Post on 05-Sep-2019
C © TECFA 6/7/04
Conception and implementation of richrough
l’Education
onception and implementation of rich pedagogical scenarios through collaborative portals
pedagogical scenarios thcollaborative portals
University of Mauritius, June 22 2004
Daniel K. Schneiderhttp://tecfa.unige.ch/tecfa-people/schneider.html
TECFA
Faculté de Psychologie et des Sciences de Université de Genève
Code: mau-04
. mau-04-2
M © TECFA 6/7/04
Menu of the talk
3d learning 8
11ting 16
20ic ! 23
2427
ter level 3337
enu of the talk
1. Rich pedagogical scenarios in context2. The architecture of structured activity-base3. Available tools: past, present and future (?)4. C3MS portals & educational scenario scrip5. C3MS portals as learning environments6. First conclusions: Hey we are teacher-centr7. A provisional account of our work8. Case study I: Inter-class Internet activities9. Case study 2: Project-based teaching at mas10.Final remarks
1. Rich pedagogical scenarios in context mau-04-3
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1. Rich pedagogical scenarios in context
1 combinations
combinations !!!
soning, Procedurening Strategies
edia animations,ls, micro-worlds,...
, Instructionalism,
ts, problems,
....
, cognitivism,
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.1 Instructional design: many dimension, many
• I am just going to look at a subset of possible
Learning theories
Pedagogical strategies
Pedagogical tactics
Technology
Learning types
Educ. format
.... other elements
Attitudes, Facts, Concepts, ReaLearning, Problem solving, Lear
Learning mgmt systems, multimworkflow tools, community porta
inspired by constructivismSocio-culturalism, .......
show, ask, exercises, projec
face to face, blended, distance,small groups, large groups, ....
simulations, ....
behaviorism, constructionismassociationsim, ....
1. Rich pedagogical scenarios in context mau-04-4
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1.2.Functions of a learning environment
designs (.....)
s
arned
rned
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• A learning environment has several functions• Teacher role is central in "rich" activity-based
fellow
“Monitor”“Teacher”
tools
informationsources
learningmaterial
learner
“School”
guidance &instruction &
insures thatsomething is lecurriculum
collaboration
what has to be lea
to produce
additional
things
(courseware)
& studentadministration
augments learning
knowledge
design
LEARNER
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1.3.The problem with reproductive learning
??
??
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IMS/Scorme-learning
how
students can’t apply
Traditionallecturing
how
students can’t apply
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1.4.The problem with "let’s do projects" answer
knowledge
’t linkepts
dataeory
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Traditional
by projectslearning
how ??
students are lost
chaosraw
vagueideas
concepts
students
can’t formulate
goals
..... can’t relate
data to concepts ... can’trelateconcepts
students have
trouble with
research designs
... canconcand to th
theory
empirical
analysis
researchdesign work
data
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1.5.A possible solution (goal of this talk)
earning
IBooks
umssages
Powerpointslides
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1. orchestration
3. guidance
Structured activity-based l
MIT OK
ScormRLOs
Tutorialson theweb
Forme
2. monitoring
No specificlearningmaterials ! Papers
Teacher role:
2. The architecture of structured activity-based learning mau-04-8
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2. The architecture of structured activity-based learning
2 scenariosgns
narios
uidance
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.1 Structured socio-constructivist pedagogical • Open ended & “rich” socio-constructivist desi
are more effective if individuals and groupshave to evolve within somewhat specified sce
freedom
open control &
structure
construction
scaffoldingg
collaboration evaluation
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• Scenarios are sequences of activity phasesy specific roles loops
ther variants !
oducts
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within which group members do tasks and pla• This orchestration implies organizing workflow
Produce Deposit
Look
ResourcesTools
Discuss
... this is just the “ur-loop” ... o
Pr
2. The architecture of structured activity-based learning mau-04-10
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2.2.A Note on the theoretical foundationsS
constructivism
hared cognition
(construct)
the situation)
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ocio-constructivist + a pinch of behaviorism
behaviorism
social cognition situated & s(interact with others) (interact with
(reach knowledge objectives
socio-
cons
truct
ivism
(s)
feedback, etc.)
3. Available tools: past, present and future (?) mau-04-11
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3. Available tools: past, present and future (?)
