Virtual Summer School in Second Life: Supporting Creative CommunitiesMikhail Fominykh
Mikhail Fominykh, Ekaterina Prasolova-Førland and Monica Divitini: "Virtual Summer School in Second Life: Supporting Creative Communities," in Demetrios G. Sampson, J. Michael Spector, Dirk Ifenthaler and Pedro Isaias ed. the 9th International Conference on Cognition and Exploratory Learning in Digital Age (CELDA), Madrid, Spain, October 19–21, 2012, IADIS, ISBN: 978-989-8533-12-8, pp. 27–34.
Virtual Summer School in Second Life: Supporting Creative CommunitiesMikhail Fominykh
Mikhail Fominykh, Ekaterina Prasolova-Førland and Monica Divitini: "Virtual Summer School in Second Life: Supporting Creative Communities," in Demetrios G. Sampson, J. Michael Spector, Dirk Ifenthaler and Pedro Isaias ed. the 9th International Conference on Cognition and Exploratory Learning in Digital Age (CELDA), Madrid, Spain, October 19–21, 2012, IADIS, ISBN: 978-989-8533-12-8, pp. 27–34.
Transition Approach, toolkit for worshop inplementationJavier de Vicente
toolkit for transistion approach worshop inplementation. Based on the Hand out with the practical assignments used during the introductory workshop held in Valencia on 5th, 6th and 7th of May, 2014.
Authoring Your OWN creative, electronic book for mathematics: the MC-squared ...Christian Bokhove
Workshop at the International Conference on Mathematics Textbook Research and Development, 29-31 July 2014, Southampton, UK.
The EU-funded‘MC-squared’ project is working with a number of European communities to develop digital, interactive, creative, mathematics ‘textbooks’ that the project calls ‘cBooks’. The cBooks are authored in a Digital Mathematics Environment in which participants can construct books with various interactive ‘widgets’. This paper provides an outline of the MC-squared project illustrating an interactive storyboard of the Digital Mathematics Environment architecture. This includes examples of how authoring by cBook designers of interactive ‘widgets’ is possible. The workshop that relates to this paper is augmented, of course, by suitable ‘hands-on’ materials aimed at two possible cBooks: one focusing on aspects of geometric and spatial thinking using building blocks, the other on aspects of number and fractions.
Google SketchUp for Media Architecture CommunicationMichael Vallance
Media Architecture Communication with Google SketchUp engages students in a formal design procedure, develops 21st century literacy skills, and achieves a high level of cognitive recognition. Moreover, implementing new mobile technologies such as the iPad in the second decade of the 21st century may indeed be a catalyst for change in pedagogy and learning. Of course, as mobile technologies (hardware and software) are becoming ubiquitous in both learning and community spaces the best use can only be assessed through research and practice. One of the challenge for researchers worldwide is to determine how communication processes alter, how learning benefits and how teaching changes when multiple-media-enabled mobile IT are commonly available. Moreover, the challenge of transmedia communication radically alters the identity of academics involved in technology-enhanced design and communication. The foreseeable ubiquity of augmentation, ambient technologies, and near field communication requires academics to implement inter-disciplinary courses. Media Architecture Communication academics can begin that change as instructors and researchers of Information Science.
Conferencia invitada de Yannis Dimitriadis "Diseñando para orquestrar situaciones CSCL", Seminario de eMadrid sobre Tecnologías para el Aprendizaje Colaborativo, Madrid, 15 de febrero de 2013
Yannis Dimitriadis: Interweaving learning and assessment patterns in CSCL scr...Yishay Mor
http://link.lkl.ac.uk/Dimitriadis
Interweaving learning and assessment patterns in CSCL scripts Print
Thursday 25 June 2009, 12:00am - 2:00pm
Patterns and macro-scripts for supporting teachers with learning design
Prof. Yannis Dimitriadis, University of Valladolid
Location: Large Seminar Room
Learning design or scripting has drawn considerable attention in the field of CSCL (Computer Supported Collaborative Learning). Such an interest draws on research in flexible scaffolding of complex collaborative situations as well as on parallel research regarding Learning Design.
This talk will address a pattern-based approach to CSCL macro-scripts as a means to support teachers in the Learning Design process. Besides a presentation of prior work on Collaborative Learning Flow Patterns and the WebCollage tool, this talk will describe current research efforts that aim at interweaving learning and assessment
patterns. Finally, it will reflect on issues that may relate the patterns approach with
the Learning Design and Open Educational Resources fields.
Slides used to support workshop at Association of Learning Technology Conference. ALT-C 2009.
These slides are released under Creative Commons Attribution Non-Commercial Share Alike to respect copyright of images used and acknowledged within the presentation.
Transition Approach, toolkit for worshop inplementationJavier de Vicente
toolkit for transistion approach worshop inplementation. Based on the Hand out with the practical assignments used during the introductory workshop held in Valencia on 5th, 6th and 7th of May, 2014.
Authoring Your OWN creative, electronic book for mathematics: the MC-squared ...Christian Bokhove
Workshop at the International Conference on Mathematics Textbook Research and Development, 29-31 July 2014, Southampton, UK.
