A basic framework for integrating social and collaborative applications
into learning environments
Ayman Moghnieh and Josep Blat
Universitat Pompeu Fabra, GTI GroupFundació Barcelona Media
4-year EU-funded project that will develop an infrastructure for lifelong competence development.
- User-centered design of learning platforms
- Integrating web2.0 applications
- Connecting learners with social networks and multimedia repositories
Objectives of interest
Domain of work and studies
• 3-year participatory ethnography, studying design and development of applications for LLL
• Studied scenarios:– TENCompetence learning environment (PCM)– TC Digital Cinema pilot (Web2.0 mashup)– Knowledge Resource System Management (KRSM)
• Focus:– Definition of learner requirements– Drafting of design specifications– Correlating with existing multimedia and social applications (web2.0)
A. Moghnieh et. al. Supporting Distance Learning Activities and Social Interaction: a Case Study. ICALT 2008
M. Perez et. al. A context-based methodology for the integration of Web 2.0 Services in Learning Scenarios. ETAL 2008
A. Moghnieh et. al. Parameterized User-Centered Design for Interacting with Multimedia Repositories. MMEDIA 2009
Observations & findings
Main Observations:- Learners are from Mars, Designers are from Venus (absent learner model, designers often act as the learners’ surrogates)- Difficulties in following User-centered methods in Elearning (user-centered is NOT usability inspections)- The system’s conceptual design often reflects its architecture (subject to technical constraints)
Main findings:- Very limited use of user-centered design- Difficulties in integrating web2.0 applications adequately- Limited understanding of the applications’ compatibility
Basic framework for integrating web2.0 applications
• Capturing learners' requirements with parameterized methods • Modelling technique for a learner-centered conceptual model • Ordering and selecting proper web2.0 applications • Evaluating the integration of web2.0 applications in a given scenario
Battery of Web2.0 Services
primitive activities
Use cases and scenarios
User Needsscenario activities
mapping
Contextsgeneric
activitiescorrespondance
System Model
Service selection
Selected services
datatypes
Capturing design requirements
- Four parameters: duration (D) centricity (C) recall (R) and precision (P)- Definition of formal use cases and use case analysis- Three inquisitive techniques: discussions, semi-structured interviews, and contextual inquiries
Datatypes definitions
RPCD values
User action sequences{
Analysis of parameterized requirements
ValueParameter 0 1 2 3
PrecisionSeveral unrelated collections
Several loosely related collections
Single specific collection
Single specific item
Recall Number of results ≤ 5
5 < Number of results ≤ 20
20 < Number of results ≤ 120
120 < Number of results
DurationInstantaneous (minutes, 1-3 query cycles)
Short-lived (< 1h, single task)
Long-lived (< 1 day, single objective)
Incessant, continuous
CentricityAccess not related to objectives
Access loosely related to objectives
Access highly related to objectives
Access is the objectives
A. Moghnieh et. al. Parameterized User-Centered Design for Interacting with Multimedia Repositories. MMEDIA 2009
Context-based modelling of a learning environment.
(a) Root. (b) Peripheral Interaction. (c) Learning (d) Browsing and Search
Definition of Context:- clusters use cases with similar (RPCD) - describes a single conceptual component- encapsulates objects and related actions
Selection mechanism and evaluation
Selection Mechanism:(several similar applications compete to support one context) Filter:
- Web2.0 applications that support or interoperable with the system‘s objects - Whose functionalities do not conflict with those available in other contexts Order: - By the number of learner activities they cover in the interaction context
Evaluation procedures:(framework supports pre-development and post-development)
Pre-development: - Early heuristic evaluation - Usability inspectionsPost-development: - General design recommendations - Logging and inquiries (mixed quantitative/qualitative)
Example: The KRSM’s conceptual design
Pedagogical needs
Knowledge mining
Knowledge transfer
Knowledge personalization
Pedagogical needs
Knowledge mining
Knowledge transfer
Knowledge personalization
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Primitive Activities
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Primitive Activities
KNOWLEDGE MINING
KNOWLEDGE TRANSFER
KNOWLEDGE PERSONALIZATION
Services
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GroupMe X X X Flickr X X X X X
Delicious X X X X X X Drupal X X X X X X X
Youtube X X X X X X
M. Perez et. al. A context-based methodology for the integration of Web 2.0 Services in Learning Scenarios. ETAL 2008
Conclusions
Integration of web2.0 applications can follow user-centered design methods
A successful integration rests on a good mapping of learner needs
Framework supports the user-centered design of applications other than learning
(RPCD) used are related to general design aspects of HCI
Thank you!Questions? Comments?