3
ogics:
structivist
b
do
edia
?
discussbuild
s:
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.1 We have got a curious situation
content transmission w/o pedag
socio-coninstructional pedagogies
listen
surf on the We
do
look at multi-m
“Learning Management
web pages / videos
Systems”
pedagogie
good content transmission:
3. Available tools: past, present and future (?) mau-04-12
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3.2.A short time-line of Internet in education
d trainingtems
”
s =al design” )
management
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1993
2002
Teaching & learningwith the Web
Web-baseWBT Sys
“E-learning
( thesis = learning
( anti-thesi
by projects )
“instruction
Learning
Open-ended scaffoldedcollaborative learning
web pages & forums
MoosWikis ...many
Activity portals ? Systems
goodlittlethings
2004
3. Available tools: past, present and future (?) mau-04-13
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3.3 We need knowledge engines !
aboration
vity-basedgogics
entic tasks
documents
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line by line... coll
circular files
Transmissivepedagogies
Actipeda
authrepetition
previousnext
living
• the computeras facilitatingstructure,as thinking,working &communication tool
• Support ofstudent andteacheractivitiesleading tonew“contents”
3. Available tools: past, present and future (?) mau-04-14
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3.4.Let’s use C3MS Portals !C nt Systems
n, interfaces,...) write modules)
Ind
exat
ion
+ s
earc
h
ols
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ommunity, Content, & Collaboration Manageme
• Integration of most applications (authenticatio• Plug-in architecture ! (YOUR organization can
Story engine
forums
+annotations(“stories, logs”)
calendar
Web links mgmt.
Administration
Download mgmt.... many other to
authentication
3. Available tools: past, present and future (?) mau-04-15
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3.5.A good start: available C3MS bricks
s of the portal)by topics and an annotationstems (CMS)
e albums (photos, drawings,ual weblogs (diaries)
r portals)
Ko-like”)
entsoads, etc.), .....
C
embers portal page)
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Function C3MS modules (tool
Content managementNews engine (including a organizationmechanism) - Content Management SyCollaborative hypertexts (Wikis) - Imagetc.) - Glossary tool or similar - Individ
Knowledge exchangeNews syndication (headlines from otheFile sharing(all CMS tools above)
Exchange of arguments Forums and/or new engineChats, ......
Project support Project management modules,Calendars, ......
nowledge managementFAQ manager - Links Manager (“YahoSearch by keywords for all contents “top 10” box, rating systems for comm“What’s new” (forum messages, downl
ommunity management
Presence, profile and identification of mShoutbox (mini-chat integrated into theReputation systemActivity tracing for membersEvent calendarNews engine, ......
4. C3MS portals & educational scenario scripting mau-04-16
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4. C3MS portals & educational scenario scripting
4
bricks
softwarere
modules
P + community& integrationtools !!
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.1 The global picture
Activities
characteristics
Stagesstage 1stage 2stage 3
Elementary C3MS (softwa(scenarios) activitiestypes)
rojects PedagogicStrategies
(phases)
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4.2.Planning example: Study wildlife of Mauritius
ty (scenario)Simple activitiesroWork,ainStorm
itGlossary or EditPage
archWeb,itLink
Edit
eckWork
Edit
S modules module),le)
Forums, Bulletin
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PROJECTActivities (scenarios)
1 Teach portal to students
2 Make a glossary3 Find research subjects
4 Make a research plan
5 Field trip
6 ......
GLOSSARY activiStages
1 Participants thinkabout terms
IntBr
2 An alphabetic listof terms is entered
Ed
3 Students searchand share links
SeEd
4 Work is synthesizedand combined Co
5 Teacher moderates Ch
6 Final definitions Co
Simple activity Description Available C3M
CoEdit make collaborativedocuments
Wiki (phpWiki portalCMS (EzCMS modu
BrainStorm Generate IdeasWiki, News Engine, Boards
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Implementation example of the Glossary activity
tivity 2)ctions
ggest 3 terms and enter
clean up the list
ovide 4 links and make
ter 2 definitions, makeions to others and
back in an article
nal modifications
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( previous step: learn portal )
( next step: find research subjects )
Instantiated example “glossary” activity (acStages Tools Instru
1 Suggest termsWiki(= coll. hypertext)
Each student must suthem
2 Provisional list ofterms
Wiki Together in class we
3 Search and sharingof results
Google,Links manager
Each student must prcomments to 2 other
4Raw information issynthesized andcombined
WikiEach student must enlinks from “his” definitmodify others
5 Teacher moderates News engine Teacher will give feed
6 Students producefinal definitions
Wiki Students can make fi
4. C3MS portals & educational scenario scripting mau-04-19
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4.3.Scenario configuration with C3MS bricks
standard modules
extra modules
C3MS
TECFA modules
portalware
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Teacher’s portal
define
TecfaSEED catalog
installation
download/ plug
selection & configuration
scen
ario
s
program
innovationsfrom the “field”
+ configuration
scenarios
(& adapt)
and
mod
ules
com
mun
ity, f
un &
inte
grat
ion
tool
s
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5. C3MS portals as learning environments
5 es
al environment)
.....
