Learner-Centred Design and Evaluation of Web-Based E-Learning Environments

Designing E-learning is a combination of pedagogical design, usability and information architecture. E-learning environments should have intuitive interfaces and clear information design, allowing learners to focus on learning. However, there is often a mismatch between what an on-line educator thinks the learner would learn, and what a learner thinks he will, and then has learned from the course. In addition, there is sometimes a mismatch between how an educator wants to teach and what is represented on the interface by the instructional designers. Such mismatches affect the learner's experience and his motivation for E-learning. In this paper, we will first discuss the source and nature of these mismatches. Next, we will discuss whether usability techniques in the HCI literature are appropriate for evaluating E-learning environments for the learner experience. We will then propose a combination of requirements elicitation and usability techniques for learner-centred design and evaluation of Web-based E-learning environments. The proposed methodology is based on our experience of conducting empirical studies for evaluating user-system interactions in E-Commerce contexts

A model of factors affecting independent learners’ engagement with feedback on language learning tasks

In independent learning contexts, the effectiveness of the feedback dialogue between student and tutor or, in the absence of a tutor, the quality of the learning materials, is essential to successful learning. Using the voices of participants as the prime source of data through a combination of data-driven and concept-driven approaches, this investigation attempts to gain deeper insights into the dynamics of the learning process as students express emotional reactions to the learning environment and in particular the written feedback from their tutors and the learning materials. To account for the different ways in which adult learners studying independently engage both cognitively and emotionally with external feedback, we propose a model based on four key drivers: goal relevance, knowledge, self-confidence, and roles. We conclude that only when these key drivers are aligned with each other can learners in independent settings engage with external feedback and learn from it

Peer assessment and knowledge discovering in a community of learners

Thanks to the exponential growth of the Internet, Distance Education is becoming more and more strategic in many fields of daily life. Its main advantage is that students can learn through appropriate web platforms that allow them to take advantage of multimedia and interactive teaching materials, without constraints neither of time nor of space. Today, in fact, the Internet offers many platforms suitable for this purpose, such as Moodle, ATutor and others. Coursera is another example of a platform that offers different courses to thousands of enrolled students. This approach to learning is, however, posing new problems such as that of the assessment of the learning status of the learner in the case where there were thousands of students following a course, as is in Massive On-line Courses (MOOC). The Peer Assessment can therefore be a solution to this problem: evaluation takes place between peers, creating a dynamic in the community of learners that evolves autonomously. In this article, we present a first step towards this direction through a peer assessment mechanism led by the teacher who intervenes by evaluating a very small part of the students. Through a mechanism based on machine learning, and in particular on a modified form of K-NN, given the teacher’s grades, the system should converge towards an evaluation that is as similar as possible to the one that the teacher would have given. An experiment is presented with encouraging results

Toward a Quantitative Analysis of Online Communities

In flexible learning environments there has been an increased focus on developing resources that promote and facilitate the emergence of online communities. The formation of, and active participation in, a learning community has been suggested to facilitate the learning process (Rovai, 2002; Palloff & Pratt, 1999). Current literature examining the formation and development of online communities has predominantly centred on the qualitative analysis of posted messages (within an asynchronous discussion forum) as evidence for community attainment and sustainment (Brook & Oliver, 2003; Hew & Cheung, 2003). The search for key words and phrases is conducted regardless of timing and position within the threaded discussion. Hence, analysis of the postings often occurs in a manner that de-contextualises the discourse throughout the delivery of a subject (Misanchuk & Dueber, 2001). Furthermore, as analysis is limited to a few disparate units of study, an overall picture of the extent to which the online communities formed in individual units are supporting the strategic goals of the university is not formed. Investment in online technologies and development of learning and teaching strategies is conducted at an enterprise level. However, current methodologies evaluating the development and sustainment of online communities have been focussed at a localised level. This paper proposes a scaleable quantitative approach to identify the degree of learner interactions occurring in specific subject-based forums for further qualitative analysis. It is proposed that the examination of data derived from the wider University context better positions and informs staff undertaking subject-based forums in order to align with University strategic goals

¿Pueden los MOOC cerrar la brecha de oportunidades?: La contribución del diseño pedagógico social inclusivo

