Using the Internet to improve university education: Problem-oriented web-based learning and the MUNICS environment

Up to this point, university education has largely remained unaffected by the developments of novel approaches to web-based learning. The paper presents a principled approach to the design of problem-oriented, web-based learning at the university level. The principles include providing authentic contexts with multimedia, supporting collaborative knowledge construction, making thinking visible with dynamic visualisation, quick access to content resources via Information and Communication Technologies (ICT), and flexible support by tele-tutoring. These principles are used in the Munich Net-based Learning In Computer Science (MUNICS) learning environment, which is designed to support students of computer science to apply their factual knowledge from the lectures to complex real-world problems. For example, students can model the knowledge management in an educational organisation with a graphical simulation tool. Some more general findings from a formative evaluation study with the MUNICS prototype are reported and discussed. E.g., the students' ignorance of the additional content resources is discussed in the light of the well-known finding of insufficient use of help systems in software applicationsBislang wurden neuere Ansätze zum web-basierten Lernen in nur geringem Maße zur Verbesserung des Universitätsstudiums genutzt. Es werden theoretisch begründete Prinzipien für die Gestaltung problemorientierter, web-basierter Lernumgebungen an der Universität formuliert. Zu diesen Prinzipien gehören die Nutzung von Multimedia-Technologien für die Realisierung authentischer Problemkontexte, die Unterstützung der gemeinsamen Wissenskonstruktion, die dynamische Visualisierung, der schnelle Zugang zu weiterführenden Wissensressourcen mit Hilfe von Informations- und Kommunikationstechnologien sowie die flexible Unterstützung durch Teletutoring. Diese Prinzipien wurden bei der Gestaltung der MUNICS Lernumgebung umgesetzt. MUNICS soll Studierende der Informatik bei der Wissensanwendung im Kontext komplexer praktischer Problemstellungen unterstützen. So können die Studierenden u.a. das Wissensmanagement in einer Bildungsorganisation mit Hilfe eines graphischen Simulationswerkzeugs modellieren. Es werden Ergebnisse einer formativen Evaluationsstudie berichtet und diskutiert. Beispielsweise wird die in der Studie festgestellte Ignoranz der Studierenden gegenüber den weiterführenden Wissensressourcen vor dem Hintergrund des häufig berichteten Befunds der unzureichenden Nutzung von Hilfesystemen beleuchte

Using the Internet to improve university education

Up to this point, university education has largely remained unaffected by the developments of novel approaches to web-based learning. The paper presents a principled approach to the design of problem-oriented, web-based learning at the university level. The principles include providing authentic contexts with multimedia, supporting collaborative knowledge construction, making thinking visible with dynamic visualisation, quick access to content resources via information and communication technologies, and flexible support by tele-tutoring. These principles are used in the MUNICS learning environment, which is designed to support students of computer science to apply their factual knowledge from the lectures to complex real-world problems. For example, students may model the knowledge management in an educational organisation with a graphical simulation tool. Some more general findings from a formative evaluation study with the MUNICS prototype are reported and discussed. For example, the students' ignorance of the additional content resources is discussed in the light of the well-known finding of insufficient use of help systems in software applications

A window into learning: case studies of online group communication and collaboration

The two case studies presented explore the potential offered by in‐depth qualitative analysis of students’ online discussion to enhance our understanding of how students learn. Both cases are used to illustrate how the monitoring and moderation of online student group communication can open up a ‘window into learning’, providing us with new insights into complex problem‐solving and thinking processes. The cases offer examples of students’ ‘thinking aloud’ while problem‐solving, showing how and why they arrived at particular outcomes and the underlying thought processes involved. It is argued that these insights into students’ learning processes can in turn offer us the opportunity to adapt our own teaching practice in order to achieve a better pedagogical ‘fit’ with the learning needs of our students; for example, through a more precise or more timely intervention. It is also suggested that looking through this ‘window’ enables us to concentrate our assessment more closely on the process of task completion, rather than focusing solely on the end product

Digital information support for concept design

This paper outlines the issues in effective utilisation of digital resources in conceptual design. Access to appropriate information acts as stimuli and can lead to better substantiated concepts. This paper addresses the issues of presenting such information in a digital form for effective use, exploring digital libraries and groupware as relevant literature areas, and argues that improved integration of these two technologies is necessary to better support the concept generation task. The development of the LauLima learning environment and digital library is consequently outlined. Despite its attempts to integrate the designers' working space and digital resources, continuing issues in library utilisation and migration of information to design concepts are highlighted through a class study. In light of this, new models of interaction to increase information use are explored

