Models for Learning (Mod4L) Final Report: Representing Learning Designs

The Mod4L Models of Practice project is part of the JISC-funded Design for Learning Programme. It ran from 1 May – 31 December 2006. The philosophy underlying the project was that a general split is evident in the e-learning community between development of e-learning tools, services and standards, and research into how teachers can use these most effectively, and is impeding uptake of new tools and methods by teachers. To help overcome this barrier and bridge the gap, a need is felt for practitioner-focused resources which describe a range of learning designs and offer guidance on how these may be chosen and applied, how they can support effective practice in design for learning, and how they can support the development of effective tools, standards and systems with a learning design capability (see, for example, Griffiths and Blat 2005, JISC 2006). Practice models, it was suggested, were such a resource. The aim of the project was to: develop a range of practice models that could be used by practitioners in real life contexts and have a high impact on improving teaching and learning practice. We worked with two definitions of practice models. Practice models are: 1. generic approaches to the structuring and orchestration of learning activities. They express elements of pedagogic principle and allow practitioners to make informed choices (JISC 2006) However, however effective a learning design may be, it can only be shared with others through a representation. The issue of representation of learning designs is, then, central to the concept of sharing and reuse at the heart of JISC’s Design for Learning programme. Thus practice models should be both representations of effective practice, and effective representations of practice. Hence we arrived at the project working definition of practice models as: 2. Common, but decontextualised, learning designs that are represented in a way that is usable by practitioners (teachers, managers, etc).(Mod4L working definition, Falconer & Littlejohn 2006). A learning design is defined as the outcome of the process of designing, planning and orchestrating learning activities as part of a learning session or programme (JISC 2006). Practice models have many potential uses: they describe a range of learning designs that are found to be effective, and offer guidance on their use; they support sharing, reuse and adaptation of learning designs by teachers, and also the development of tools, standards and systems for planning, editing and running the designs. The project took a practitioner-centred approach, working in close collaboration with a focus group of 12 teachers recruited across a range of disciplines and from both FE and HE. Focus group members are listed in Appendix 1. Information was gathered from the focus group through two face to face workshops, and through their contributions to discussions on the project wiki. This was supplemented by an activity at a JISC pedagogy experts meeting in October 2006, and a part workshop at ALT-C in September 2006. The project interim report of August 2006 contained the outcomes of the first workshop (Falconer and Littlejohn, 2006). The current report refines the discussion of issues of representing learning designs for sharing and reuse evidenced in the interim report and highlights problems with the concept of practice models (section 2), characterises the requirements teachers have of effective representations (section 3), evaluates a number of types of representation against these requirements (section 4), explores the more technically focused role of sequencing representations and controlled vocabularies (sections 5 & 6), documents some generic learning designs (section 8.2) and suggests ways forward for bridging the gap between teachers and developers (section 2.6). All quotations are taken from the Mod4L wiki unless otherwise stated

Sticks, balls or a ribbon? Results of a formative user study with bioinformaticians

User interfaces in modern bioinformatics tools are designed for experts. They are too complicated for\ud novice users such as bench biologists. This report presents the full results of a formative user study as part of a\ud domain and requirements analysis to enhance user interfaces and collaborative environments for\ud multidisciplinary teamwork. Contextual field observations, questionnaires and interviews with bioinformatics\ud researchers of different levels of expertise and various backgrounds were performed in order to gain insight into\ud their needs and working practices. The analysed results are presented as a user profile description and user\ud requirements for designing user interfaces that support the collaboration of multidisciplinary research teams in\ud scientific collaborative environments. Although the number of participants limits the generalisability of the\ud findings, the combination of recurrent observations with other user analysis techniques in real-life settings\ud makes the contribution of this user study novel

Intelligent tutoring systems for systems engineering methodologies

The general goal is to provide the technology required to build systems that can provide intelligent tutoring in IDEF (Integrated Computer Aided Manufacturing Definition Method) modeling. The following subject areas are covered: intelligent tutoring systems for systems analysis methodologies; IDEF tutor architecture and components; developing cognitive skills for IDEF modeling; experimental software; and PC based prototype

THE "POWER" OF TEXT PRODUCTION ACTIVITY IN COLLABORATIVE MODELING : NINE RECOMMENDATIONS TO MAKE A COMPUTER SUPPORTED SITUATION WORK

Language is not a direct translation of a speaker’s or writer’s knowledge or intentions. Various complex processes and strategies are involved in serving the needs of the audience: planning the message, describing some features of a model and not others, organizing an argument, adapting to the knowledge of the reader, meeting linguistic constraints, etc. As a consequence, when communicating about a model, or about knowledge, there is a complex interaction between knowledge and language. In this contribution, we address the question of the role of language in modeling, in the specific case of collaboration over a distance, via electronic exchange of written textual information. What are the problems/dimensions a language user has to deal with when communicating a (mental) model? What is the relationship between the nature of the knowledge to be communicated and linguistic production? What is the relationship between representations and produced text? In what sense can interactive learning systems serve as mediators or as obstacles to these processes

Embedding Requirements within the Model Driven Architecture

The Model Driven Architecture (MDA) brings benefits to software development, among them the potential for connecting software models with the business domain. This paper focuses on the upstream or Computation Independent Model (CIM) phase of the MDA. Our contention is that, whilst there are many models and notations available within the CIM Phase, those that are currently popular and supported by the Object Management Group (OMG), may not be the most useful notations for business analysts nor sufficient to fully support software requirements and specification. Therefore, with specific emphasis on the value of the Business Process Modelling Notation (BPMN) for business analysts, this paper provides an example of a typical CIM approach before describing an approach which incorporates specific requirements techniques. A framework extension to the MDA is then introduced; which embeds requirements and specification within the CIM, thus further enhancing the utility of MDA by providing a more complete method for business analysis

Navigation in hypermedia learning systems: Experts vs. novices

With the advancement of Web technology, hypermedia learning systems are becoming more widespread in educational settings. Hypermedia learning systems present course content with non-sequential formats, so students are required to develop learning paths by themselves. Yet, empirical evidence indicates that not all students can benefit from hypermedia learning. Research into individual differences suggests that prior knowledge has significant effects on student learning in hypermedia systems, with experts and novices showing different preferences to the use of hypermedia learning systems and requiring different levels of navigation support. It is therefore essential to develop a mechanism to help designers understand the needs of experts and novices. To address this issue, this paper presents a framework to illustrate the needs of students with different levels of prior knowledge by analyzing the findings of previous research. The overall aim of this framework is to integrate students’ prior knowledge into the design of hypermedia learning systems. Finally, implications for the design of hypermedia learning systems are discussed

Visualisation techniques, human perception and the built environment

Historically, architecture has a wealth of visualisation techniques that have evolved throughout the period of structural design, with Virtual Reality (VR) being a relatively recent addition to the toolbox. To date the effectiveness of VR has been demonstrated from conceptualisation through to final stages and maintenance, however, its full potential has yet to be realised (Bouchlaghem et al, 2005). According to Dewey (1934), perceptual integration was predicted to be transformational; as the observer would be able to ‘engage’ with the virtual environment. However, environmental representations are predominately focused on the area of vision, regardless of evidence stating that the experience is multi sensory. In addition, there is a marked lack of research exploring the complex interaction of environmental design and the user, such as the role of attention or conceptual interpretation. This paper identifies the potential of VR models to aid communication for the Built Environment with specific reference to human perception issues