Two Articles on CSCL Design

Presented by Arne Valen 27.4. 2006

Use and Abuse of Reusable Learning objects

ITCOLE Project

Use and Abuse of Reusable Learning ObjectsPithamber R. PolsaniLearning Technology Center, University of Arizona, USA

Movements in the Learning Object Economy Historical summary showing various definitions and criticizing them

Towards a Concept of the Reusable Learning Object (LO) Setting the principles of LO foundation

Creating Learning Objects LOs and principles of learning intent and reusability

Developing Learning Objects Conceptualization and Collaborative development

Standards and Specifications for Developing Learning Objects Standards enables genuinely sharable and reusable content objects

Learning Objects and Electronic Books Differences between e-books and material books

The role of LOs in the construction of e-books Conclusion

Abstract

Learning object (LO) first popularized by Wayne Hodgins in 1994.

Serious lack of conceptual clarity and reflection in the multitude of definitions and uses of LOs.

Objectives: Assess current definitons and uses of LOs Articulate foundational principles for developing concept of LOs Provide methodology and broad set of guidelines for creating LOs

Movements in the Learning Object Economy

Efforts towards facilitating a common method for identifying, searching and retrieving Learning Objects (LOs).

Question: What may the common metadata elements be? Examples of groups working on such question are:

IEEE Learning Technology Standards Committee (LTSC) Learning Object Metadata Working Group.

IMS Global Learning Consortium, Inc. The Dublin Core Metadata Initiative

Existing a broad understanding about the functional requirements of LOs: Accessibility: the LO should be tagged with metadata so that it can be

stored and referenced in a database Reusability: once created, a LO should function in different instructional

contexts Interoperability: the LO should be independent of both the delivery media

and knowledge management systems

Multiple Definitions of Learning Objects

Definitions of LOs (samples) :

Draft Standard for Learning Object Metadata v6.1: LO is defined as any entity, digital or non-digital. Non-digital objects such as

computer hardware and digital objects like images enjoy the same conceptual status, thereby making it impossible to use the term Learning Object in a meaningful way.

Wiley, David. A. (2002): ”LO is any digital resource that can be reused to support learning.” a broad

characterization classifying every digital asset as a LO. Wisconsin Online Resource Center:

Definition includes the arbitrary imposition of time http://www.wisc-online.com/Info/FIPSE%20-%20What%20is%20a%20Learning%20Object.htm

L'Allier, James J. (1997): ”LO is the smallest independent structural experience that contains an

objective, a learning activity and an assessment."

Towards a Concept of the Reusable Learning Object

Foundation: Learning and Reusability

Learning Intention Form as the framework that sets a media asset on the path to becoming a

LO Relation that occurs between the user and computer interface Form and relation provide a mechanism for the internal constitution of a LO The LO is a totality that combines its digital element and an exposition

Reusability accords value to LO LOs should be predisposed for reuse by multiple developers in various

instructional contexts LOs should not favor one or other instructional methodology It is through exchangeability /reusability that the LOs acquire value

Based on theese foundational principles LO can be defined as: A Learning Object is an independent and self-standing unit of learning

content that is predisposed to reuse in multiple instructional contexts

Creating Learning Objects

LO should not be coded by any specific teaching methodology or instructional theory Genuine reusability and optimum functionality of a LO can be achieved only

when the LO attains a high level of abstraction

Although LO is abstract, it can be understood and shared among users Several LOs should be put together as words in a sentence

Granularity - the size of a LO If a LO consists of more then one idea, one of these should be the main idea

and the others should be derived from it or be dependent on it.

Composition

The formal composition of a LO is the arrangement of elements (text, image, video, animation, glossary, assessment, multimedia, etc.)

LO should be a combination of multiple elements, facilitating learning based on learners' choices and learning characteristics.

Developing Learning Objects

Two processes: Conceptualization and Collaborative development Conceptualization

LO modeling requires a double vision: • Global understanding of curricula

to conceive a content object as part of larger whole • Micro vision to create content as standalone information for it to

function as a reusable object

Framework should proceed in three steps: • 1 Selecting a topic or theme• 2 Identifying different levels and depths - providing an intensity map• 3 Design LOs for a varied level of instruction

Collaborative development

The role of experts from all fields is crucial for the successful development and use of LOs

Knowledge experts should develop only 'events' of knowledge that can combine with other 'events' to develop into a 'program' on demand.

Standards and Specifications for Developing LOs

LO development is a collective enterprise among: The programmers - creating the information space The graphic designers - design and develop interfaces to facilitate the management The subject experts - providing the ideas/concepts stored as information bits

A commonly agreed on standard enables genuinely sharable and reusable content objects

Technical standards Interoperability of LOs - selection of language for producing LOs

Editorial Requirements Agree on editorial standards to ensure the consistency of language across

the LOs

Stylistic Considerations Specifications for use of color, fonts, and layout of images and text Several interface and stylistic environments that are user-controlled

Learning Objects and Electronic Books

The role of LOs in the construction of e-books Tension between the e-book and the material book Three levels of the book's existence: Concept - Object - Metaphor

Conceptually a book is a compendium of printed pages turned by the reader E-book is organized like volumen through which one scrolls

The Book as a three-dimensional object offers a plurality of sensual experiences The e-book as a visual mode of presentation, is limited since it does not offer

the same sensual experience as the material book

“Life as a book” one of metaphors arrived from our long relation with the book E-books belong to the information sphere which space is temporal

The fundamental differentiation with the book should become the foundation for building the e-book

E-books should create a unique form of new and different experiences for its audience

Conclusion

LOs are the most meaningful and effective way of creating content for e-learning

The current definitions and practices of LOs are confusing and arbitrary They will never be able to avail themselves of the flexibility, scalability and speed offered by information technology

Necessary with a commonly accepted, accurate and functionally effective definition of a LO

Establish a concept of the LO that clearly lays out the principle basis on which it is founded

Need to reengineer the design and development process of LOs

Developers should embrace a multidisciplinary and cooperative model of development

ITCOLE ProjectDesigning Innovative Tecnology for Collaborative Learning and Knowledge Building

Leinonen et al. (2001)

Abstract

Describing pedagogical background and design rationale of ITCOLE (Innovative Technology for Collaborative Learning) software.