& freeunication
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.1 Two dimensions: sharp focus and fuzzy edg
• activities (scenarios) and a "place to be" ! (virtu
Projectrelatedcentral“stuff”
key
reflection
information
fun
extra information
exchange
help
....
......
.....
.....
open comm
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5.2.C3MS and support for creativity “elements”
blog
shoutbox
annotations
quiznalrt
ction
home pagework index
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articlesforum
wiki
links
book
project tool
RSS feeds intellectualhelp
emotiosuppo
exploration
domainsupport
recognition
goalorientedness
refletransfer ?
identity
creativityvariables
C3MSbricks
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5.3.LE design = landscaping & conditioning
leking
esponsivevironment:ation of work,her feedbackr interactionsat
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structured& feasibleprojectsauthentic
projects
sharing &competition
fun &emotionalsupport
affordabwork & thin
tools
ren
reificteacpee
awareness:who is here,does what
what is new ...
TASKS+ “life”
imitation
heart berhythm
& confrontation
6. First conclusions: Hey we are teacher-centric ! mau-04-23
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6. First conclusions: Hey we are teacher-centric !
ions
s
o this without ICT!)
ct plans
vironmentbal project
e tasks
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Teacher asorchestrator
Teacher asmonitor
Teacher asfacilitator
answers questwrites tutorialsmakes exampleprovides links
..... (now try to d
makes auditsreads blogscontrols proje
designs the endesigns the glodesigns flexibl
evaluates
gives feedback
7. A provisional account of our work mau-04-24
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7. A provisional account of our work
7
ternet activityntarctica
aching portals (5)ll education levels)
ity courses (2) teaching
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.1 Portals everywhere !
Teacher Portals (4)e.g. Petit Bazar
InA
TecfaSeedPortal
Internet activitesTerre des hommes& Pangea
Teachers
Students
Pupils
Researchers
Support
Domain
Parents
Te(A
School portals (3)UniversDistance
Seed portal
7. A provisional account of our work mau-04-25
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7.2.Problems and issues at school level (age 10 to 19)
solutions
uce slowly (over.)fa)ls everywhere at Tecfaportple activitiesmplex as optionlogue,
rtunities in the
activities
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Object Problems Possible
the portalconcept
• teachers & pupilsare not familiar
• train, introd3 years min
• force (@Tec• install porta• host portals
scenarios
• teachers are notused to createscenarios withICTs
• provide sup• sponsor sim
and more co• provide cata
examples
scenariosin secondary schools:
• no time• curriculum
• exploit oppocurriculum
• transversal
7. A provisional account of our work mau-04-26
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ual teachers with the same
esent (providerivate providers)c.ll stakeholdersted projects)
dards” or Java/webservices” ?ng design” ?s (later)
Object Problems Possible solutions
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Internet
• fear to “show”,• lack of "Internet
spirit"
• sponsor virtcommunitietool
• give exampl
the system
• censorship,• firewalls,• server politics,• slowness,
incompetency &nastiness ...
• contournemhosting or p
• lobbying, et• training of a
(with integra
technology
• no standards• too much “text”• no workflow
• “street stanportlets or “
• IMS/ “learni• add graphic
8. Case study I: Inter-class Internet activities mau-04-27
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8. Case study I: Inter-class Internet activities
8
teh
te
project-based can onlyadually
portals
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.1 Recall of the situation (in central Europe)
Teachers are nottrained todo projects
Teachers are nottrained to useICT as worktool
Refusal rais very hig
Failure rais high
Cross-curricular learning with ICTbe introduced gr
Organize collective"Internet activities"and encourageteachers to participate
it’sdifficult
Sponsor teacher
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8.2.So what are so called "Collective Internet activities" ?
s of participation
school)
Organizingbody 1
Organizingbody 1
nizing 1
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• "Organized" by some consortium(usually with different stakeholders)
• Often an interdisciplinary topic• Often a set of various activities & various level• Teachers can participate with their class
(on their own decision or with the support of a
The project
Class2
Class3
School2
Class1
School1
Orgabody
Informal !no general rules !