The EU-funded‘MC-squared’ project is working with a number of European communities to develop digital, interactive, creative, mathematics ‘textbooks’ that the project calls ‘cBooks’. The cBooks are authored in a Digital Mathematics Environment in which participants can construct books with various interactive ‘widgets’. This paper provides an outline of the MC-squared project illustrating an interactive storyboard of the Digital Mathematics Environment architecture. This includes examples of how authoring by cBook designers of interactive ‘widgets’ is possible. The workshop that relates to this paper is augmented, of course, by suitable ‘hands-on’ materials aimed at two possible cBooks: one focusing on aspects of geometric and spatial thinking using building blocks, the other on aspects of number and fractions.
Google SketchUp for Media Architecture CommunicationMichael Vallance
Media Architecture Communication with Google SketchUp engages students in a formal design procedure, develops 21st century literacy skills, and achieves a high level of cognitive recognition. Moreover, implementing new mobile technologies such as the iPad in the second decade of the 21st century may indeed be a catalyst for change in pedagogy and learning. Of course, as mobile technologies (hardware and software) are becoming ubiquitous in both learning and community spaces the best use can only be assessed through research and practice. One of the challenge for researchers worldwide is to determine how communication processes alter, how learning benefits and how teaching changes when multiple-media-enabled mobile IT are commonly available. Moreover, the challenge of transmedia communication radically alters the identity of academics involved in technology-enhanced design and communication. The foreseeable ubiquity of augmentation, ambient technologies, and near field communication requires academics to implement inter-disciplinary courses. Media Architecture Communication academics can begin that change as instructors and researchers of Information Science.
Conferencia invitada de Yannis Dimitriadis "Diseñando para orquestrar situaciones CSCL", Seminario de eMadrid sobre Tecnologías para el Aprendizaje Colaborativo, Madrid, 15 de febrero de 2013
Yannis Dimitriadis: Interweaving learning and assessment patterns in CSCL scr...Yishay Mor
http://link.lkl.ac.uk/Dimitriadis
Interweaving learning and assessment patterns in CSCL scripts Print
Thursday 25 June 2009, 12:00am - 2:00pm
Patterns and macro-scripts for supporting teachers with learning design
Prof. Yannis Dimitriadis, University of Valladolid
Location: Large Seminar Room
Learning design or scripting has drawn considerable attention in the field of CSCL (Computer Supported Collaborative Learning). Such an interest draws on research in flexible scaffolding of complex collaborative situations as well as on parallel research regarding Learning Design.
This talk will address a pattern-based approach to CSCL macro-scripts as a means to support teachers in the Learning Design process. Besides a presentation of prior work on Collaborative Learning Flow Patterns and the WebCollage tool, this talk will describe current research efforts that aim at interweaving learning and assessment
patterns. Finally, it will reflect on issues that may relate the patterns approach with
the Learning Design and Open Educational Resources fields.
Slides used to support workshop at Association of Learning Technology Conference. ALT-C 2009.
These slides are released under Creative Commons Attribution Non-Commercial Share Alike to respect copyright of images used and acknowledged within the presentation.
Patterns, approaches and systems to support teachers in designing fortechnol...Yannis
Technology-enhanced collaborative learning can be very challenging for teachers and instructional designers. This seminar deals with design for learning in such contexts showing how pedagogical collaborative learning flow and atomic patterns can be employed in order to promote effective and efficient learning.
Moreover, the talks presents the “In media res framework” and the associated forward-oriented approach of design for
learning, as well as ICT environments and systems that may support teachers. Examples are provided that illustrate crucial elements that can be designed for orchestration, awareness, analytics, reflection and redesign. Finally, some current and future lines of research are presented with respect to the mutual connection between learning design and learning analytics in collaborative learning contexts.
The pattern workshop model of the Learning Patterns project (http://lp.noe-kaleidoscope.org).
Presentation given at the 2007 Openlearn conference.
http://www.open.ac.uk/openlearn/openlearn2007/programme.php
Prieto et al., 2010 - Recurrent Routines in the Classroom Madnesslprisan
Presentation of the paper at the "Current challenges in learning design and pedagogical patterns research" symposium in the NLC 2010 conference in Aalborg, Denmark
Reflecting about the scholarship of teaching and learning when designing a PB...Ann Davidson
This presentation will address the problem of designing interactive online courses in higher education. Despite many promises of richer and deeper learning experiences, in a typical online learning course, students go through well-defined sequences of instruction to complete learning activities and reach learning objectives (Ally, 2008). This is akin to Skinner’s programmed learning (1961), which was an extension of the operant conditioning chamber. While the intention of developing a technology of human behavior was interesting, the learners rapidly became disengaged. Despite its limitations, this metaphor of learning lived a long life and was present throughout the history of distance education and directed the advent of eLearning. After several decades of existence of eLearning and online learning, the step-by-step approach to designing instruction and the ADDIE model are still being used by course designers and upon observing several online courses in various universities, whether they be stand-alone online courses, full online programs or MOOCs, we notice that the classical approach to teaching and learning still dominates the field. However, in corpus of online courses that exist, there are some very interesting solutions pioneered by research teams that wish to innovate.
