This document outlines the presentation of a PhD thesis on operationalizing collaborative blended learning scripts. It introduces a conceptual model called 4SPPIces to assist practitioners and technicians in designing CSCBL scripts and the technologies to support their enactment. It then describes proposed computational mechanisms for operationalizing CSCBL scripts, including tools to support the interplay of pedagogical methods and participants, adaptive workflows, group formation, and representing learning spaces. Finally, it discusses two multicase studies that evaluate whether 4SPPIces helps design meaningful CSCBL scripts and appropriate operationalization solutions through case examples of campus exploration activities.

1. Operationalization of collaborative blended learning scripts: a model, computational mechanisms and experimentsAuthor: Mar Pérez-SanagustínAdvisors: Davinia Hernández-Leo & Josep BlatPhD Thesis PresentationPhD Presentation, 1st July 2011

2. OutlineIntroductionFactors in the design of CSCBL scriptsOperationalization of CSCBL scriptsTwo multicase studiesSummary of contributions and future work 2PhD Presentation, 1st July 2011

3. OutlineIntroductionFactors in the design of CSCBL scriptsOperationalization of CSCBL scriptsTwo multicase studiesSummary of contributions and future work 3PhD Presentation, 1st July 2011

4. 1IntroductionOrchestration of collaborationComputer Supported Collaborative Learning (CSCL)Orchestration collaboration for effective learningCL scriptssocialSocial + Comp. mediatedTYPE OF ORCHESTRATIONCSCL scriptsComp. mediated4PhD Presentation, 1st July 2011

5. 1IntroductionOperationalizationAbstract and technologicalindependent definition of the CSCL/CSCBL script (design stage)Social + Comp. mediatedCSCL scriptsOPERATIONALIZATIONComp. mediatedLOWCSCBL scriptsEffective technological settingpresented to the students(enactment stage)DEGREEHIGH5PhD Presentation, 1st July 2011

6. 1IntroductionChallengeNew ways of communication……new opportunities for collaboration6PhDPresentation, 1stJuly 2011

7. Teacher1IntroductionChallenge…formal and informal activities…?Blending activity typesBlending devicesBlending spaces…supported by different devices……occurring at different spatial locations…CHALLENGEHow to organize and structure such as complex activities?Blend of activity types

8. Blend of spatial locations

9. Blend of technologies7PhD Presentation, 1st July 2011

10. 1IntroductionOrchestration in blended learning settingsComputer Supported Collaborative Learning (CSCL)Orchestration collaboration for effective learningCBL scriptssocialCL scriptsBlended LearningSocial + Comp. mediatedTYPE OF ORCHESTRATIONCSCBL scriptsCSCL scriptsComp. mediated8PhD Presentation, 1st July 2011

11. Contributions1IntroductionObjectives and contributionsGlobal Contribution: A conceptual model for assisting practitioners and technicians in the design of meaningful CSCBL scripts and of the technology to suit them for operationalizing their enactment Provision and evaluation of different technological mechanisms for operationalizingthe orchestration of CSCBL scriptsMeaningful and innovative CSCBL scripts Systematic definition of CBL and CSCBL scripts according with terminology in CSCL and to identify the factors intervening in their designPhDPresentation, 1stJuly 20119

12. 1IntroductionMethodologyRevision of literature:

13. Blended learning, CSCL and case studies with innovative uses of ICT

14. Proposing:

15. 4SPPIces: A conceptual model for designing CSCBL scripts

16. Computational solutions for operationalizing CSCBL scripts

17. Analyzing current technologies for the operationalization of CSCBL scripts

18. Evaluating of the proposals

19. Synthetic experiments

20. 2 multicase studies10PhD Presentation, 1st July 2011

21. OutlineIntroductionFactors in the design of CSCBL scriptsOperationalization of CSCBL scriptsTwo multicase studiesSummary of contributions and future work 11PhD Presentation, 1st July 2011

22. 2Factors in the design of CSCBL scripts4SPPIces Model 4SPPIces: a conceptual model to assist practitioners and technicians in the design of CSCBL scriptsPhD Presentation, 1st July 201112