Building Community: Synergy and Empowerment through Staff Development and Marketing in a Small Rural Academic Library

This paper presents two collaborative programs at a small academic library that leverage the insights, engagement, and interests of our most important asset: our staff. Two new library committees, the Staff Training Advisory Group and the Marketing Team, extended planning, accountability, and partnerships to paraprofessional staff members. The onset and associated activities of these two committees yielded not only direct results in terms of staff training programs and marketing initiatives, but also resulted in creating a more collaborative culture and shared purpose in our library. This paper examines how the overlap of these two committees created a convergence that fostered excitement about the library, interest in improving library roles, and furthering library initiatives. By working together, and with our university community, we developed solid, popular programs in addition to cultivating a more intentional, thoughtful, and inclusive approach to our work and, ultimately, to supporting our university community.published under a CC BY-NC-ND 4.0 license (more details at https://creativecommons.org/licenses/by-nc-nd/4.0/).Ye

Community space in complex learning communities : lessons learnt

Highly complex learning communities where diverse participants collaborate to achieve multiple aims through synergy have the potential to be highly creative and productive. However the diversity and multiple aims can also mean the advantages of a community - share understand, trust and direction - are difficult to achieve, resulting in few if any of the aims being realised. We review two case studies, where the learning community is trying to achieve multiple aims, in order to explore how virtual and physical space are employed to support collaborative learning and enhance synergistic potential. The analysis shows that high levels of diversity have influenced these spaces and trends towards differentiation and holistically designed hybrid, virtual and physical, collaboration space. The characteristics of theses cases are sufficiently general to lead us to draw insights for the building of collaborative space in multi-purpose complex learning communities. These are equably applicable to learning communities which share features such as heterogeneity, multiple locations or a mixture of spaces

Rich environments for active learning in action: Problem‐based learning

Rich Environments for Active Learning (REALs) are comprehensive instructional systems that are consistent with constructivist theories. They promote study and investigation within authentic contexts; encourage the growth of student responsibility, initiative, decision making and intentional learning; cultivate collaboration among students and teachers; utilize dynamic, interdisciplinary, generative learning activities that promote higher‐order thinking processes to help students develop rich and complex knowledge structures; and assess student progress in content and learning‐to‐learn within authentic contexts using realistic tasks and performances. Problem‐Based Learning (PBL) is an instructional methodology that can be used to create REALs. PBL's student‐centred approach engages students in a continuous collaborative process of building and reshaping understanding as a natural consequence of their experiences and interactions within learning environments that authentically reflect the world around them. In this way, PBL and REALs are a response to teacher‐centred educational practices that promote the development of inert knowledge, such as conventional teacher‐to‐student knowledge dissemination activities. In this article, we compare existing assumptions underlying teacher‐directed educational practice with new assumptions that promote problem solving and higher‐level thinking by putting students at the centre of learning activities. We also examine the theoretical foundation that supports these new assumptions and the need for REALs. Finally, we describe each REAL characteristic and provide supporting examples of REALs in action using PB

Enhancing design learning using groupware

Project work is increasingly used to help engineering students integrate, apply and expand on knowledge gained from theoretical classes in their curriculum and expose students to 'real world' tasks [1]. To help facilitate this process, the department of Design, Manufacture and Engineering Management at the University of Strathclyde has developed a web±based groupware product called LauLima to help students store, share, structure and apply information when they are working in design teams. This paper describes a distributed design project class in which LauLima has been deployed in accordance with a Design Knowledge Framework that describes how design knowledge is generated and acquired in industry, suggesting modes of design teaching and learning. Alterations to the presentation, delivery and format of the class are discussed, and primarily relate to embedding a more rigorous form of project-based learning. The key educational changes introduced to the project were: the linking of information concepts to support the design process; a multidisciplinary team approach to coaching; and a distinction between formal and informal resource collections. The result was a marked improvement in student learning and ideation

Supporting collaborative information retrieval in the virtual library

The advent of the virtual library is usually presented as a welcome development for library users. Unfortunately, this tends to reinforce the perception of the use of information resources as a solitary activity. In fact, as many studies have emphasised, information retrieval (IR) in the conventional library is often a highly collaborative activity, involving users' peers and experts such as librarians. Failure to take this into account in the design of virtual library services may result in its users being disadvantaged and denied timely and effective access to sources of assistance. Our focus here is on collaboration between users and librarians. We report an investigation of collaboration issues as seen from the perspective of librarians' and users' contexts and encapsulated in the notion of genre. Finally, we describe the design of a pilot multimedia-based system intended to support collaboration between librarians and IR system users