PhD Thesis: Operationalization of Collaborative Blended Learning Scripts
description
Transcript of PhD Thesis: Operationalization of Collaborative Blended Learning Scripts
Operationalization of collaborative blended learning scripts: a model, computational mechanisms and
experiments
Author: Mar Pérez-SanagustínAdvisors: Davinia Hernández-Leo & Josep Blat
PhD Thesis Presentation
PhD Presentation, 1st July 2011
2
Outline
1. Introduction2. Factors in the design of CSCBL scripts3. Operationalization of CSCBL scripts4. Two multicase studies5. Summary of contributions and future work
PhD Presentation, 1st July 2011
3
Outline
1. Introduction2. Factors in the design of CSCBL scripts3. Operationalization of CSCBL scripts4. Two multicase studies5. Summary of contributions and future work
PhD Presentation, 1st July 2011
CL scripts
soci
al
4
Soci
al +
Com
p.
med
iate
d
Com
p.
med
iate
d
CSCL scripts
1 IntroductionOrchestration of collaboration
PhD Presentation, 1st July 2011
TYPE
OF
ORC
HES
TRAT
ION
Computer Supported Collaborative Learning (CSCL)Orchestration collaboration for effective learning
Soci
al +
Com
p.
med
iate
d
Com
p.
med
iate
d
CSCBL scripts
5
CSCL scripts
1 IntroductionOperationalization
PhD Presentation, 1st July 2011
LOW
HIGH
DEG
REE
Abstract and technological independent definition of the
CSCL/CSCBL script (design stage)
Effective technological setting presented to the students
(enactment stage)
OPE
RATI
ON
ALIZ
ATIO
N
6
1 IntroductionChallenge
New ways of communication…
…new opportunities for collaboration
PhD Presentation, 1st July 2011
7PhD Presentation, 1st July 2011
?
CHALLENGEHow to organize and structure such as complex activities?
Blend of activity typesBlend of spatial locationsBlend of technologies
1 IntroductionChallenge
Teacher
…supported by different devices…
…occurring at different spatial locations…
Blending devices
Blending activity types
Blending spaces
…formal and informal activities…
CL scripts
soci
alSo
cial
+ C
omp.
m
edia
ted
Com
p.
med
iate
dCBL scripts
CSCBL scripts
8
CSCL scripts
1 IntroductionOrchestration in blended learning settings
PhD Presentation, 1st July 2011
TYPE
OF
ORC
HES
TRAT
ION
Blended Learning
Computer Supported Collaborative Learning (CSCL)Orchestration collaboration for effective learning
Contributions
Systematic definition of CBL and CSCBL scripts according with terminology in CSCL and to identify the factors intervening in their design
1 IntroductionObjectives and contributions
Global Contribution: A conceptual model for assisting practitioners and technicians in the design of meaningful CSCBL scripts and of the technology to suit them for operationalizing their enactment
9PhD Presentation, 1st July 2011
Meaningful and innovative CSCBL scripts
Provision and evaluation of different technological mechanisms for operationalizing the orchestration of CSCBL scripts
• Revision of literature: Blended learning, CSCL and case studies with innovative uses
of ICT
• Proposing: 4SPPIces: A conceptual model for designing CSCBL scripts Computational solutions for operationalizing CSCBL scripts
• Analyzing current technologies for the operationalization of CSCBL scripts
• Evaluating of the proposals Synthetic experiments 2 multicase studies
10
1 IntroductionMethodology
PhD Presentation, 1st July 2011
11
Outline
1. Introduction2. Factors in the design of CSCBL scripts3. Operationalization of CSCBL scripts4. Two multicase studies5. Summary of contributions and future work
PhD Presentation, 1st July 2011
2 Factors in the design of CSCBL scripts4SPPIces Model
4SPPIces: a conceptual model to assist practitioners and technicians in the design of CSCBL scripts
PhD Presentation, 1st July 2011 12