Faced with a new course to design, our team tackled the challenge by using a problem-based learning (PBL) approach grounded in a socio-constructivist pedagogical approach. The course being discussed is an undergraduate course titled “Digital Communication Technologies”, offered as part of a fully online program. The course design included three components: 1) synchronous weekly tutorials; 2) asynchronous weekly discussions through a learning management system and various social media tools and platforms; 3) problem-based learning videos uploaded on YouTube for each tutorial session. After teaching the course, the teachers reflected on the gap between the theory and practice of PBL, as operationalizing theoretical concepts into actions is not as easy as it may seem. We will present the course design, two narratives of the researcher-designer-developer-instructors along with student reactions to the course. The data will be presented as a reflective analysis of the instructors with regards to the values that underlie the scholarship of teaching and learning.
Topic of the presentation: This presentation is about the transformative experience that learners go through when they solve ill-defined authentic problems in an online higher education context. The students involved in such courses were distributed over a wide geographical setting and worked full-time.
Intended outcomes: Discuss the problematic of online course design. Assess the content of an PBL online course; Analyze the multiplicity of interactions in an online PBL course; Interpret the teachers’ and students’ reactions in an online PBL learning experience.
As part of TL5112 ‘Technology Enhanced Learning - Theory and Practice’ (6 credits). This module aims to inspire and challenge teaching practice in relation to the use of technology-enhanced learning (TEL). It is targeted at those interested in experiencing, exploring and learning more about existing and emerging learning technologies. Teaching innovations in TEL are designed, implemented and evaluated within the context of appropriate learning theories.
Design and orchestration of CSCL educational scenarios is still a challenge for teachers and instructional designers.
Conceptual and technological support to teachers as designers is essential for a sustainable, effective and efficient adoption of innovative pedagogical approaches in increasing complex technology-enhanced learning ecosystems.
This talk presents an overview of patterns, software architectures and environments that support design for learning, drawn from proposals made by the GSIC/EMIC group, together with illustrative examples.
Finally, we discuss some issues regarding effective orchestration actions and pedagogical interventions based on learning analytics and aligned with the design of the educational scenarios.
Human-Centered Learning Analytics and Artificial Intelligence in Education: H...Yannis
Although Artificial Intelligence (AI) and Learning Analytics (LA) have shown their potential in Education, stakeholders’ agency seems to be threatened. On the other hand, multiple issues regarding FATE (Fairness, Accountability, Transparency and Ethics) have been raised when AI or LA-based solutions are designed and implemented. These issues have been especially acute since the emergence of Large Language Models and Generative AI.
This talk discusses the quest for an optimal balance between human and computational agents, when LA tools and services are employed in a Technology Enhanced Learning (TEL) ecosystem. Through the discussion of relevant conceptual models and examples, it argues for Human-Centered Learning Analytics (HCLA) and Human-Centered Artificial Intelligence (HCAI) approaches, where agency and FATE principles are essential design parameters.
The talk focuses especially on LA/AI solutions that may position teachers as designers of effective interventions and orchestration actions. Selected Human-Centered Design (HCD) principles are discussed and illustrated, and directions for future research and development are formulated to overcome the main obstacles for adoption of human-centered approaches for LA and AI in education.
Keynote presentation of Yannis Dimitriadis at Intelligent Tutoring Systems 2022: Human-Centered Learning Analytics: Designing for balanced human and computational agency
The doctoral thesis trajectory has been often characterized as a “long and windy road” or a journey to “Ithaka”, suggesting the promises and challenges of this journey of initiation to research.
The doctoral candidates need to complete such journey
preserving and even enhancing their wellbeing,
overcoming the many challenges through resilience, while keeping
high standards of ethics and
scientific rigor.
This talk will provide a personal account of lessons learnt and recommendations from a senior researcher over his 30+ years of doctoral supervision and care for doctoral students.
Specific attention will be paid on the special features of the
(interdisciplinary doctoral research in Technology Enhanced Learning (TEL),
the eventual convergence of mindsets and epistemological traditions in Information and Communications Technologies (ICT) and human-oriented learning, educational or social sciences, as well as
the specific challenges posed by the human-oriented features of the TEL field.
Keynote talk at CollabTech2022 (November 9, 2022):
Design and orchestration of technology-enhanced collaborative learning can be very challenging for teachers or even instructional designers. This keynote presentation deals with design for effective and efficient collaborative learning, and how teachers as designers and orchestrators may be supported in complex ecosystems.
We present the main challenges and solutions regarding conceptual and technological tools which may be developed, building on, and adapting to existing design knowledge.
The talk will provide an overview of patterns, approaches, tools, and systems that should respect teachers’ agency while taking advantage of complex computational approaches, typically based on artificial intelligence.
We pay special attention to recent research on how learning analytics solutions may be designed and implemented using human-centered approaches, and how socially shared regulated learning may be better supported.
Several illustrating examples will be shown drawing on the literature and the research work of the presented during the last 25 years.
Some prominent pending issues will be posed that may guide future research in supporting teachers as designers and orchestrators.
Designing for effective and efficient pedagogical interventions and orchestration in complex Technology-Enhanced Learning (TEL) ecosystems is an increasingly challenging issue.