23. 2Factors in the design of CSCBL scripts4SPPIces Model SPACEAgent able to activate or inhibit learning by shaping users interactions Learning flowActivityGroup characteristicsData flowNumber ParticipantsProfile LocationHISTORYFlexibility

24. Relationships between factorsA ONE UNIQUE REPRESENTATIONAll the factors considered together in the designVirtual & physical spacesAreasComponents (Arragement,Affordance, Mobility)Events on Pedagogical MethodEvents on ParticipantsEvents on Space13PhD Presentation, 1st July 2011

25. 2Factors in the design of CSCBL scriptsThe Space and the History factorsDescribes the relationships between the facets of a particular factor with the other factors from the design to the enactmentEvents on Pedagogical MethodEvents onParticipantsEvents onSpaceVirtual and physical spacesAreasComponents (Arragement,Affordance, Mobility)Describes where the learning activity occurs and the elements that compose it14PhD Presentation, 1st July 2011

26. OutlineIntroductionFactors in the design of CSCBL scriptsOperationalization of CSCBL scriptsTwo multicase studiesSummary of contributions and future work PhDPresentation, 1stJuly 201115

27. 3Operationalization of CSCBL scriptsExisitingoperationalization solutionsPedagogical Method operationalization

28. Educational modelling languages such as IMS Learning Design (Hernández-Leo (2006), Hernández-Gonzalo et al. (2008), Zarraonandia et al. (2006))

29. Learning platforms such as Moodle or .LRN

30. Participantsoperationalization

31. Specifications such as IMS Learner Information Package (Smythe et al. (2001))

32. Applications for group formation considering the students’ profile (Ounnas et al. (2001), Hwang et al. (2008))Lack of flexibility when applied to blended learning settings16PhD Presentation, 1st July 2011

33. 3Operationalization of CSCBL scriptsProposed operationalization solutionsOperationalization of the interplay of the PM and PThe Meta-UoL: Definition of the PM on runtime according to P decisions

34. An adaptive UoL: Adaptive PM according to participants’ profile

35. The grouping tool: Adaptation of pre-defined groups of students according to intrinsic and extrinsic constraints of the PMPhD Presentation, 1st July 201117

36. 3Operationalization of CSCBL scriptsProposed operationalization solutions“Proof of concept” evaluationsMeta-UoL: flexibility for democratic participatory methodologiesIn the context of Agora association (2 trainers)

37. Flexibility, guidance and storage for learning practicesAdaptive UoL: workflowadaptation according to the students’ levelIn the context of an Algebra course (2 teachers)

38. Adaptation & monitoring of the students' activityPhD Presentation, 1st July 201118

39. 3Operationalization of CSCBL scriptsProposed operationalization solutions“Proof of concept” evaluationGrouping tool:Simulation (5 teachers)

40. For complex collaborative tasks & huge groups

41. Monitoring of the students in class and the final distributions

42. Guidance supporting groups re-design on runtime through notifications PhD Presentation, 1st July 201119

43. 3Operationalization of CSCBL scriptsProposed operationalization solutionsPhysical spaceSet of components that the users are physcially in contact withOperationalization of the Space Method factor for interplaying with other factorsAreaSections physical space with components and associated to a taskComponentAtomic elements of the space with independent meaningPhD Presentation, 1st July 201120

44. 3Operationalization of CSCBL scriptsProposed operationalization solutionsSpace tool:Representing learning spaces

45. Formal and computational representation of the spaces for the integration with other factors.21PhD Presentation, 1st July 2011

46. 3Operationalization of CSCBL scriptsProposed operationalization solutions“Proof of concept” evaluationSpace tool: testing the descriptive potential of the modelRepresentation of the same learning practice occurring at two different spaces with real participants

47. The final group activity of the learning flow was different and adapted to the particular characteristics of the space22PhD Presentation, 1st July 2011

48. 3Operationalization of CSCBL scriptsProposed operationalization solutionsOperationalization of the History factor: modelling the relationships between the P the PM and the S23PhD Presentation, 1st July 2011

