Towards Flexibility on IMS Learning Design Scripts

Proocedings of: 41st Annual Frontiers in Education Conference: Celebrating 41 Years of Monumental Innovations from Around the World (FIE 2011). Rapy City, South Dakota, October 12–15, 2011.IMS Learning Design is considered by many authors the "de facto" standard in educational modeling languages. The versatility of the framework enables its use in very different situations. However, such versatile framework is usually hidden by its complex management. One handicap identified in practical experiences is the lack of flexibility of scripted courses during the enactment phase. The activity sequence and learning resources are rigidly defined during authoring. This fact makes difficult to react to unexpected events that may happen in live courses. Also, this rigidness does not allow instructors to give "their personal touch" to courses. This paper presents the improvements made on GRAIL - an IMS LD compliant player-aimed at the support of a flexible enactment phase. Two types of modifications are considered: the modification of the learning flow and the management of course content with a wiki engine. Finally, this paper discusses how the integration of third party services in the activity sequence relaxes the rigidness of scripted learning flows. Experiences deployed in real scenarios allowed analyzing how such integration offered flexibility in practical situations.Work partially funded by the project “eMadrid: Investigación y desarrollo de tecnologías para el elearning en la Comunidad de Madrid” (S2009/TIC-1650) and the Spanish project “Learn3: Towards Learning of the Third Kind” (TIN2008-05163/TSI).Publicad

System Orchestration Support for a Collaborative Blended Learning Flow

Portable and interactive technologies are changing the nature of collaborative learning practices and open up new possibilities for Computer Supported Collaborative Learning (CSCL). Now, activities occurring in and beyond the classroom can be combined and integrated leading to a new type of complex collaborative blended learning scenarios. However, to organize and structure these scenarios is challenging and represent a workload for practitioners, which hinder the adoption of these technology-enhanced practices. As an approach to alleviate this workload, this paper proposes a proof of concept of a technological solution to overcome the limitations detected in an analysis of an actual collaborative blended learning experiment carried out in a previous study. The solution consists on a Unit of Learning suitable to be instantiated with IMS Learning Design and complemented by a GenericService Integration system. This chapter also discusses to which extent the proposed solution covers the limitations detected in the previous study and how useful could be for reducing the orchestration effort in future experiences.This work has been partially funded by the Project Learn3 (TIN2008- 05163/TSI) from the Plan Nacional I+D+I and "Investigación y Desarrollo de Tecnologías para el e-Learning en la Comunidad de Madrid” funded by the Madrid Regional Government under grant No. S2009/TIC-1650

A Pedagogical Application Framework for Synchronous Collaboration

Designing successful collaborative learning activities is a new focus of research within the E-Learning community. The social dimension inside the traditional face-to-face collaborative learning is important and must be included in the online learning designs. In this thesis, we introduce the concept of Pedagogical Application Frameworks, and describe Beehive, a pedagogical application framework for synchronous collaborative learning. Beehive guides teachers in reusing online collaborative learning activities based on well-known pedagogical designs, to accomplish their educational objectives within a certain educational setting, and also simplifies the development of new pedagogical collaboration designs. Beehive’s conceptual model has four abstraction layers: Pedagogical Techniques, Collaboration Task patterns, CSCL Components, and CSCL script. By following the framework’s guidelines and specifications, developers will place the control of designing pedagogical collaboration tools in the teacher’s hand rather than in the software designer’s

A Pedagogical Application Framework for Synchronous Collaboration

Designing successful collaborative learning activities is a new focus of research within the E-Learning community. The social dimension inside the traditional face-to-face collaborative learning is important and must be included in the online learning designs. In this thesis, we introduce the concept of Pedagogical Application Frameworks, and describe Beehive, a pedagogical application framework for synchronous collaborative learning. Beehive guides teachers in reusing online collaborative learning activities based on well-known pedagogical designs, to accomplish their educational objectives within a certain educational setting, and also simplifies the development of new pedagogical collaboration designs. Beehive’s conceptual model has four abstraction layers: Pedagogical Techniques, Collaboration Task patterns, CSCL Components, and CSCL script. By following the framework’s guidelines and specifications, developers will place the control of designing pedagogical collaboration tools in the teacher’s hand rather than in the software designer’s

Supporting orchestration of blended CSCL scenarios in distributed learning environments

El diseño y gestión en tiempo real de escenarios de aprendizaje colaborativo soportado por ordenador (en inglés, CSCL) es una tarea compleja y difícilmente realizable por profesores no expertos, que en los últimos años ha dado en denominarse "orquestación". La presente tesis doctoral profundiza en este concepto de orquestación, y de hecho la primera contribución de la tesis es un marco conceptual para caracterizar la orquestación, destinada a su uso por científicos en el campo del CSCL, validado mediante dos paneles de científicos del CSCL. La tesis también propone los "patrones atómicos" como herramientas conceptuales para que profesores no expertos realicen dicha orquestación, y que se han validado mediante cuatro talleres con profesores de educación primaria y superior. Finalmente, se propone GLUE!-PS, una infraestructura tecnológica para el despliegue y gestión en tiempo real de escenarios CSCL, validada a través de talleres y experiencias auténticas con profesorado universitario.Departamento de Teoría de la Señal y Comunicaciones e Ingeniería Telemática2012-11-2