In spite of the significant potential of Learning Analytics (LA) research, it is still unclear how can LA be designed to position teachers as designers of effective interventions and orchestration actions.
This talk argues for Human-Centered Design (HCD) and orchestration of actionable learning analytics. It provides a review of needs and existing approaches for HCD in LA is provided, and it proposes three HCD principles for LA solutions, i.e., agentic positioning of teachers and other stakeholders; integration of the learning design cycle and the LA design process; and reliance on educational theories to guide the LA solution design and implementation.
The HCD principles are illustrated and discussed through two case studies in authentic learning contexts.
Finally, some directions for future research and development are formulated to overcome the main obstacles for adoption of HCD for LA.
Supporting teachers as designers: (Some) Research threads at GSIC/EMICYannis
Some current research threads at GSIC/EMIC: (1) Design for Learning, (2) Some systems: ILDE and GluePS-AR, (3) Aligning Learning Analytics, Design for Learning, Orchestration
Technology-enhanced learning ecosystems are becoming quite complex, especially when non-conventional approaches, such as collaborative or inquiry learning are employed.
On the other hand, the recent advances in the learning analytics field have been very promising, for purposes of understanding and optimizing learning and the environments in which it occurs.
However, the alignment between design for learning and learning analytics has been recently shown to be a pending, albeit essential, issue that would allow for effective and efficient pedagogical interventions and orchestration.
This seminar focuses on design for learning, and especially on the eventual support to teachers as designers of pedagogical interventions and classroom orchestration.
Taking into account the “In Media Res” and the “Orchestration and Learning Analytics” frameworks,
this seminar presents some important issues, design principles - patterns, proposals and illustrating examples, regarding the involvement of teachers in the loop of design for effective use of learning analytics.
Learning design, learning analytics, technology enhanced learning
Exploring Career Paths in Cybersecurity for Technical CommunicatorsBen Woelk, CISSP, CPTC
Brief overview of career options in cybersecurity for technical communicators. Includes discussion of my career path, certification options, NICE and NIST resources.
Want to move your career forward? Looking to build your leadership skills while helping others learn, grow, and improve their skills? Seeking someone who can guide you in achieving these goals?
You can accomplish this through a mentoring partnership. Learn more about the PMISSC Mentoring Program, where you’ll discover the incredible benefits of becoming a mentor or mentee. This program is designed to foster professional growth, enhance skills, and build a strong network within the project management community. Whether you're looking to share your expertise or seeking guidance to advance your career, the PMI Mentoring Program offers valuable opportunities for personal and professional development.
Watch this to learn:
* Overview of the PMISSC Mentoring Program: Mission, vision, and objectives.
* Benefits for Volunteer Mentors: Professional development, networking, personal satisfaction, and recognition.
* Advantages for Mentees: Career advancement, skill development, networking, and confidence building.
* Program Structure and Expectations: Mentor-mentee matching process, program phases, and time commitment.
* Success Stories and Testimonials: Inspiring examples from past participants.
* How to Get Involved: Steps to participate and resources available for support throughout the program.
Learn how you can make a difference in the project management community and take the next step in your professional journey.
About Hector Del Castillo
Hector is VP of Professional Development at the PMI Silver Spring Chapter, and CEO of Bold PM. He's a mid-market growth product executive and changemaker. He works with mid-market product-driven software executives to solve their biggest growth problems. He scales product growth, optimizes ops and builds loyal customers. He has reduced customer churn 33%, and boosted sales 47% for clients. He makes a significant impact by building and launching world-changing AI-powered products. If you're looking for an engaging and inspiring speaker to spark creativity and innovation within your organization, set up an appointment to discuss your specific needs and identify a suitable topic to inspire your audience at your next corporate conference, symposium, executive summit, or planning retreat.
About PMI Silver Spring Chapter
We are a branch of the Project Management Institute. We offer a platform for project management professionals in Silver Spring, MD, and the DC/Baltimore metro area. Monthly meetings facilitate networking, knowledge sharing, and professional development. For event details, visit pmissc.org.
Resumes, Cover Letters, and Applying OnlineBruce Bennett
This webinar showcases resume styles and the elements that go into building your resume. Every job application requires unique skills, and this session will show you how to improve your resume to match the jobs to which you are applying. Additionally, we will discuss cover letters and learn about ideas to include. Every job application requires unique skills so learn ways to give you the best chance of success when applying for a new position. Learn how to take advantage of all the features when uploading a job application to a company’s applicant tracking system.
Jill Pizzola's Tenure as Senior Talent Acquisition Partner at THOMSON REUTERS...dsnow9802
Jill Pizzola's tenure as Senior Talent Acquisition Partner at THOMSON REUTERS in Marlton, New Jersey, from 2018 to 2023, was marked by innovation and excellence.