49. 3Operationalization of CSCBL scriptsProposed operationalization solutionsNFC tags + Mobile phones (Ramírez et al., 2008)+ LOG FILES:Capturing the actions of the students

50. Adapting the learning flow according students’ actions

51. (Santos et al., 2010) + MONITORING FUNCTIONALITYLearning flows in parallel

52. Students actions on runtime24PhD Presentation, 1st July 2011

53. OutlineIntroductionFactors in the design of CSCBL scriptsOperationalization of CSCBL scriptsTwo multicase studiesSummary of contributions and future work 25PhD Presentation, 1st July 2011

54. 4Two multicase studiesExperimentsMAIN QUESTIONDoes 4SPPIces assists technicians and practitioner designing meaningful and innovative CSCBL scripts and the technology operationalizingtheir enactment?PhD Presentation, 1st July 201126

55. 4Two multicase studiesMethodologyMulticase Study (Stake, 2005) cross-case analysis

56. Multicase study Q1: Design perspective

57. Multicase study Q2: Operationalization perspective

58. Mixed Method data gathering techniques (Martínez et al. 2003)

59. Data analysis through triangulation: comparative analysis of evidences from different resourcesPhD Presentation, 1st July 201127

60. 4Two multicase studiesResearch questionMAIN QUESTIONDoes 4SPPIces assists technicians and practitioner designing meaningful and innovative CSCBL scripts and the technology operationalizingtheir enactment?SUB-QUESTION Q1: Does 4SPPIces assist practitioners and technicians in the design of CSCBL scripts?Q1-T1 Does 4SPPIces assist collaboration between practitioners and technicians?

61. Q1-T2 Are the CSCBL scripts designed meaningful, innovative and adequate to the learning context? SUB-QUESTION Q2:Do operationalizationsolutions based in 4SPPIces support the scripts enactment?Q2-T1 Does the operationalization solution successfully support teachers’’ orchestration tasks?

62. Q2-T2 Does the operationalization solution successfully support students’ tasks?MULTICASE STUDY Q1MULTICASE STUDY Q2PhD Presentation, 1st July 201128

63. 4Two multicase studiesMulticase Q1 CASE Q1-ACSCBL scripts for discoveringthe campusCASE Q1-BDiscovering BCNCASE Q1-C4SPPIces seminarExtending a design with 4SPPIcesCreating a CSCBLscript from scratchEnhancing designswith 4SPPIces31students2 teachersMobiles GPSQuesTInSituMoodleMobiles, NFCMoodle .LRNIMS+GSI241 students31 students11 practitioners2 techniciansMobiles GPSQuesTInSituMoodleCampus ‘094SPPIces seminarCampus ‘10Discovering BCNISSUE/SDoes 4SPPIces support collaboration between technicians and practitioners?Are 4SPPices-based design meaningful?Are 4SPPIces-based designs descriptive?ISSUE/SDoes 4SPPIces help on supporting communication among practitioners and technicians for extending an existing educational practice?ISSUE/SDoes 4SPPIces help on designing a meaningful and motivational CSCBL script leading with the objectives of the practitioners?Quitain Q1: Does 4SPPIces assist technologists and practitioners when designing meaningful and innovative CSCBL scripts adapted to the needs of actual educational context?PhD Presentation, 1st July 201129

64. 4Two multicase studiesData from case Q2PhD Presentation, 1st July 201130

65. 4Two multicase studiesAssertions Multicase Q1Assertion Q1-2: 4SPPIces is a good assistance for designing meaningful and innovative CSCBL scripts or for extending existing practices particularized to a learning context Assertion Q1-1: 4SPPIces is a good assistance for communities of practitioners and technicians to share knowledge when designing CSCBL scripts for extending and enhancing existing practicesCASE Q1-ACSCBL scripts campusI, II, III, IVCASE Q1-BDiscovering BCNV, VI, VIIVII, VIII, IX, X, XICASE Q1-C4SPPIces seminarXII, XIII, XVXII, XIII, XIVPhD Presentation, 1st July 201131