Monitoring-Aware Learning Design Process: Pilot Studies in Authentic CSCL Scenarios

ICT tools offer the possibility to store, analyse and visualise large amounts of educational data. However, in order to make sense of these analyses, teachers need meaningful information connected to their pedagogical intentions. We envision an enriched learning-design process, which supports the integration of the issues related to monitoring in the script. This paper presents a study where the first author and a teacher iteratively co-designed two authentic learning scenarios with the aim of defining and evaluating a monitoring-aware design model and process. These two proposals, the model and the process, were positively evaluated by the participant teacher, and are the basis for the future implementation of an authoring tool that will support the proposed monitoring-aware design process

Collaborative trails in e-learning environments

This deliverable focuses on collaboration within groups of learners, and hence collaborative trails. We begin by reviewing the theoretical background to collaborative learning and looking at the kinds of support that computers can give to groups of learners working collaboratively, and then look more deeply at some of the issues in designing environments to support collaborative learning trails and at tools and techniques, including collaborative filtering, that can be used for analysing collaborative trails. We then review the state-of-the-art in supporting collaborative learning in three different areas – experimental academic systems, systems using mobile technology (which are also generally academic), and commercially available systems. The final part of the deliverable presents three scenarios that show where technology that supports groups working collaboratively and producing collaborative trails may be heading in the near future

Visual modelling and designing for cooperative learning and development of team competences

This paper proposes a holistic approach to designing for the promotion of team and social competences in blended learning courses. Planning and modelling cooperative learning scenarios based on a domain specific modelling notation in the style of UML activity diagrams, and comparing evaluation results with planned outcomes allows for iterative optimization of a course's design. In a case study - a course on project management for computer science students - the instructional design including individual and cooperative learning situations was modelled. Specific emphasis was put on visualising the hypothesised development of team competences in the course design models. These models were subsequently compared to evaluation results obtained during the course. The results show that visual modelling of planned competence promotion enables more focused design, implementation and evaluation of collaborative learning scenarios

Exploring teachers’ needs and the existing barriers to the adoption of Learning Design methods and tools: a literature survey

Producción CientíficaLearning Design (LD) is oriented to support teachers in designing their teaching with the aim to provide a sound pedagogical background and to make effective use of resources and technologies. In spite of the significant number of LD approaches and tools proposed so far, their adoption is still very limited and this represents an unsolved challenge in the field of LD. This paper presents a systematic review of the literature about learning design tools, tackling the issue of adoption from two points of view: teachers’ needs in relation to LD tools and methods and possible barriers to their adoption. The review includes only research papers where teachers’ behaviours and opinions are directly explored and not purely theoretical papers. The search included five main academic databases in Technology Enhanced Learning (TEL) plus a search on Google about project reports; the resulting corpus included 423 papers: 26 of these, plus 3 reports were included in the final list for the analysis. The review provides a systematic overview of the knowledge developed in the LD field, focusing on a set of research gaps that need further exploration in the future.Ministerio de Economía, Industria y Competitividad (Projects TIN2014-53199-C3-2-R and TIN2017- 85179-C3-2-R)Junta de Castilla y León (programa de apoyo a proyectos de investigación - Ref. VA082U16)European Commission (Proyect 588438-EPP-1-2017-1-EL-EPPKA2-KA

Teaching in conditions of difficult knowledge transfer due to the state of emergency caused by the pandemic

Introduction/purpose: This paper presents the transformation of the current, classical approach to teaching. Online platforms enable students with and without disabilities to follow classes without hindrance during the lecture period. After the lecture, they are allowed to view video and presentation materials. The main advantage of this way of teaching is the possibility of attending classes from any location and from any device; it is only important to be connected to the Internet. Methods: Full integration with the already existing Faculty Information System has been performed. The paper describes a new approach to teaching and illustrates the expected benefits of online teaching. The platforms used in this integration are Microsoft Azure, Microsoft Office 365 Admin, Microsoft Teams, Microsoft Stream and Microsoft SharePoint. Results: The result of the test of work with students showed that by introducing a system for online teaching, we directly affect the improvement and quality of teaching. Conclusion: Considering all the results, it can be concluded that the transition to the online way of teaching allows end listeners a comprehensive transfer of knowledge as well as re-listening to the same. This model can be used for an unlimited number of users in all Institutions, regardless of whether the field of activity of these Institutions is of educational origin.info:eu-repo/semantics/publishedVersio