1. University of Queensland
Centre for Innovation in Professional
Learning
Lunchtime seminar & workshop
Pedagogical patterns, learning
design and classroom orchestration
for Computer Supported
Collaborative Learning (CSCL)
Prof. Yannis Dimitriadis
GSIC/EMIC research group
University of Valladolid
July 18, 2012
2. Seminar-workshop overview
s Part 1: Seminar (12pm – 1pm) …
s Practitioner-oriented presentation and discussion
s Introduction to concepts and challenges of
patterns, learning designs, orchestration in CSCL
s Part 2: Workshop (1pm – 2pm) …
s Group activity through sharing, discussing and
creating designs for CSCL
s Discussion on how to move towards effective
and efficient innovation in real-life CSCL
classrooms
2
3. Teaching practitioners – I
Struggling to overcome problems
s Plan and carry out lessons (learning designs)
s Assess and be aware of classroom activities
s Handle emergencies and adapt designs
s Align to curriculum and personal student needs
s Respect time, space and budget, …, and other
constraints
3
4. Teaching practitioners (II)
Orchestration problems
s In settings:
s Physical f2f and/or virtual and/or informal
s Using new and old technologies
s Aiming to innovate using
s Collaborative, problem, inquiry … based learning
Orchestrate their TEL “ubiquitous” classrooms
in real world conditions
Are these problems recurrent?
Are there any recurrent solutions to them? 4
6. From problems to solutions
s Orchestration of TEL environments poses many
problems for
s practitioners (teachers, e-learning designers,
tool and learning environment providers)
s … in all phases of the lifecycle
6
7. Architecture practitioners
Pioneers in design
s If you want to save energy:
s Do not use windows on the “northern” (Oops! …
“southern”) side of the house
s But take also into account
s Type of wall materials
s Need for sun light
s And
s The problem/solution of energy for the roof!
7
8. Software Eng. practitioners
Model-View-Controller
s How can we produce (Web) user-oriented
application that can survive changes?
s The interface type of a form should not depend
s on the data model
s or the mechanism to handle the data
s But such an independence is
s costly in terms of initial development or
s less efficient in terms of execution time
s Name, literature, examples ?
s http://en.wikibooks.org/wiki/Computer_Science_Design_Patterns#Model-View-C
8
9. Teaching practitioners
Collaborative learning problem
s Global – cohort-based threads are shallow
s Shy, slow, non-confident students do not
participate
s When we have discussions to find a solution to an
open-ended problem
s Have some time to think about a problem
s Explain “non-perfect” opinion in small group
s (and) Compare and listen to other views
s And THEN enter the “classroom” battle field
9
10. Collaborative Learning
Ideas and problems
s Collaboration puts emphasis on
– group member interactions (process is important)
s Collaborative learning (CL) is typically associated to
s projects, problems, inquiry
s And many conditions apply for effective CL
s Positive interdependence clearly perceived
s Personal responsibility (assessment) for group
objectives
s Considerable need for facilitation and regulation
s Strong use of interpersonal and group skills
s Can Computer Support (CS) help to enhance chances for
effective CL with CSCL?
10
11. CS Collaborative Learning
Some opportunities
s Tools to support
– Communication (chat), shared spaces (Cmap,
Dabbleboard), artifact creation (Gdocs)
– For synchronous or asynchronous work in small
groups, classrooms or communities
s But most importantly for
– Knowledge creation (OISE Knowledge Forum,
Argunaut argumentation tool)
– Analysis of learning products/processes (Social
Network Analysis, e-portfolios, Learning Analytics)
– Scaffolding/scripting of processes …
11
12. Any common point in all cases?
s Recurrent solutions to recurrent problems
s Placed in context
s Taking into account tensions
s Illustrated through an example
s Connected to other problems
s Based on existing practice-oriented knowledge
s Extracted from studies with “expert” practitioners
s And complemented/informed by theory
s And aimed to
s Help practitioners
12
13. Patterns
s Patterns for “grand” designs in
s Architecture
s Software Engineering
s Pedagogical patterns for
s Teaching and Learning (Learning Design)
s “Classroom” Orchestration
13
14. A pedagogical pattern for
Collaborative Learning Flow (CLFP)
s Think-Pair-Share pattern
– It structures collaboration and promotes
participation in large classes
They comment or take a
classroom “vote”
They pair and discuss
their ideas about the
question
Each participant has
time to think about the
question
15. Another CLFP:
Jigsaw (I)
Jigsaw CLFP (1)
(related “larger”
patterns) … SCRIPTED Collaborative Learning…
This pattern gives the collaborative learning flow for
CONTEXT a context in which several small groups are facing the
study of a lot of information for the resolution of the
same problem.
***
The collaborative learning flow must enable
PROBLEM the resolution of a complex problem/task that
can be easily divided into sections or
independent sub-problems
16. Another CLFP:
Jigsaw (II)
Jigsaw CLFP (2)
(educational (E.g.) To promote the feeling that team members need
objectives) each other to succeed (positive interdependence)
(complexity) High-risk: more appropriate for collaborative learning
experienced individuals
SOLUTION Each participant in a group (“Jigsaw Group”)
studies a particular sub-problem. The participants
of different groups that study the same problem
meet in an “Expert Group” for exchanging ideas.
These temporary groups become experts in the
section of the problem given to them. At last,
participants of each “Jigsaw group” meet to
contribute with their “expertise” in order to solve the
whole problem.