66. 4Two multicase studiesExample: case studie Q1-CMeaningful differences between designs created with and without 4SPPIces

67. 4SPPIces-based designs make explicit the constraints of the activity that cannot be varied during the enactment [Comparative of the designs]

68. 4SPPIces-based designs make explicit the different locations where the activities take place and their characteristics [Comparative of the designs]

69. Usefulness of 4SPPIces from the designers’ perspective

70. “( the model) has helped me to consider unexpected situations and think about alternatives” [Designers Quest-d2]CASE Q1-C4SPPIces seminarEnhancing designswith 4SPPIces11 practitioners2 techniciansMobiles GPSQuesTInsituMoodle4SPPIces seminarISSUE/SDoes 4SPPIces support collaboration between technicians and practitioners?Are 4SPPices-based design meaningful?Are 4SPPIces-based designs descriptive?PhD Presentation, 1st July 201132

71. 4Two multicase studiesMutlicase Q2CASE Q2-BDiscovering BCNCASE Q2-CDiscovering the campus 2010CASE Q2-ADiscovering the campus 2009S&P-focussedOperationalizationS-focussedOperationalizationS&P&PM-focussedOperationalization31students2 teachersMobiles GPSQustInsituMoodleMobiles, NFCMoodle .241 students3 teachersMobiles NFCIMS + GSI.LRN31students4 teachersCampus ‘09Discovering BCNCampus ‘10ISSUE/SDoes 4SPPIces help on identifying the operationalization requirements for enacting a CSCBL script focussed on supporting the monitoring of the participants across spatial locations on runtime?ISSUE/S Does 4SPPIces help on identifying the operationalization requirements for enacting a CSCBL script focussed on the integration of activities across spatial locations and the adaptability of the activity on runtime?ISSUE/SDoes 4SPPIces help on identifying the operationalization requirements for enacting a CSCBL script focussed on the integration of activities across spatial locations?Quintain Q2: Does 4SPPIces-based operationalization solutions successfully support the enactment of a CSCBL script?33PhD Presentation, 1st July 2011

72. 4Two multicase studiesData multicase Q2PhD Presentation, 1st July 201134

73. 4Two multicase studiesAssertions Multicase Q2Assertion Q2-2: 4SPPIces supports the desing of technolgical solutions with different operationalization degrees that successfully support students’ tasks during the CSCBL script enactmentAssertion Q2-1: 4SPPIces suppots the design of technolgical solutions with different operationalization degrees that succesfully support teachers’ tasks during the CSCBL script enactmentCASE Q1-ADiscoveringCampus 2009I, IIIII, IVCASE Q1-BDiscovering BCNV, VI, VII, VIIIV, VII, VIIICASE Q1-CDiscovering Campus 2010IX, X, XI, XIIIX, XII, XIVPhD Presentation, 1st July 201135

74. 4Two multicase studiesExample: case Q2-ASuccessful aspects of the CSCBL space-focussed operationalization

75. “You know the campus better because you can follow the mobile phone indications” [Students Exploration Questionnaire]

76. “The combination of formal and informal activities help students to get familiar with the university methodologies” [Students Exploration Questionnaire]

77. Weak points of the CSCBL script space-focussed operationalization

78. “The most time demanding and difficult part was to organize the groups depending on the students’ activity registered in the log files and the preferences answered in the questionnaires” [Teachers final Questionnaire]CASE Q2-ADiscovering the campus 2009S-focussedOperationalizationMobiles, NFCMoodle241 students3 teachersCampus ‘09ISSUE/SDoes 4SPPIces help on identifying the operationalization requirements for enacting a CSCBL script focussed on the integration of activities across spatial locations?PhD Presentation, 1st July 201136

79. ContributionsEvaluationDefinition of CBL and CSCBL scripts

80. 4SPPIces model: for supporting the design of CSCBL scripts4Two multicase studiesContributions and evaluation3 IMS LD based operationalizationsolutions supporting the flexible adaptation of the interplay between P and PM