2 Factors in the design of CSCBL scripts4SPPIces Model
13PhD Presentation, 1st July 2011
Learning flow
Activity
Group characteristics
Data flow
Number Participants
Profile
Location
Virtual & physical spaces
Areas
Components (Arragement, Affordance,
Mobility)
Events on Pedagogical Method
Events on Participants
Events on Space
SPACE Agent able to activate or inhibit learning by
shaping users interactions
HISTORY Flexibility Relationships between factors
A ONE UNIQUE REPRESENTATION
All the factors considered together in the design
2 Factors in the design of CSCBL scriptsThe Space and the History factors
14PhD Presentation, 1st July 2011
Describes where the learning activity occurs and the elements that compose it
Virtual and physical spaces
Areas
Components (Arragement, Affordance,
Mobility)
Events on Pedagogical Method
Events on Participants
Events on Space
Describes the relationships between
the facets of a particular factor with the other
factors from the design to the enactment
Outline
1. Introduction2. Factors in the design of CSCBL scripts3. Operationalization of CSCBL scripts4. Two multicase studies5. Summary of contributions and future work
PhDPresentation, 1stJuly 2011 15
PhD Presentation, 1st July 2011 16
Pedagogical Method operationalization Educational modelling languages such as IMS
Learning Design (Hernández-Leo (2006), Hernández-Gonzalo et al. (2008), Zarraonandia et al. (2006))
Learning platforms such as Moodle or .LRN
Participants operationalization Specifications such as IMS Learner Information Package
(Smythe et al. (2001))
Applications for group formation considering the students’ profile (Ounnas et al. (2001), Hwang et al. (2008))
Lack of flexibility when applied to blended learning settings
3 Operationalization of CSCBL scriptsExisiting operationalization solutions
PhD Presentation, 1st July 2011 17
Operationalization of the interplay of the PM and P
The Meta-UoL: Definition of the PM on runtime according to P decisions
An adaptive UoL: Adaptive PM according to participants’ profile
The grouping tool: Adaptation of pre-defined groups of students according to intrinsic and extrinsic constraints of the PM
3 Operationalization of CSCBL scriptsProposed operationalization solutions
PhD Presentation, 1st July 2011 18
3 Operationalization of CSCBL scriptsProposed operationalization solutions
Adaptive UoL: workflow adaptation according to the students’ level
In the context of an Algebra course (2 teachers) Adaptation & monitoring of the students' activity
“Proof of concept” evaluations
Meta-UoL: flexibility for democratic participatory methodologies
In the context of Agora association (2 trainers)
Flexibility, guidance and storage for learning practices
“Proof of concept” evaluation
Grouping tool: Simulation (5 teachers) For complex collaborative tasks & huge
groups Monitoring of the students in class and the
final distributions Guidance supporting groups re-design on
runtime through notifications
PhD Presentation, 1st July 2011 19
3 Operationalization of CSCBL scriptsProposed operationalization solutions
ComponentAtomic elements of the space with independent
meaning
Physical spaceSet of components that the users are physcially
in contact with AreaSections physical space with
components and associated to a task
PhD Presentation, 1st July 2011 20
3 Operationalization of CSCBL scriptsProposed operationalization solutions
Operationalization of the Space Method factor for interplaying with other factors
21
3 Operationalization of CSCBL scriptsProposed operationalization solutions
PhD Presentation, 1st July 2011
Space tool: Representing learning spaces
Formal and computational representation of the spaces for the integration with other factors.
