Representing CSCL macro-scripts using IMS LD lessons learned

Extended version of Hernández-Leo, D., Burgos, D., Tattersall, C., Koper, R. Representing Computer-Supported Collaborative Learning macro-scripts using IMS Learning Design Proceedings of the Second European Conference on Technology Enhanced Learning, CEUR Workshop Proceedings, EC-TEL'07, Crete, Greece, September 2007.This paper analyses how CSCL (Computer-Supported Collaborative Learning) macro-scripts can be implemented using IMS Learning Design (LD). CSCL macro-scripts are machine-readable collaboration scripts that structure the activities making up a learning process. In order to support a systematic analysis of the problem, we point out the requirements of CSCL macro-scripts for their representation using LD. These requirements include common collaborative learning mechanisms (group composition, role and resource distribution and coordination) and flexibility demands (such as flexible group composition). Each of these needs is described and illustrated by means of two examples proposed in the literature and which reflect the identified requirements well: Universanté and ArgueGraph Scripts. These scripts are used in the article to expose and exemplify the realization of the requirements using LD. The problem is approached from two angles – that of the LD notation itself and also from related tools and specifications. The paper positions related work and discusses the possibility of generalizing the lessons learned to the representation of CSCL micro-scripts

The added value of implementing the Planet Game scenario with Collage and Gridcole

This paper discusses the suitability and the added value of Collage and Gridcole when contrasted with other solutions participating in the ICALT 2006 workshop titled “Comparing educational modelling languages on a case study.” In this workshop each proposed solution was challenged to implement a Computer-Supported Collaborative Learning situation (CSCL) posed by the workshop’s organizers. Collage is a pattern-based authoring tool for the creation of CSCL scripts compliant with IMS Learning Design (IMS LD). These IMS LD scripts can be enacted by the Gridcole tailorable CSCL system. The analysis presented in the paper is organized as a case study which considers the data recorded in the workshop discussion as well the information reported in the workshop contributions. The results of this analysis show how Collage and Gridcole succeed in implementing the scenario and also point out some significant advantages in terms of design reusability and generality, user-friendliness, and enactment flexibility

InstanceCollage: a tool for the particularization of collaborative IMS-LD scripts

Current research work in e-learning and more specifically in the field of CSCL (Computer Supported Collaborative Learning) deals with design of collaborative activities, according to computer-interpretable specifications, such as IMS Learning Design, and their posterior enactment using LMSs (Learning Management Systems). A script that describes such collaborative activities is typically designed beforehand in order to structure collaboration, and defines the features that determine the behavior of the LMS, for instance, the sequence of activities or the groups/role distribution. In CSCL settings, group management and composition are especially relevant and affect the chances of achieving the expected learning outcomes. This paper presents a software tool, named InstanceCollage, which aims at facilitating the configuration and population of groups for IMS-LD scripts created with the authoring tool Collage, and discusses the implications of the IMS-LD specification with respect to this task. InstanceCollage is designed to process collaboration scripts based on CLFPs (Collaborative Learning Flow Patterns). Using this type of patterns, InstanceCollage focuses on the importance of understanding the function of groups within the learning strategy of the script. This paper describes the approach taken in InstanceCollage to facilitate this understanding for non-expert users. Additionally, two case studies are presented, which represent complex authentic collaborative learning scenarios, as a proof of concept of the functionality of this tool. The case studies are also used to illustrate the requirements of group configuration tools and to show that InstanceCollage complies to such requirements

Collaborative Learning Models on Distance Scenarios with Learning Design: A Case Study

6 págs, 1 fig.-- Publicado en la Sección: "Artículos seleccionados de IEEE ICALT" (ICALT'2008 - Eighth IEEE International Conference on Advanced Learning Technologies, Santander, Cantabria, Spain, Jul 1-5, 2008).Previamente publicado como ponencia (en inglés) en: Proceedings ICALT'08 - Eighth IEEE International Conference on Advanced Learning Technologies, 2008, p. 278-282, http://e-archivo.uc3m.es/handle/10016/8964Collaborative learning models are widely used in educational institutions. These models require a high interaction level among students and are mainly oriented towards in-class scenarios. But when collaborative models are deployed in a distant scenario, user expressiveness is significantly reduced thus creating a gap that hinders the effectiveness of this collaboration. A computer-supported model provides a set of tools to compensate for the distant scenario and reduce this gap. This paper presents the issues and solutions derived from the design and deployment of a complex collaborative model in a distant scenario. The course structure was captured using the Learning Design specification, and an architecture based on Virtual Network Computing was used to provide the required collaborative tools. The course was included as part of a regular undergraduate program in three higher educational institutions.Trabajo parcialmente financiado por el Programa Nacional de Tecnologías de la Información y de las Comunicaciones, Proyectos MOSAIC (TSI2005-08225-C07-02/04) y LEARN3 (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 Model-driven Approach to the development of a PBL Script Editor

Designing a pedagogically sound and technically executable collaboration script is a highly complex, time-consuming and error-prone task. This paper presents a model-driven approach to enable practitioners to design online PBL courses. Adopting this technical approach, we developed a PBL scripting language that provides natural concepts for the teacher to use in PBL practices. Based on the PBL scripting language, we developed a PBL script editor that facilitates teachers to design, communicate, customize, and reuse PBL scripts. In addition, it provides functions to transform a PBL script to a unit of learning (UoL) represented in IMS Learning Design (LD), which can be executed in an IMS LD run-time environment to scaffold PBL processes

Learning design Rashomon II: exploring one lesson through multiple tools

International audienceAn increasing number of tools are available to support the learning design process at different levels and from different perspectives. However, this variety can make it difficult for researchers and teachers to assess the tool that is best suited to their objectives and contexts as learning designers. Several of the tools are presented elsewhere in this issue. In this article, the aforementioned tools are used as lenses to view the same learning design narrative - an inquiry-based learning lesson on healthy eating aimed at secondary-school students - from different perspectives, in a manner inspired by the plot structure of Kurosawa's film "Rashomon". In modelling the lesson on five tools, we uncovered similarities and differences in relation to the challenges posed by modelling a particular learning scenario, the ease of implementation of the computer-interpretable products' output by the tools and their different target audiences and pedagogical specialities. This comparative analysis thus illustrates some of the current underlying issues and challenges in the field of Learning Design

Proceedings of the First International Workshop on Mashup Personal Learning Environments

Wild, F., Kalz, M., & Palmér, M. (Eds.) (2008). Proceedings of the First International Workshop on Mashup Personal Learning Environments (MUPPLE08). September, 17, 2008, Maastricht, The Netherlands: CEUR Workshop Proceedings, ISSN 1613-0073. Available at http://ceur-ws.org/Vol-388.The work on this publication has been sponsored by the TENCompetence Integrated Project (funded by the European Commission's 6th Framework Programme, priority IST/Technology Enhanced Learning. Contract 027087 [http://www.tencompetence.org]) and partly sponsored by the LTfLL project (funded by the European Commission's 7th Framework Programme, priority ISCT. Contract 212578 [http://www.ltfll-project.org

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

A “laboratory of knowledge-making” for personal inquiry learning

We describe nQuire, a constraint-based learning toolkit to support a continuity of inquiry based learning between classroom and non-formal settings. The paper proposes design requirements for personal inquiry learning environments that support learning of personally meaningful science topics with development of metacognitive understanding and self-regulation of the scientific process through situated practice. It introduces a generic implementable model of the inquiry process, and describes an instantiation in the nQuire learning environment. An example of the use of the toolkit for a Healthy Eating inquiry with 28 Year 9 students concludes with results of the trial, design issues and recommendations