Massive Open Online Courses (MOOCs) are open courses made available online at no cost to the user and designed to scale up, allowing for a large number of participants. As such, they are a disruptive new development which has the potential to widen access to higher education since they contribute to social inclusion, the dissemination of knowledge and pedagogical innovation. However, assuring quality learning opportunities to all cannot be simply reduced to allowing free access to higher education. On the contrary, it implies assuring equitable opportunities for every participant to succeed in their learning experience. This goal depends on the quality of the learning design. To be successful, a massive open online learning experience has to empower learners and to facilitate a networked learning environment. In fact, MOOCs are designed to serve a high heterogeneity of profiles, with many differences regarding learning needs and preferences, prior knowledge, contexts of participation and diversity of online platforms. Personalization can play a key role in this process. In this article, the authors describe the iMOOC pedagogical model and its later derivative, the sMOOC model, and explain how they contributed to the introduction of the principles of diversity and learner equity to MOOC design, allowing for a clear differentiation of learning paths and also of virtual environments, while empowering participants to succeed in their learning experiences. Using a design-based research approach, a comparative analysis of two course iterations each representing each model is also presented and discussed.Los cursos en línea abiertos y masivos (MOOC) son cursos abiertos disponibles en línea sin costo para el usuario y diseñados para ampliarse, permitiendo un gran número de participantes. Como tales, son un nuevo desarrollo disruptivo que tiene el potencial de ampliar el acceso a la educación superior, ya que contribuyen a la inclusión social, la difusión del conocimiento y la innovación pedagógica. Sin embargo, garantizar oportunidades de aprendizaje de calidad para todos no puede reducirse simplemente a permitir el acceso gratuito a la educación superior. Por el contrario, implica asegurar oportunidades equitativas para que cada participante tenga éxito en su experiencia de aprendizaje. Este objetivo depende de la calidad del diseño de aprendizaje. Para tener éxito, una experiencia de aprendizaje en línea abierta y masiva debe empoderar a los alumnos y facilitar un entorno de aprendizaje en red. De hecho, los MOOC están diseñados para servir a una gran heterogeneidad de perfiles, con muchas diferencias con respecto a las necesidades y preferencias de aprendizaje, conocimiento previo, contextos de participación y diversidad de plataformas en línea. La personalización puede jugar un papel clave en este proceso. En este artículo, los autores describen el modelo pedagógico iMOOC y su derivada posterior, el modelo sMOOC, y explican cómo contribuyeron a la introducción de los principios de diversidad y equidad en el diseño MOOC, lo que permite una clara diferenciación de las rutas de aprendizaje y también de entornos virtuales, al tiempo que permite a los participantes tener éxito en sus experiencias de aprendizaje. Usando un enfoque de design-based research, también se presenta y discute un análisis comparativo de dos iteraciones del curso, cada una representando cada modelo

Metacognitive knowledge, metacognitive strategies, and CALL

CALL Research Perspectives creates a foundation for the study and practice of computer-assisted language learning and provides an overview of ways to conceptualize and to conduct research in CALL. Its core assumptions are that all approaches to research have a place, and that researchers, teachers, and students all have a role to play in the study of computer-enhanced language learning. This is not a how-to-do-research text. Written by top researchers in the field, it offers an open-ended view of what educators need to know and be able to do to answer questions that they have. It is intended to be easy to read, to provide resources for readers to explore the ideas further, and to be non-prescriptive in presenting suggestions for CALL research. The text explores problems with current CALL research and suggests ways that teachers and other researchers can avoid such problems; presents both commonly known and less explored theories that provide a foundation for CALL and language research; and addresses other issues and ideas that affect research outcomes

Landscape Study in Wireless and Mobile Learning in the post-16 sector

In the post-16 sector (further and higher education, and adult and community learning) there is a need to understand how wireless and mobile technologies can contribute to improving the student experience of learning, and help institutions fulfil their missions in an age of incomparably fast technological change. In the context of this interest and growing need, a Landscape Study project was commissioned by JISC through the Innovation strand of the JISC e-Learning Programme in 2004-5. Our project aims were to take a birds-eye view of developments and practice in the UK and internationally, and to communicate our findings to a broad and varied audience. The Summary report is accompanied by 3 associated reports on 'Current Uses', 'Potential Uses' and 'Strategic Aspects'. (The four reports are available in one single document here.

Games-Based Online Course Design: Prototype of Gamification for Online Tutors

With the ubiquity of interactive games in students’ lives and the rise of gamified experiences across the web and mobile applications, online tutors and practitioners of technology enhanced learning have been inspired to incorporate games-based elements. This paper introduces a prototype of an online application that helps online tutors to embed gaming to design their online course. We developed a framework for online course leaders which explains how Wikis (as an online learning platform) can support students’ learning, interaction, and sharing of knowledge in the online community. We are presenting a metaphor for the course design in a gameboard like “snakes and ladders”. This metaphoric game enables online tutors to elaborate online interaction among their students. The game methodological design approach for this metaphoric game merges different pedagogical theories such as (socio-constructivism) with practice in online learning (Wiki) and gives the online tutor an idea about what theory/approach is used when selecting any technological tool or moving forward in the game. This framework could help tutors, educational institutions and students to use a common language with students to describe their teaching and learning activities. Primarily, it helps tutors to make decisions about learning activities, facilitate, guide and support students’ communication and collaboration