17. Another CLFP:
Jigsaw (III)
(diagram Jigsaw CLFP (3)
representing
the solution)
Individual or initial group
Teacher
Introductory
individual (or initial
group) activity
Collaborative activity
around the sub-
problem
Collaborative activity
around the problem
and solution
proposal
18. Pedagogical patterns:
When are they useful?
s Pattern formalism is only a means
s Patterns reflect an approach for practice-oriented
problems
s They become even more useful
s when innovation (collaboration, projects,
problems, inquiry) is involved
s and in complex CSCL/TEL environments with
multiple tools, activities, social groupings
s for less-experienced practitioners
18
19. Pedagogical patterns:
What can we do with them?
s Include in repositories for documentation and
sharing in communities “of practice”
s Embed in ICT-based design processes and tools
to represent, reflect, deploy and enact in TEL Virtual
or Personal Learning Environments
s Inspire designers/developers of TEL systems
s Enable learning designers to create and support
effective and sustainable scenarios
s Use in Professional Development (PD) workshops
Support practitioners (especially teachers) 19
20. Pedagogical patterns:
Types and relations
s Are all Pedagogical Patterns
s of the same type and granularity?
s independent (how are they related)?
s At GSIC/EMIC we have focused on scripted CSCL
s General design patterns
s Learning Flow, Assessment (and Resources,
Roles, Adaptation, …)
s Atomic patterns
s For design, deployment and enactment
20
21. And a pattern language
http://titan.tel.uva.es/wikis/yannis/images/e/e1/Appendix-chapter3-patternsbook.pdf
Collaborative Learning
Pedagogical
approaches Scripted Collaboration (11 of E-LEN report)
Roles and
common CL
mechanisms
Collaborative
level Jigsaw Learning
CLFPs flow level
Didactics
Structured discussion of subject
Activity level matters
Facilitator
Asynchronous
Resource
level
CSCL scripting patterns Debate PL (Goodyear, 2005)
26. Learning Design and patterns
s Learning Design (or Design for Learning) as a field
s considers teachers (and other actors) as
designers of …
s … “learning designs”, “scripts”, “units of
learning” or “learning environments”
s in a sound pedagogical way
s Looks for methodologies, representations, tools to
support a better design cycle
s Problems that could be solved by Learning Design
Learning Design Practitioner Guide (draft version)26
27. Learning Design and patterns
s Learning Design is related to other concepts as:
s Instructional design
s Student scaffolding
s Activity or scenario scripting
s Lesson planning
s Pedagogical patterns can be considered as
s representations, conceptual tools, mediating
artifacts
s that support better the learning design process
27
28. Learning Design tools
s Articulate/exploit the knowledge of patterns and
support the learning design process
s Create a model or representation of a learning
design (unit of learning, script, scenario, etc.)
s That allows understanding and reflecting on the
pedagogy, making the learning design explicit,
sharing it with others
s Through the Web Collage tool
s Or other Learning tools by the Stellar Learning
Design Grid Theme Team (LDG)
http://www.ld-grid.org/home
28
30. Part I: Seminar (wrap-up)
Some lessons learnt
s We need to establish the conditions for
successful Collaborative Learning (CL)
s Patterns may convey sound pedagogical
knowledge for CL and support practitioners
s Patterns can be embedded in tools and
support the process of creating effective
learning designs (scripts) for CSCL
s “Classroom” orchestration pays attention
to “real-time management” and requires
careful design
30
31. Part I: Workshop preview
s But we still need to
– Work on examples of real CSCL cases
– Understand problems to be solved
– Access and use some of the patterns
– Get an idea of how the GSIC/EMIC tools are used
to support practitioners
s And …
– Take away challenges and issues
– Eventually try out these approaches in our own
real projects!
31
32. Links to patterns
s A list of collaborative learning flow patterns
s http://www.gsic.uva.es/wikis/yannis/images/c/cc/Co
s A list of assessment patterns
s http://www.gsic.uva.es/wikis/yannis/images/6/60/A
s Some lists of atomic patterns (in english)
s http://www.gsic.uva.es/wikis/yannis/images/b/ba/A
s http://www.gsic.uva.es/wikis/yannis/images/4/4d/A
32
33. Some general links
s Publications
s http://www.gsic.uva.es/public.php?lang=en&list_public=all
s GSIC/EMIC channel at YouTube:
s http://www.youtube.com/user/gsicemic?feature=watch
s A video tour through the process
s https://www.dropbox.com/s/2e3blzg7xfy2dhu/Ingles_v116.wmv (6m)
s http://www.youtube.com/watch?v=0C_AVMQ51Q8&list=UUUsMkoyBmK
(3m)
s The documents of this workshop
s http://www.gsic.uva.es/wikis/yannis/index.php/Wollongong_documents#
33
34. Part II: Workshop overview
s Read a scenario and choose a Collaborative Learning
Flow Pattern (5m)
s Analyze a sample learning design proposed by UVA
teachers (5m)
s Enrich the sample design with assessment and
enactment patterns (10m)
s Suggest problems - and look for solutions – (10m +
10m)
s And if time allows …
– Make a tour through solutions provided by the GSIC/EMIC
technological tools (10m)
– Take a look on even more problematic situations and
conflicts during enactment (10m)
34
35. The proposed scenario
s The proposed scenario:
– 24 registered students
– 4 in-class hrs (2 2hr sessions) + 4 off-class hrs
– First week classes
s Learning objective:
– Look for and cite properly reliable information
– Include them in well-structured reports
s Use of Moodle and other ICT tools:
– GoogleDocs, GoogleForms, MediaWiki, IWB, ...
