not be able to reach the successful level. It encourages the employees to push themselves to meet the work unit’s goals.
R
Realistic
The expectation is realistic if it is within reach of the employee to meet the expectation.
T
Time bound
The expectation is time bound if it can be accomplished within the work cycle.
SMART Result Expectations
Doran (1981). Management's goals and objectives

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Self-Regulated Learning (SRL) focuses acquisition of knowledge as an active self-directed process towards efficiency and effectivity of learning. Schmitz (2001)
Competencies „how to learn individually“ are crucial
Individual responsibility and self-monitoring  Process Model
Self-Regulated Learning
Pre-actional
Post-actional
Actional
goal setting
planning
application of strategy
self- monitoring
control
reflection
goal modification
modification of strategy

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Systems of Self-Regulated Learning
Three „systems“ necessary for being able to learn self-regulatedly Boekaerts (1999)
Motivational / emotional
system
cognitive
system
metacognitive
system
Overcome difficulties to …
• … get started
• … stick to task
plan / monitor / reflect
learning process
Learning task related
strategies

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Self-regulated Learning is not easy and has to be trained and supported.
In e-Learning  Scaffolds
Scaffolds
software tools
support learners to regulate cognitive, metacognitive and motivational processes
before, during and after learning actions.
increases quality of learning processes and outcome
(Scholl et al. 2009)
Example:
Scaffolds

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Definition following Hattie & Timperley (2007): Feedback is conceptualized as information provided by an agent (e.g., teacher, peer, book, parent, self, experience) regarding aspects of one’s performance or understanding.
3. Challenge Feedback

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Hattie & Timperley (2007)
Feedback Modell
Image sources: Hattie & Timperley (2007)

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How to get feedback
about the learning activities towards the learning goal?
whether learning objectives are achieved? Examples
Peer Feedback
Systems Feedback
Scaffolds
Assessment
… Questions
When?
Elaboration?
Qualitative feedback vs. wrong/correct
…
Challenge Feedback
Reflection
Awareness
…

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Group work central in constructivism and other theories Research Area CSCL: Computer supported collaborative/cooperative/collective learning
synchronous or asynchronous
same or different location Concepts and Characteristics
4. Challenge: Cooperation & Collaboration
Image sources: https://www.youtube.com/watch?v=uL5mHE3H5wE / Concert Lab Fraunhofer IPSI / Hilliges et al. 2007
Aspect
Peer Tutoring
Cooperative Learning
Peer Collabo- ration
Equality
Low
High
High
Mutuality
Low
Varies
High
Skill Development
High
Varies
Low
Problem-solving
Low
Varies
High
Source: Konert, J. – Interactive Multimedia Learning, Springer 2014

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How to form a group?
Size
Members
Roles in the group When to start or end group work?
Integrated in other learning scenarios How to structure, monitor, support group work?
Level of detailed of task description
Assignment of subtasks to roles
Awareness of group processes
Intervention of teachers/tutors
When to rearrange the group composition?
Inidicators for bad performance
Challenges Cooperation & Collaboration

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Wrapup
Behaviourism
Cognitivism
Constructivism
Connectivism
Image sources: http://jntcarticles.blogspot.de/2012/01/required-competencies-to-solve-global.html http://hotel-project.eu/sites/default/files/Learning_Theory_v6_web/Learning%20Theory.html

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Task 1 – SMART Goals (1 Point) Task 2 – Connectivism – a learning theory? (1 Point) Task 3 – Your own task related to lecture 2 (2 Points) From all tasks collected during the semester we will choose at least one for the final examination.
Your solution of the exercise have to be uploaded till Wednesday 9:40 in the following week (see Submission Date above) again using the moodle module.
The own task and a correct sample solution (see last task in this exercise) enter in the moodle course forum “Students Exercises” as a new question.
About the Exercise
S
Specific
M
Measurable
A
Attainable
R
Realistic
T
Time bound

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Approaches to Modern Web Application Development MVC, ACID, CRUD REST, LAMP <-> MEAN
Social Media Systems Design Aspects
Content vs. User
Relationship Types
Roles, Levels, Badgets, Achievements as an instrument for Guidance
Responsibility and Democracy
Ambient Intimacy
Graph Theory Basics What have subways, emails and rivers in common? (or users, tags, resources)
Image sources: http://www.seawaterfoundation.org/siteImages/rivers_art.jpg,, http://vnfa8y5n3zndutm1.zippykid.netdna-cdn.com/wp-content/uploads/2011/12/url7.jpg, http://images.all-free- download.com/images/graphiclarge/s_bahn_71263.jpg, http://de.roblox.com/item.aspx?seoname=U-Bahn&id=28172595, http://faculty.kutztown.edu/rieksts/225/graphs/tripartite_files/image002.jpg,
Next week: Lecture 3 Social Patterns & Graph Theories Basics