“Proof of concept” evaluation
Space tool: testing the descriptive potential of the model Representation of the same learning practice occurring at two
different spaces with real participants
The final group activity of the learning flow was different and adapted to the particular characteristics of the space
22
3 Operationalization of CSCBL scriptsProposed operationalization solutions
PhD Presentation, 1st July 2011
PhD Presentation, 1st July 2011 23
3 Operationalization of CSCBL scriptsProposed operationalization solutions
Operationalization of the History factor: modelling the relationships between the P the PM and the S
24
NFC tags + Mobile phones (Ramírez et al., 2008)
+ LOG FILES: Capturing the actions of the students Adapting the learning flow according students’
actions
(Santos et al., 2010)
+ MONITORING FUNCTIONALITY Learning flows in parallel Students actions on runtime
PhD Presentation, 1st July 2011
3 Operationalization of CSCBL scriptsProposed operationalization solutions
Outline
1. Introduction2. Factors in the design of CSCBL scripts3. Operationalization of CSCBL scripts4. Two multicase studies5. Summary of contributions and future work
25PhD Presentation, 1st July 2011
PhD Presentation, 1st July 2011 26
4 Two multicase studiesExperiments
MAIN QUESTIONDoes 4SPPIces assists technicians and practitioner
designing meaningful and innovative CSCBL scripts and the technology operationalizing their enactment?
PhD Presentation, 1st July 2011 27
Multicase Study (Stake, 2005) cross-case analysiso Multicase study Q1: Design perspectiveo Multicase study Q2: Operationalization perspective
Mixed Method data gathering techniques (Martínez et al. 2003) Data analysis through triangulation: comparative
analysis of evidences from different resources
4 Two multicase studiesMethodology
PhD Presentation, 1st July 2011 28
SUB-QUESTION Q2:Do operationalization solutions based in 4SPPIces support the scripts enactment?
Q2-T1 Does the operationalization solution successfully support teachers’’ orchestration tasks?
Q2-T2 Does the operationalization solution successfully support students’ tasks?
SUB-QUESTION Q1: Does 4SPPIces assist practitioners and technicians in the design of CSCBL scripts?
Q1-T1 Does 4SPPIces assist collaboration between practitioners and technicians?
Q1-T2 Are the CSCBL scripts designed meaningful, innovative and adequate to the learning context?
4 Two multicase studiesResearch question
MAIN QUESTIONDoes 4SPPIces assists technicians and practitioner designing meaningful and innovative CSCBL scripts and the technology operationalizing their
enactment?
MULTICASE STUDY Q1 MULTICASE STUDY Q2
4 Two multicase studiesMulticase Q1
Quitain Q1: Does 4SPPIces assist technologists and practitioners when designing meaningful and innovative CSCBL scripts adapted to the needs of actual educational context?
Creating a CSCBLscript from scratch
CASE Q1-ACSCBL scripts for discoveringthe campus
CASE Q1-BDiscovering BCN
CASE Q1-C4SPPIces seminar
Extending a design with 4SPPIces
Enhancing designswith 4SPPIces
ISSUE/SDoes 4SPPIces help on designing a meaningful and motivational CSCBL script leading with the objectives of the practitioners?
ISSUE/SDoes 4SPPIces help on supporting communication among practitioners and technicians for extending an existing educational practice?
ISSUE/S1) Does 4SPPIces support
collaboration between technicians and practitioners?
2) Are 4SPPices-based design meaningful?
3) Are 4SPPIces-based designs descriptive?