s Use of non-trivial collaborative activities
35
36. First design phase (5m)
s Read the Scenario and think of a
Collaborative Learning Flow Pattern to be
used as a basis for the learning design (5 min)
s A learning design should include:
– Sequence of activities (learners/teachers)
– Social groupings
– ICT and non-ICT resources to use in each activitiy
– Taking into account “in-class vs. off-class”
nature and “timing” of activities
36
38. Design “enrichment” (15m)
s Review the Sample Learning Design
s Select an Assessment Pattern and an
Enactment Atomic Pattern that might
complement/enrich the design
s Annotate the sample design with the
assessment and enactment patterns
s Think of and write down two additional
problems envisaged (expected or
unexpected)?
38
39. Putting things together (15m)
s Form a super-group with your neighbors
s Discuss and agree on assessment-enactment
patterns
s Reach a consensus on three problems that
may occur in the sample learning design
enacted in a UQ TEL environment (Moodle-
based?), especially in order to
– Implement (deploy) the design
– Manage it during enactment
– Modify it in case of emergent conflicts 39
40. A set of additional problems
s In designs proposed by UVA teachers …
– ICT tools are scarcely used (except
assignment delivery through Moodle) and
even less to support collaboration
– Many teachers say
s “that looks nice but I cannot afford to use these
designs in my classes with 70 students”
s “I cannot use collaborative techniques when
assessment is individual and there is a huge
pressure to deliver more contents”
40
41. Issues to be discussed
s Could we really design and carry out these
designs?
s Is there any solution to the previous
issues?
s Have we used any patterns in this
workshop?
s Can we think of any other problematic
situations?
s Can we count with conceptual and
technological tools to support this process?
41
43. The GSIC/EMIC tools in action
s A short video on using ICT tools to support the
s And demo using the real tools
– http://pandora.tel.uva.es/wic2/ (Web Collage)
– Username: alumnobuendia25
– Password: xxx (to be announced)
43
44. Part II: Workshop wrap-up I
s Work on a CSCL sample scenario
(collaboration and ICT learning tools)
s Use of patterns (collaborative learning flow,
assessment, atomic) to generate learning
designs
s Use of GSIC/EMIC tools to support the
learning design lifecycle (special focus on
orchestration)
s Discussion of problems (and solutions?) in
real-life situations
44
45. Part II: Workshop wrap-up II
s It is possible to implement innovative
pedagogies in real-life TEL environments
– Collaboration, projects, problems, inquiry
s There are several tools (conceptual and
technological) to support practitioners
– Patterns, GSIC (or non-GSIC) …
s Need to address many problems
– Teacher beliefs, deployment gap, orchestration
issues for real-time management, context, etc
s But there is also some hope …
45
46. Problematic situation – I
(designs proposed by UVA teachers)
s Theme:
– What is the most important element in literature?
s Design:
– Individual remote work
– Produce remotely a document in groups of 4
using GoogleDocs
– Generate conclusions using GoogleDocs in
super-groups of 8 persons in a f2f session
46
47. Problematic situation – I
Conflicts and solutions?
s People are missing (but latecomers appear
after a certain time)
s A student interpreted erroneously the task
s A group did not deliver its document
s Not enough time to complete the task
s GoogleDocs is not working any more
47
48. Problematic situation – II
s Theme:
– The Global Financial Crisis
s Design:
– Respond to initial questionnaire (individual, remote)
– Generate 3 ideas for an “aspect” (individual, remote)
– Reach a consensus on 3 ideas among experts (in
groups of 3, f2f)
– Debate and generate concept map as experts in
different “aspects” (group of 4, f2f)
– Revise map of another group (groups of 4, remote)
– Answer to critiques by reviewer (individual, remote)
48
49. Problematic situation – II
Conflicts and solutions?
s Is it possible/easy to provide an
implementation in Moodle?
s A group does not provide its pair review
s Only one member of a group generates
the peer review
49
50. Problematic situation – III
s Theme:
– Issues regarding news with some social impact
s Design:
– Brainstorm and search for information (groups of 3,
f2f)
– Document issues (groups of 3, remote)
– Sharing documentation (groups of 6, f2f)
– Generate common documentation and report
(groups of 6, remote)
– Sharing and generation of a common sshort report
(whole class, f2f)
50
51. Problematic situation – III
Conflicts and solutions?
s There are doubts whether all people
participated in the generation of the
common report
s During the process, it is found out that one
concept has not been understood properly
s There are serious errors in the common
reports
51
52. Design of the UVA PD workshop
(textual description)
52
Esta diapo es opcional, por si queda un poco corta la parte de aprendizaje colaborativo
Esta diapo es opcional, por si queda un poco corta la parte de aprendizaje colaborativo
.
CLFP and assessment patterns
Related and structured according to the models, maps or pattern languages
Complex TEL/CSCL ecosystems Multiple tasks activities, multiple social levels, multiple tools How can we manage them and survive (ina sustainable way!), especially the teachers?