8. Case study I: Inter-class Internet activities mau-04-29
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8.3.Example 1: "Terre des hommes": water
y group)
M
l’actualité)
T
cenarios)
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url: http://tecfaseed.unige.ch/tdh03/• Stakeholders: NGO, a few teachers, TECFA (m• Goal: Work on issues related to "water"ain activities:
1. Queries (enquêtes) or react to news (réagir à
2. Photo and picture albums (+ comment)
3. Make a quiz or do a quiz
4. Add links (+ comment)
5. Enter a glossary item, a quotation or a poem
6. Free discussion
eacher-teacher activities:• Forums• Scenario definitions (teachers describe good s
8. Case study I: Inter-class Internet activities mau-04-30
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8.4.Example 2: "Educapoles"
y group)dition to the
M
few pupils)
T
O
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url: http://tecfaseed.unige.ch/educapoles/• Stakeholders: NGO, a few teachers, TECFA (m• Goal: Follow and interact with a research expe
south poleain activities:
1. suggest experiments to relays on the ship (a
2. request data
3. ask questions
eacher-teacher activities:• Forums
rganizer-teacher activities:• news• suggestions
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8.5. Internet activities as teacher development
m
xt time)
rums
nes)
2-3 years
- 60 years
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Inspiration
otivation
Teacherswho can "do"
Teachers who willget return on investment
"First time "Teachers(may not be effective, will do better ne
effective projects
Pupils a learn a little ICT, e.g. buttons of the fo
Pupils learn something (either ICTor subject matters, including curricular o
Pupils learn project workand some subject matters
5
8. Case study I: Inter-class Internet activities mau-04-32
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8.6 What kind of Infrastructure do we need ?
omputerse classroom
ittle learningontents
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Walls ofthe classroom
1-4 cin th
A flexibleinformation &communicationportal
(collectiveclass workingmemory)
Lc
Somethingto study
A projectcommunity
9. Case study 2: Project-based teaching at master level mau-04-33
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9. Case study 2: Project-based teaching at master level
Bssroom)
ology
P general theme
audits,.... )
E
"( s )
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• Life example: http://tecfaseed.unige.ch/staf18/
lended (mixed) format• duration: 6 weeks (a few initial half days in cla• 2 hours presentation at the end of the course• public: graduate students in educational techn
roject-based• large freedom for choice of subjects within the• scheduling of tasks (exploration, project plan,• some mandatory collective work• each major activity is graded
ach year a different topic• Topic 2002/3: “Exotic hypertexts”• Topic 2004/4: "Visualization and semantic web
... this format is also used by a few other course
9. Case study 2: Project-based teaching at master level mau-04-34
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9.1.Students activities (task) & associated tools (staf18-2003)d tools (products)
ks, wiki, blog
classroom
s engine, blog
ePBL, blog
ePBL, blog
ePBL, blog
blog, annotation
ePBL, blog
ePBL, blog
ePBL, blog
classroom
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Activity Date impose
1 Familiarization with subject(s) 21-NOV-2002 lin
2 project ideas, Q&R 29-NOV-2002
3 Students formulate projectideas
02-DEC-2002 new
4 Start project definition 05-DEC-2002
5 Finish provisional researchplan
06-DEC-2002
6 Finish research plan 11-DEC-2002
7 Sharing activity 17-DEC-2002 links,
8 audit 20-DEC-2002
9 audit 10-JAN-2003
10 Finish paper and product 16-JAN-2003
11 Presentation of work 16-JAN-2003
9. Case study 2: Project-based teaching at master level mau-04-35
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I
)
w) !
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n ADDITION, every activity can make use of:• shoutbox ( a mini chat )• links (a collection of useful resources)• RSS feeds (news feeds from other portals)• wiki (collaborative hypertext)• various forums (for student-triggered support• articles + annotations• calendar• various awareness tools (presence, what’s ne• other special purpose tools
9. Case study 2: Project-based teaching at master level mau-04-36
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9.2.The ePBL tool: 3 core functions
(: main researchquestions,ment
( student projects
(
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(Ph.D. thesis of Paraskevi Synteta on project-based learning)
1) Project Tool• File sharing system + formal XML grammar for
question, objectives and associated research approach & methods, work packages manage
• It is a working/thinking/monitoring tool
2) Audit/Grading Tool: Tied to work packages &
3) Paper / virtual book
10. Final remarks mau-04-37
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10.Final remarks
products
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1. Do not "over-script” (let students “build”)
2. Activities => tools => productions(“communication as substance”)
dodeposit
look
ressources
toolsdiscuss
10. Final remarks mau-04-38
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