Mobiles, NFCMoodle .LRNIMS+GSI
Campus ‘09
Campus ‘10
241 students31 students
31students2 teachers
Mobiles GPSQuesTInSituMoodle
Discovering BCN
11 practitioners2 technicians
Mobiles GPSQuesTInSituMoodle
4SPPIces seminar
29PhD Presentation, 1st July 2011
PhD Presentation, 1st July 2011 30
4 Two multicase studiesData from case Q2
Assertion Q1-2: 4SPPIces is a good assistance for designing meaningful and innovative CSCBL scripts or for extending existing practices particularized to a learning context
Assertion Q1-1: 4SPPIces is a good assistance for communities of practitioners and technicians to share knowledge when designing CSCBL scripts for extending and enhancing existing practices
CASE Q1-ACSCBL scripts campus
CASE Q1-BDiscovering BCN
CASE Q1-C4SPPIces seminar
I, II, III, IV
V, VI, VII VII, VIII, IX, X, XI
XII, XIII, XV XII, XIII, XIV
PhD Presentation, 1st July 2011 31
4 Two multicase studiesAssertions Multicase Q1
Meaningful differences between designs created with and without 4SPPIces 4SPPIces-based designs make explicit the
constraints of the activity that cannot be varied during the enactment [Comparative of the designs]
4SPPIces-based designs make explicit the different locations where the activities take place and their characteristics [Comparative of the designs]
Usefulness of 4SPPIces from the designers’ perspective “( the model) has helped me to consider
unexpected situations and think about alternatives” [Designers Quest-d2]
CASE Q1-C4SPPIces seminar
Enhancing designswith 4SPPIces
ISSUE/S1) Does 4SPPIces support
collaboration between technicians and practitioners?
2) Are 4SPPices-based design meaningful?
3) Are 4SPPIces-based designs descriptive?
11 practitioners2 technicians
Mobiles GPSQuesTInsituMoodle
4SPPIces seminar
PhD Presentation, 1st July 2011 32
4 Two multicase studiesExample: case studie Q1-C
4 Two multicase studiesMutlicase Q2
CASE Q2-BDiscovering BCN
CASE Q2-CDiscovering the campus 2010
ISSUE/SDoes 4SPPIces help on identifying the operationalization requirements for enacting a CSCBL script focussed on the integration of activities across spatial locations?
ISSUE/SDoes 4SPPIces help on identifying the operationalization requirements for enacting a CSCBL script focussed on supporting the monitoring of the participants across spatial locations on runtime?
ISSUE/S Does 4SPPIces help on identifying the operationalization requirements for enacting a CSCBL script focussed on the integration of activities across spatial locations and the adaptability of the activity on runtime?
Mobiles, NFCMoodle .
Campus ‘09
241 students3 teachers
31students2 teachers
Mobiles GPSQustInsituMoodle
Discovering BCN
Quintain Q2: Does 4SPPIces-based operationalization solutions successfully support the enactment of a CSCBL script?
S-focussedOperationalization
S&P-focussedOperationalization
S&P&PM-focussedOperationalization
Campus ‘10
Mobiles NFCIMS + GSI.LRN
31students4 teachers
CASE Q2-ADiscovering the campus 2009
33PhD Presentation, 1st July 2011
PhD Presentation, 1st July 2011 34
4 Two multicase studiesData multicase Q2
Assertion Q2-2: 4SPPIces supports the desing of technolgical solutions with different operationalization degrees that successfully support students’ tasks during the CSCBL script enactment
Assertion Q2-1: 4SPPIces suppots the design of technolgical solutions with different operationalization degrees that succesfully support teachers’ tasks during the CSCBL script enactment
CASE Q1-ADiscoveringCampus 2009
CASE Q1-BDiscovering BCN
CASE Q1-CDiscovering Campus 2010
I, III
V, VI, VII, VIII V, VII, VIII
IX, X, XI, XIII X, XII, XIV
II, IV
PhD Presentation, 1st July 2011 35
4 Two multicase studiesAssertions Multicase Q2
ISSUE/SDoes 4SPPIces help on identifying the operationalization requirements for enacting a CSCBL script focussed on the integration of activities across spatial locations?