Hacer referencia al escenario en papel que tiene cada uno. Dar un par de minutos para que lo lean.
Hacer referencia al escenario en papel que tiene cada uno. Dar un par de minutos para que lo lean.
Hacer referencia al escenario en papel que tiene cada uno. Dar un par de minutos para que lo lean.
Hacer referencia al escenario en papel que tiene cada uno. Dar un par de minutos para que lo lean.
Hemos visto… entre otras muchísimas cosas!
Complex TEL/CSCL ecosystems Multiple tasks activities, multiple social levels, multiple tools How can we manage them and survive (ina sustainable way!), especially the teachers?
Hacer referencia al escenario en papel que tiene cada uno. Dar un par de minutos para que lo lean.
Hacer referencia al escenario en papel que tiene cada uno. Dar un par de minutos para que lo lean.
Hacer referencia al escenario en papel que tiene cada uno. Dar un par de minutos para que lo lean.
Mostrar la diapo parcialmente mientras los autores explican el diseño Repartir post-its de roles y diseño en papel a cada equipo. Luego, las diferentes tarjetas. Asen puede ir monitorizando a los criticones, incluso picándoles por el chat de Gdocs? Conflictos posibles: Falta gente Luego vienen latecomers Alguien entendió mal la tarea y está haciendo otra cosa Algún grupo no ha entregado la fase anterior No da tiempo a terminar la tarea GoogleDocs deja de funcionar Soluciones: 1. Rehacer agrupaciones en función de los asistentes? (cómo hacer el cambio en Moodle?) dilema: es mejor que se toquen todos los tipos de parámetros, o que haya trabajo colaborativo? 2. Rehacer agrupaciones? 3. Monitorizar durante la actividad 4. Cambiar tarea presencial a no presencial 4. Uso espontáneo de TIC adicional, plan B en lápiz y papel
Conflictos posibles: Falta gente Luego vienen latecomers Alguien entendió mal la tarea y está haciendo otra cosa Algún grupo no ha entregado la fase anterior No da tiempo a terminar la tarea GoogleDocs deja de funcionar Soluciones: 1. Rehacer agrupaciones en función de los asistentes? (cómo hacer el cambio en Moodle?) dilema: es mejor que se toquen todos los tipos de parámetros, o que haya trabajo colaborativo? 2. Rehacer agrupaciones? 3. Monitorizar durante la actividad 4. Cambiar tarea presencial a no presencial 4. Uso espontáneo de TIC adicional, plan B en lápiz y papel
Mostrar la diapo parcialmente mientras los autores explican el diseño Repartir post-its de roles y diseño en papel a cada equipo. Luego, las diferentes tarjetas. Asen puede ir monitorizando a los criticones, incluso picándoles por el chat de Gdocs? La verdad es que la implementación en Moodle no está clara... cómo ve cada grupo las críticas de los otros a su diagrama? se entrega en Moodle (assignment)! - reutilización Conflictos: Cómo se implementa esto en Moodle? Algún grupo no hace la crítica Sólo uno de los miembros del grupo hace críticas (los otros pasan o no están) - monitorización, assessment, rol de las TICs
Mostrar la diapo parcialmente mientras los autores explican el diseño Repartir post-its de roles y diseño en papel a cada equipo. Luego, las diferentes tarjetas. Asen puede ir monitorizando a los criticones, incluso picándoles por el chat de Gdocs? La verdad es que la implementación en Moodle no está clara... cómo ve cada grupo las críticas de los otros a su diagrama? se entrega en Moodle (assignment)! - reutilización Conflictos: Cómo se implementa esto en Moodle? Algún grupo no hace la crítica Sólo uno de los miembros del grupo hace críticas (los otros pasan o no están) - monitorización, assessment, rol de las TICs
Mostrar la diapo parcialmente mientras los autores explican el diseño Repartir post-its de roles y diseño en papel a cada equipo. Luego, las diferentes tarjetas. Asen puede ir monitorizando a los criticones, incluso picándoles por el chat de Gdocs? No está claro cómo se implementará el debate y la elaboración del informe final! Conflictos: 1. Algún alumno está completamente en la inopia durante la exposición 2. El profesor tiene serias sospechas de que en la elaboración del consenso ha habido gente que no ha hecho nada 3. Durante el debate, parece aparente que nadie ha entendido en qué debe consistir uno de los conceptos del informe 4. Para el informe final hay que tener ciertos aspectos, pero los informes de consenso tiene fallos graves Soluciones: (drop) 1. Tomar notas del debate (alumno) (drop) 2. Evaluar aleatoriamente trabajo unificado 3. Intercalar lección magistral en el debate, Síntesis de la discusión 4. Síntesis de la discusión, Tomar notas del debate con la PDI, Proyectar artefacto durante la discusión (y editarlo!)
Soluciones: (drop) 1. Tomar notas del debate (alumno) (drop) 2. Evaluar aleatoriamente trabajo unificado 3. Intercalar lección magistral en el debate, Síntesis de la discusión 4. Síntesis de la discusión, Tomar notas del debate con la PDI, Proyectar artefacto durante la discusión (y editarlo!)