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Thank you for your attention, questions, feedback or hints.
Endslide
km-teaching@KOM.tu-da…. .de
km-teaching@KOM.tu-da…. .de

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Anderson, L.W. (Ed.), Krathwohl, D.R. (Ed.), Airasian, P.W., Cruikshank, K.A., Mayer, R.E., Pintrich, P.R., Raths, J., & Wittrock, M.C. (2001). A taxonomy for learning, teaching, and assessing: A revision of Bloom's Taxonomy of Educational Objectives (Complete edition). New York: Longman.
Boekaerts, M. (1999). Self-regulated learning: Where we are today. International Journal of Educational Research, 31, pp. 445-457.
Bloom, B. S.; Engelhart, M. D.; Furst, E. J.; Hill, W. H.; Krathwohl, D. R. (1956). Taxonomy of educational objectives: The classification of educational goals. Handbook I: Cognitive domain. New York: David McKay Company.
Doran, G. T. (1981). "There's a S.M.A.R.T. way to write management's goals and objectives". Management Review (AMA FORUM) 70 (11): 35–36.
Hattie, J., & Timperley, H. (2007). The power of feedback. Review of educational research, 77(1), 81-112.
Schmitz, B. (2001). Self-Monitoring zur Unterstützung des Transfers einer Schulung in Selbstregulation für Studierende: Eine prozessanalytische Untersuchung. Zeitschrift für Pädagogische Psychologie, 15, 3/4, pp. 181-197.
Scholl, P., Benz, B. F., Böhnstedt, D., Rensing, C., Schmitz, B., & Steinmetz, R. (2009). Implementation and Evaluation of a Tool for setting Goals in self-regulated Learning with Web Resources. In Learning in the Synergy of Multiple Disciplines (pp. 521-534). Springer Berlin Heidelberg.
Video on Social Learning: fuse, What is Social Learning? https://www.youtube.com/watch?v=NIlwGYY0_AA
References

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Learning Theories
•Gabi Reinmann: Didatkisches Handeln – Die Beziehung zwischen Lerntheorien und Didaktischem Design, in M. Ebner, S. Schön (Hrsg.) L3T – Lehrbuch für Lernen und Lehren mit neuen Medien, 2013. http://l3t.tugraz.at/index.php/LehrbuchEbner10/article/download/93/88
•Michael Kerres: Multimediale und Telemediale Lernumgebungen, 2. Auflage, Oldenbourg, 2001. Resource-based Learning & self-regulated learning
•Scholl, P., Benz, B. F., Böhnstedt, D., Rensing, C., Schmitz, B., & Steinmetz, R. (2009). Implementation and Evaluation of a Tool for setting Goals in self-regulated Learning with Web Resources. In Learning in the Synergy of Multiple Disciplines (pp. 521-534). Springer Berlin Heidelberg.
•Anjorin, M., Rensing, C., Bischoff, K., Bogner, C., Lehmann, L., Reger, A. L., ... & García, R. D. (2011). Crokodil-a platform for collaborative resource-based learning. In Towards Ubiquitous Learning (pp. 29-42). Springer Berlin Heidelberg. Connectivism and cMOOCs
•Video Connectivism talk by George Siemes http://elearnspace.org/media/WhatIsConnectivism/player.html
•Video OPCO12 talk by Claudia Bremer and Joachim Wedekind https://lecture2go.uni-hamburg.de/konferenzen/-/k/14441 Feedback
•Hattie, J., & Timperley, H. (2007). The power of feedback. Review of educational research, 77(1), 81-112.
•Musch, J. (1999). Die Gestaltung von Feedback in computergestützten Lernumgebungen: Modelle und Befunde. Zeitschrift für Pädagogische Psychologie, 13(3), 148-160. Collaborative Learning
•Konert, J. (2014). Interactive Multimedia Learning, Springer.
•Haake, J., Schwabe, G., Wessner, M. (2012). CSCL-Kompendium 2.0, Oldenbourg
Further Readings

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Sources are indicated at bottom of the slides
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