Central metaphor of the ITCOLE system is that of shared electronic workspaces which students and teachers use for asynchronus and synchronus collaboration.

The system will provide tools for community building as well as include awareness tools that help users to manage their joint knowledge building by providing real time information on various aspects of collaboration.

ITCOLE software is avaliable free of charge in a downloadable pilot version titled Future Learning Environment 2 (Fle2) (now Fle3). http://fle3.uiah.fi/

Introduction

Collaborative knowledgebuilding is one of the most promising innovations to increase quality of education with the help of modern collaborative technology

ITCOLE system will be designed to provide tools to facilitate the development of the students skill of collaborating.

The functionality and the interface of the system will be derived from pedagogical considerations and can be adapted to different school environments.

Knowledge Building (KB) environments differ substantially from other networked learning environments, as they are designed to facilitate collaborative KB within a local or virtual learning community.

KB learning environments must be easy to use, and made accessible to teachers.

The project focuses on crossing boundaries between software developers, pedagogical researchers, and the users of KB technology - teachers and students.

Description of the ITCOLE software

The pilot version FLE2 (now 3) is cross platform and HTML based for end users

The ITCOLE/ Fle3 environment will contain several tools: Virtual Web Top – storing and sharing documents, java applets etc. KB module – facilitates between-user interaction, multiple discussions Jam session – encourages free flow of ideas allows experimentation Meeting room – collaborative multi-user applications (whiteboard, chat etc.) Library - store, publish and browse diff. learning materials

Provide external structures that help a student to participate in expert like processing of knowledge without increasing the cognitive processing load.

Participation in depth learning, scaffolding the users Tools for students to record and visually represent their activity Challenge: design interface helping users to manage knowledge produced

Important challenge of ITCOLE is to design tools that help to represent progress of discussions by graphical means.

Design Objectives of the ITCOLE software

The objective for ITCOLE is to build a pedagogical interface for educational use

The objective can be divided into three main aims: Scalability – universal access for different user/browser configurations Usefulness - full set of features to enable collaborative KB - system functionality Usability – user friendly and attractive graphical design – flexible and customizable

Some screenshots from Fle3: http://fle3.uiah.fi/screen_shots/index.html

The ITCOLE System Architecture

Shared workspaces are the primary means of collaboration provided by ITCOLE

The overall system architecture:

Objects in the workspace can beaccessed and manipulated

Users may up/download etc.

Around the kernel will be a setof additional features and tools

Shared workspaces

Primary features built into shared workspace component of the ITCOLE system:

Joint production of multimedia information in distributed environments

Comprehensive information about activities within the workspaces

Textual representation of information as well as varied graphical representations

Support the publication of the results of collaboration processes

Components for organizing and managing the collaborative learning process

Synchronous collaboration tools

Synchronous communication provides a means for participants: To interact socially Learn about each other Engage in social bonding

Creating the sence of community needed for engaging in intensive KB

To support this creation, these applications will be integrated in the ITCOLE tools: Whiteboards – visualized by all collaborators simultaneously Presenters – must contain features that permit highlighting of particular

objects Chats – must indicate name of users

The tools for synchronous communication can be located in avatar-world E.g. Virtual Room Videoconferencing System developed in CERN

http://en.wikipedia.org/wiki/Virtual_Room_Videoconferencing_System

Assessment Tools and Tutorware

ITCOLE system will also support more instruction based learning scenarios

Assessment tools will:

Allow self-evaluation of students Enable feedback between students and teachers Create a suitable infrastructure for progress tracking and learning

improvements based on feedback information. Function simultaneously as a means for tutor or teacher to monitor

participation of students in their interaction and communication.

Tutorware will:

Allow the adaptation to the requirements and interests of each student Support teachers in collecting and creating educational objects like:

simulations - problem solving tasks – other teaching materials

Pedagogical Evaluation and Testing

Information and Communication Technology (ICT) is used to: Build up social structures that encourage learning and reflective discourse Help students and teachers gain knowledge and to deepen understanding

Evaluation process focuses on: How the software facilitates learning in various educational settings Developing and analyzing innovative ways of using ITCOLE software for

facilitating in-depth learning from elementary to high school. The software`s technical as well as pedagogical usability and functioning. Field test will continually provide feedback for design and development.

Second part of field test will involve experiments in scaling up networked learning Investigators will examine and demonstrate Collaboration with national school authorities Involve a relatively large number of primary and secondary schools Several participating countries

Teachers do not justneed basic information andcommunication technologytraining, but they need toreflect on how they can makeuse of the technology in theirown teaching.

http://www.euro-cscl.org/site/itcole/itcole_brochure.pdf

Can deep thinking andcollaboration with fellowstudents increase motivation inthe classroom?