2011 04-04 (educon2011) emadrid jtorrente ucm enhancing moodle to support problem based learning

Authors: Pilar Sancho, Javier Torrente, Eugenio J. Marchiori, Baltasar Fernández-Manjón

http://www.e-ucm.es

Enhancing Moodle to Support Problem Based Learning

Amman, Jordan, April 4, 2011

EDUCON 2011, eMadrid special session

Authors: Pilar Sancho, Javier Torrente, Eugenio J. Marchiori, Baltasar Fernández-Manjón

http://www.e-ucm.es

Enhancing Moodle to Support Problem Based Learning

Amman, Jordan, April 4, 2011

EDUCON 2011, eMadrid special session

[email protected] [email protected]

Sorry, I’m not Pilar!

Pilar Sancho et al. 3/22

Index

Introduction: Problem-Based Learning

The NUCLEO instructional framework

Implementation of NUCLEO in Moodle Use of Built-in features Use of Special Plug-ins

Evaluation of the approach and conclusions

Pilar Sancho et al., Educon 2011 4/22

Case studies& Final Remarks

Contents

Introduction

NUCLEOPedagogical framework

ImplementationIn Moodle

Introduction

21st century engineers need skills…

… that traditional teaching practices are unlikely to provide



Contents

Introduction



Introduction

Other teaching strategies should be considered

PBL can be explained as “the learning that results from the process of

working towards the understanding or resolution of a problem”

Barrows & Tamblyn

Problem-Based Learning



Contents

Introduction



Introduction

Solution: LMS

Include wikis, forums, chat rooms, etc.Problem: Collaboration requires coordination, schedule arrangements, etc.

Learning Management Systems can be the solution



Contents

Introduction



Introduction

Learning Management Systems can be the solution

Collaboration tools

Class/group forums

Chat rooms

Wikis

Databases/Glosaries

Etc.



Contents

Introduction



The NUCLEO Instructional Framework: General background

Problem-Based Solving (PBL) approach as the underlying pedagogical strategy

Real course is represented metaphorically using fantasy

Include game mechanics (role-play) Adaptation to students’ learning styles

Students’

learning strategie

sProble

m-based

learning

Game mechanics + fantasy



Contents

Introduction



NUCLEO: PBL background

Problem-Base

d-Learning

Problem

resoultion

Small teams

Collaboration

Students’

learning strategie

sProble

m-based

learning




Contents

Introduction



NUCLEO: Narrative, Fantasy, Role-Playing Games

Problems are embedded in a game

Game mechanics are used to make learning more appealing

Motivation Dropouts

The whole learning is a game

Role Playing & Fantastic metaphor to improve engagementStudents

’ learning strategie

sProble

m-based

learning




Contents

Introduction



NUCLEO: Adaptation to Students’ Learning Strategies (1/2)

Vermunt’s Model

Categorization of students according to their learning strategies

Meaning-Directed (MD)Application-Directed (AD)Reproduction-Directed (RD)Undirected (U)

Students’

learning strategie

sProble

m-based

learning


Can manage theirown learning

Need further guidance



Contents

Introduction



NUCLEO: Adaptation to Students’ Learning Strategies (2/2)

Automatic team formation

Groups of 4 students. At least 1 AD/MD per group.

Students’

learning strategie

sProble

m-based

learning


Role Profile Responsabilities

Captain of the crew

AD/MD Project planning; progress monitoring

Knowledge Integrator

RD Controls team members acquire knowledge

Responsible for Communication

U Team-teacher communication management



Contents

Introduction



Implementation of NUCLEO in Moodle (1/3)

Target Platform:

Nucleo’s Learning strategy cycle

1. Vermunt’s ILS

2. Teams and roles

assignation

3. Assignment/M

ission

4. Group work evaluation

5. Soft skills progress

evaluation



Contents

Introduction




Nucleo’s Learning strategy cycle

1. Vermunt’s ILS

2. Teams and roles assignation

3. Assignment/Mission


5. Soft skills progress evaluation

1. Vermunt’s ILS

2. Teams and roles

assignation

3. Assignment/M

ission


5. Soft skills progress

evaluation



Contents

Introduction




Nucleo’s Learning strategy cycle3.1 • Identify problem

3.2 • Identify concepts

3.3 • Identify targets

3.4 • Preliminar design

3.5 • Codification

3.6 • Testing

3.7 • Results delivery

Private Group Forum (PGF);

Private Group Chat (PGC)

PGF; PGC; Glossary/Database

Wiki Knowledge SourcesPGF; PGC;

Wiki planning and schedule

PGF; PGC;Wiki Design

Private Group Forum; Private Group Chat

Private Group Forum; Private Group Chat

Advanced Uploading of Files



Contents

Introduction



Implementation of NUCLEO II: Plug-ins (1/5)

Moodle’s activity view (in Spanish) where the Nucleo plug-ins are the activities starting with prefix “AVC_”



Contents

Introduction




Vermunt’s Test Around 100 questions Used to determine AD/MD students

(leadership)

Group Manager Uses Vermunt’s outputs to make the teams Uses past iterations to refine teams

Role Manager Uses Vermunts output’s to assign roles

(Captain, Knowledge Integrator, Responsible of Communication) within a team

Vermunt’s Test

Group Manager

Role Manager



Contents

Introduction




Evaluation

Weighting of 5 competencies (Individual score)

Leadership Ability to innovate Expression ability Commitment Team work

Results achieved in the practice by the student (individually)



Contents

Introduction




Evaluation

Auto-evaluation test

Peer-to-peer evaluation test

Teacher evaluation

Leadership Innovation

Expression

Commitment

TeamWork

Auto-evaluatio

n testX X X

Peer-To-Peer Test X X X X

Teacher Evaluatio

nX X X X X



Contents

Introduction




Results

Auto-generated values Commitment no. posts responded, no. entries in

group wikis Communication no. different words in posts and

wikis, no. orthographical mistakes Innovation no. threads initiated in forums Leadership abilities no. threads initiated in

forums, no. entries in the wiki planning utility

Auto-generated

values

Self-evaluatio

n

Peer evaluatio

n

Teacher evaluatio

n

Final individual

score



Contents

Introduction




Results

Auto-generated values Commitment no. posts responded, no. entries in

group wikis Communication no. different words in posts and

wikis, no. orthographical mistakes Innovation no. threads initiated in forums Leadership abilities no. threads initiated in

forums, no. entries in the wiki planning utilityAuto-generated values

Self-evaluation

Peer evaluation

Teacher evaluation

Final individual score



Contents

Introduction



Evaluation with Students and Final Remarks

Case Studies

2007-2009: Nucleo used in programming courses Successful! Most of the approach validated (see

literature)

2010-2011 Will conclude in June 2011 Multiple domains (physics, pedagogy, computer

science, electronics) 13 modules >800 students involved

GoalsConfirm hypothesis about motivationImprove grouping algorithm (first iteration)Increase understanding about evaluation

parameters, reduce need of explicit evaluation tools



Contents

Introduction



Evaluation with Students and Final Remarks

Plug-ins can be distributed!

If you are interested, we are ready to distribute the plugins

They work for Moodle v1.8

Soon they’ll be ready for Moodle v1.9 & v2.0

Don’t hesitate to ask!

Pilar Sancho et al. 24/22

Thanks for your attention!

Pilar Sancho

[email protected]

Javier Torrente

[email protected]

Don’t forget to visit our web-sites!

http://www.e-ucm.eshttp://www.e-ucm.es/projects/NUCLEO/ http://www.e-ucm.es/people/pilar/ http://www.e-ucm.es/people/javier/

Education

2011 04-04 (educon2011) emadrid jtorrente ucm enhancing moodle to support problem based learning