Architectures and experiences with design and monitorization
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Architectures and experiences with design and monitorization María Jesús Rodríguez-Triana ( [email protected] ) GSIC/EMIC research group Universidad de Valladolid May, 2013 Architectures and experiences with design and monitorization
description
Architectures and experiences with design and monitorization. Architectures and experiences with design and monitorization. María Jesús Rodríguez- Triana ( [email protected] ) GSIC/EMIC research group Universidad de Valladolid May, 2013. What is this presentation about?. EEE GO3: - PowerPoint PPT Presentation
Transcript of Architectures and experiences with design and monitorization
Architectures and experiences with design and monitorization
María Jesús Rodríguez-Triana( [email protected] )
GSIC/EMIC research groupUniversidad de Valladolid
May, 2013
Architectures and experiences withdesign and monitorization
What is this presentation about?
EEE Global Objective 3
Evaluation of learning situations in
ubiquitous learning and reflected spaces
(Iván)
Architectures for supporting learning
across web & physical spaces using AR(Luis P. & Juan)
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EEE GO3:To define methods and
technologies to support the evaluation of ubiquitous learning,
taking into account the students’ actions in different spaces.
• Introduction• Proposal• Use in real settings• Adding new spaces• Work in Progress & Future work
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Index
• Orchestration framework for TEL scenarios
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5 + 3 aspects[Prieto et al. 2011]
Introduction (1/3)
• Orchestration framework for TEL scenarios– Awareness for regulation, management and assessment
5EEE Global Objective 3
UVA Specific Objective 3
5 + 3 aspects[Prieto et al. 2011]
EEE GO3
UVA SO3
Introduction (2/3)
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• Synergies may appear when the analysis is aligned with the design [Carter, 2008] [Locyer & Dawson, 2011] [Looney & Siemens, 2011] [Martínez-Monés et al., 2011]
Scripting
Monitoring
… however, the integration is not straightforward:
design & technological problems may
appear[Martínez-Monés et al., 2011]
Introduction (3/3)
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Monitoring-awaredesign processof CSCL scripts
Monitoring-awaredesign modelof CSCL scripts
Script-aware monitoring process
of CSCL scenarios
Architecturefor data gathering & integration in DLEs
Provide teachers with design and enactment support capable of linking pedagogical intentions with monitoring needs for orchestrating
blended CSCL scenarios in distributed learning environments
Provide teachers with coarse-grained information about the evolution of the CSCL scenario,
based on the constraints obtained from the learning
design.
Support teachers to identify and include the
monitoring issues of pedagogical significance throughout the design
process of CSCL scenarios.
Automatize the data gathering and integration
tasks in technologically distributed and
heterogeneous CSCL environments.
Proposal (1/7)
8[Rodríguez-Triana et al., 2012a] [Rodríguez-Triana et al., 2013a]
Pattern-based design process for CSCL scripts[Villasclaras-Fernández
et al., 2009]
Pattern-based design process for CSCL scripts[Villasclaras-Fernández
et al., 2009]
Proposal (2/7)Monitoring-aware design of CSCL scripts
[Soller et al., 2005] Main steps for the management of collaboration
(1) Collect Interaction Data
(2) Construct a Model of
Interaction
(3) Compare the Current State of Interaction to
the Desired State
(4) Advise/ Guide the Interaction
(5) Evaluate Interaction
Assessment and Diagnosis
Proposal (3/7)Script-aware monitoring of CSCL scenarios
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ScriptingMonitoring
[Rodríguez-Triana et al., 2011a][Rodríguez-Triana et al., 2013b]
[Soller et al., 2005] Main steps for the management of collaboration
(1) Collect Interaction Data
(2) Construct a Model of
Interaction
(3) Compare the Current State of Interaction to
the Desired State
(4) Advise/ Guide the Interaction
(5) Evaluate Interaction
Assessment and Diagnosis
Guided by the script definition
(participants, resources,
deadlines, …)
Based on the script constraints
(obtained form the definition of the
activities)
i.e comparing the gathered evidence with
the script definition
Teacher are informed about the comparison
between the script and the gathered
evidenced
Proposal (4/7)Script-aware monitoring of CSCL scenarios
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GLUE! – Architecture for implementing DLEs [Alario-Hoyos, et al. 2013]
Proposal (5/7)Architecture for data gathering and integration in DLEs
12[Rodríguez-Triana et al., 2011b] [Rodríguez-Triana et al., 2011c]
GLUE!-CAS (GLUE! - Collaboration Analysis Support)
GLUE! – Architecture for implementing DLEs [Alario-Hoyos, et al. 2013]
Proposal (6/7)Architecture for data gathering and integration in DLEs
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Proposal (7/7)Architecture for data gathering and integration in DLEs
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FPAD(170 students)
MASUP 2013(15 students)
OyT(60 students)
MASUP 23(14 students)
MASUP 32(14 students)
Blended CSCL scenarios supported by VLE’s & Web tools
Use in real settings (1/10)
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EVALUATION
ENACTMENTDESIGN INSTANTIATION
Monitoringconfiguration
Use in real settings (2/10)
Monitoring-aware design process:Monitoring configuration of the activities
Use in real settings
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Use in real settings
Monitoring-aware design process:Monitoring enhancement
Use in real settings
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Use in real settings
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EVALUATION
ENACTMENTDESIGN INSTANTIATION
Monitoringconfiguration
Deploy
Use in real settings (8/10)
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EVALUATION
ENACTMENTDESIGN INSTANTIATION
Monitoringconfiguration
Deploy
Use in real settings (8/10)
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EVALUATION
ENACTMENTDESIGN INSTANTIATION
Logs
Teacherobservations Students
feedback
Monitoringconfiguration
Deploy
Use in real settings (8/10)
Monitoring configuration + Deploy
Use in real settings (9/10)Script-aware monitoring process:Monitoring reports
Use in real settings (10/10)
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“Identifying the dependences with other activities is not trivial “
“Focusing the analysis around the activity and the pattern constraints is very useful for
teachers, even in situations like these where there were not many eventualities, it allows you
to check whether the original idea is being verified.”
“… information from face-to-face activities was helpful for the evaluation purposes. An overview of the whole learning situation facilitates the review of the learning process.“
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• The same problems appear again: [Martínez-Monés et al., 2011] – Design problems:
• Which tools provide awareness information? There are not many choices– Technological problems:
• Data gathering issues: – Some tools do not register any kind of data about the user activity – Does not exist a standard format to store information from user’s interaction– Tools do not provide documentation explaining how the information can be obtained
• Data interpretation issues:– Some applications do not provide ready to use data– Many applications do not store data for analysis purposes but for others such as debugging.
» Need of taking into account the monitoring requirements when designing and developing ICT tools [Carter, 2008].
• Data integration issues: – Data synchronization– User identities
• It’s necessary to identify teacher’s awareness needs in each space:– http://www.encuestafacil.com/RespWeb/Qn.aspx?EID=1520807
Adding new spaces
• [WIP] Adapt GLUE!, GLUE!-PS, GLUEPS-AR to better provide awareness information
• [WIP] Integration of AR data sources• [WIP] Analysis of teacher’s awareness needs-------------------------------------------------------------------------------• [FW] Integrate the monitoring-aware design process with
authoring tools• [FW] Provide an integrated view of the different data
sources• [FW] Student’s awareness needs
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Work in progress & Future work
?Questions, doubts?
THANK YOU!For further information, please contact [email protected]
GSIC-EMIC research groupUniversidad de Valladolid, Spain
