Soton2008 Everlearn4 Cblt

What is , why did we do itand what are we learning creating and using it?

Prof. Dr. Karsten D. WolfDidactical Design of Interactive Learning EnvironmentsFaculty 12 – Educational Sciences & Pedagogy

cc by Karsten D. Wolf 2008

buildpublicentities

Seymour PapertFather of Logo

Constructionist

browser

1993 - 2002

learner

browser

1993 - 2002

learner

browser

CMS

1993 - 2002

learner

browser

author

CMS

1993 - 2002

http://www.everlearn.info



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1.1 Student: Experience report1.2 Peer: Commentary1.3 Tutor: Feedback commentary2.1 All: Goal building - Critique of current teaching2.2 T: Summary / Conclusion Building of groups2.3 Group: Familiarize with SoLe2.4 G: Rough planning2.5 T (+P): Feedback3.1 G: Detailed planning + Development of materials3.2 T (+P): In-Process-Feedback3.3 P (+T/L): Peer Review4.1 S: Self-Assessment (von PS 3)4.2 T (+G): Feedback4.3 S: Reflect Self-Assessment

PS 1

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F2F 1 All: Kickoff

Face to Face meetings

EverLearn Word

Blackboard

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© Prof. Dr. Karsten D. Wolf 2006

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Phase 1 Phase 2 Phase 3



Expression


Expression

Remixing


Expression

Remixing

Hybrid LE

grid layouting and check&drag editing

file conversion & inline image editing

in-place editing & configuration

color coded action buttons

drop-down config of internal links

novice user centered interface elements

content attached discussions

grid layouting and check&drag editing

file conversion & inline image editing

in-place editing & configuration

color coded action buttons

drop-down config of internal links

novice user centered interface elementsused to b

e

content attached discussions

fun & difficulty

4 basic rules of novice user computer interaction

(i) The more time-consuming an action is, and the less the user feels savvy in doing it, the less will he try it again, if it fails the first time.

(ii) If some action cannot be done immediately and easily, it is neither done now nor later.

(iii) The more important an action is, the easier it has to be to accomplish.

(iv) To get people engaged, a system has to be as easy and non-frustrating to use as possible

Wolf/Städtler 2006

participation and problem solving ability

Wolf/Prasser 2006

Chat Nachrichten Foreneinträge Wortumfang

erstellte Texte

ProblemlösefähigkeitAIT-G (vorher)

.34*(.021)

.47**(.002)

.54***(<.001)

ProblemlösefähigkeitAIT-G (nachher)

.03(.425)

.28*(.048)

.43**(.005)

participation and problem solving ability

Wolf/Prasser 2006

Chat Nachrichten Foreneinträge Wortumfang

erstellte Texte

ProblemlösefähigkeitAIT-G (vorher)

.34*(.021)

.47**(.002)

.54***(<.001)

ProblemlösefähigkeitAIT-G (nachher)

.03(.425)

.28*(.048)

.43**(.005)


Didactics of ParticipationUniversity 2.0?


basic needs

autonomycompetencerelatedness

➙ long term motivation & learning interest

Deci/Ryan 2000

R. M. RyanUniversity of Rochester

Self-determination theory

E.L. Deci


culture of participation

recreation to become a form of re-creation (remix, tinkering, sharing) based on productive inquiry situated in communities of co-creation

learning about ➙ learning to be

http://mitworld.mit.edu/video/419/

John Seely BrownXerox Parc

Cognitive Apprenticeship




new media literacy

affiliationsexpressionscollaborative problem solvingcirculations

Henry JenkinsMIT

New Media Literacy


Goals: Teaching and research

• User Generated Content

• Drop dead easy to use (…the other 80%)

• Content providers: high productivity & less training needed

• Learners: technically challenged users can participate 100%

• Didactical prototyping

• Research tool („Pasteur‘s Quadrant“, process analysis, HCI etc.)


Is participation a long tail phenomenon?


0 25 50 75 100 125

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A very few


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Sehr Wenige

do very much


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equalparticipationof all authors

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0 25 50 75 100 125

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equal participation

gapcu

mul

ativ

e %

of c

onte

nt







4000 top Wikipedia authors

should be more homogenous than

all of 1435 EverLearncourse users









% of productive actions

Wolf, Karsten D. (2008): Gender und New Media Literacy: Zugänge oder Barrieren beim E-Learning

% of productive actions

Wolf, Karsten D. (2008): Gender und New Media Literacy: Zugänge oder Barrieren beim E-Learning

11% vs. 0,1% in Wikipedia



lesson in participation:

didactical design pays off

2008

Hel

ge S

tädt

ler

2008

Hel

ge S

tädt

ler

2008

technical: make it easy

social: make it a smallaccountable community

motivational: build up interest and develop meaningful taks