81. Considering the History in third tool applications: NFC kit and QuesTInSitu

82. Specification of the space factor

83. 3 CSCBL scripts and associated operationalization systems

84. 4SPPIces-based CSCBL designs by practitioners in media educationSynthetic experimentsTesting the computational mechanisms for operationalizing 4SPPIces factorsMulticase study Q1A cross case analysis of 3 case studiesMulticase study Q2A cross case analysis of 3 case studies37PhD Presentation, 1st July 2011

85. OutlineIntroductionFactors in the design of CSCBL scriptsOperationalization of CSCBL scriptsTwo multicase studiesSummary of contributions and future work38PhD Presentation, 1st July 2011

86. 5Summary of contributions and future workContribution 1Contribution 1. Systematic definition of CBL and CSCBL scripts according with terminology in CSCL and to identify the factors intervening in their designModelingoperationalized CSCBL scripts for blended learning settings

87. Definition of CBL and CSCBLscripts according to the terminology in CSCL

88. Operationalization framework for organizing approaches in CSCL

89. 4SPPIces model: for supporting the design of CSCBL scripts

90. Journal of Computer Assisted Learning (JCAL, conditionally accepted) (JCR)

91. IEEE Multidisciplinary Engineering Education Magazine, 2009 (history factor)

92. Two ICALT papers, 2009 (participants factor)PhD Presentation, 1st July 201139

93. 5Summary of contributions and future workContribution 2CONTRIBUTION 2.Provision and evaluation of new usage meaningful and innovative CSCBL scriptsNovel educational experiments

94. 3 CSCBL scripts and operationalization systems with different operationalization degrees

95. 1 seminar with 4SPPIces and real educational practitioners in media education

96. Journal of Network and Computer Applications (2011) (JCR);

97. International Journal of Computer Supported Collaborative Learning (ijCSCL) (JCR, conditionally accepted)PhDPresentation, 1st July 201140

98. 5Summary of contributions and future workContribution 3CONTRIBUTION 3. Provision and evaluation of technological mechanisms for operationalizing the orchestration of CSCBL scriptsComputational mechanisms facilitating the design and enactment of orchestrated collaborative blended activities

99. 2 operationalization solutions based in IMS LD to support an operationalization focussed on the adaptation of the PM method

100. An operationalization solution for managing participants on runtime and recommends adaptations according to the contextual situations

101. Influence in the development of NFC kit and QuesTInSitu

102. Formal representation of the space factor

103. International Journal of Emerging Technologies in Learning (iJET) (2008);

104. Book chapter in “Studies in computational intelligence”, Springer (in press) (extended version of conference paper INCOS 2009);

105. ECTEL (2010)

106. Book chapter (under revision) (extended version of conference paper INCOS 2010);PhD Presentation, 1st July 201141

107. 5Summary of contributions and future workFuture work4SPPices as an organizational framework for suggesting the technological solutions

108. Include 4SPPIces into existing CSCL existing tools

109. Propose new operationalization solutions for the different factors`

110. Extend IMS LD with the specification of the Space Model

111. Extract patterns or guidelines of the CSCBL experiments to facilitate the enactment of similar experiences

112. CSCBL scripts as a particular type of ubiquitous learning scenarios

113. Operationalization solutions as a link between spacesPhD Presentation, 1st July 201142

114. 5Summary of contributions and future workRelated publicationsPublications

115. 2 international journal papers (iJET 2008, JNCA, 2010) + 2 under revision positivelyconsidered for publication(JCAL, ijCSCL)

116. 1 book chapter (Springer) + 1 under revision (Springer)

117. 7 international conference papers (ICALT09 (2 contributions), INCOS09, INCOS10, ECTEL10, TENCompetenceOpenWorkshop 2009, CSCL2009)

118. 1 magazine (IEEE Multidisciplinary Engineering Education Magazine)

119. Projects

120. European projects: TENCompetence

121. Spanish Ministry of Education and Science projects: Learn3PhD Presentation, 1st July 201143

122. Thank youhttp://www.marps.info44PhD Presentation, 1st July 2011