Mobiles, NFCMoodle
Campus ‘09
241 students3 teachers
S-focussedOperationalization
CASE Q2-ADiscovering the campus 2009
Successful aspects of the CSCBL space-focussed operationalization “You know the campus better because you can follow
the mobile phone indications” [Students Exploration Questionnaire]
“The combination of formal and informal activities help students to get familiar with the university methodologies” [Students Exploration Questionnaire]
Weak points of the CSCBL script space-focussed operationalization “The most time demanding and difficult part was to
organize the groups depending on the students’ activity registered in the log files and the preferences answered in the questionnaires” [Teachers final Questionnaire]
PhD Presentation, 1st July 2011 36
4 Two multicase studiesExample: case Q2-A
37PhD Presentation, 1st July 2011
Evaluation
Multicase study Q1
A cross case analysis of 3 case studies
Multicase study Q2
A cross case analysis of 3 case studies
Synthetic experiments
Testing the computational mechanisms for operationalizing 4SPPIces factors
4 Two multicase studiesContributions and evaluation
Contributions• Definition of CBL and
CSCBL scripts• 4SPPIces model: for
supporting the design of CSCBL scripts
• 3 IMS LD based operationalizationsolutions supporting the flexible adaptation of the interplay between P and PM
• Considering the History in third tool applications: NFC kit and QuesTInSitu
• Specification of the space factor
• 3 CSCBL scripts and associated operationalization systems
• 4SPPIces-based CSCBL designs by practitioners in media education
Outline
1. Introduction2. Factors in the design of CSCBL scripts3. Operationalization of CSCBL scripts4. Two multicase studies5. Summary of contributions and future work
38PhD Presentation, 1st July 2011
5 Summary of contributions and future workContribution 1
Contribution 1. Systematic definition of CBL and CSCBL scripts according with terminology in CSCL and to identify the factors intervening in their design
Modeling operationalized CSCBL scripts for blended learning settings Definition of CBL and CSCBL scripts according to the terminology
in CSCL Operationalization framework for organizing approaches in CSCL 4SPPIces model: for supporting the design of CSCBL scripts
Journal of Computer Assisted Learning (JCAL, conditionally accepted) (JCR) IEEE Multidisciplinary Engineering Education Magazine, 2009 (history factor) Two ICALT papers, 2009 (participants factor)
PhD Presentation, 1st July 2011 39
CONTRIBUTION 2. Provision and evaluation of new usage meaningful and innovative CSCBL scripts
PhD Presentation, 1st July 2011 40
Novel educational experiments 3 CSCBL scripts and operationalization systems with different
operationalization degrees 1 seminar with 4SPPIces and real educational practitioners in media
education
Journal of Network and Computer Applications (2011) (JCR); International Journal of Computer Supported Collaborative Learning (ijCSCL) (JCR,
conditionally accepted)
5 Summary of contributions and future workContribution 2
CONTRIBUTION 3. Provision and evaluation of technological mechanisms for operationalizing the orchestration of CSCBL scripts
PhD Presentation, 1st July 2011 41
Computational mechanisms facilitating the design and enactment of orchestrated collaborative blended activities 2 operationalization solutions based in IMS LD to support an
operationalization focussed on the adaptation of the PM method An operationalization solution for managing participants on runtime and
recommends adaptations according to the contextual situations Influence in the development of NFC kit and QuesTInSitu Formal representation of the space factor
International Journal of Emerging Technologies in Learning (iJET) (2008); Book chapter in “Studies in computational intelligence”, Springer (in press) (extended
version of conference paper INCOS 2009); ECTEL (2010) Book chapter (under revision) (extended version of conference paper INCOS 2010);
5 Summary of contributions and future workContribution 3
4SPPices as an organizational framework for suggesting the technological solutions
Include 4SPPIces into existing CSCL existing tools Propose new operationalization solutions for the different
factors`
Extend IMS LD with the specification of the Space Model
Extract patterns or guidelines of the CSCBL experiments to facilitate the enactment of similar experiences
CSCBL scripts as a particular type of ubiquitous learning scenarios
Operationalization solutions as a link between spaces
PhD Presentation, 1st July 2011 42
5 Summary of contributions and future workFuture work
PhD Presentation, 1st July 2011 43
Publicationso 2 international journal papers (iJET 2008, JNCA, 2010) + 2
under revision positivelyconsidered for publication(JCAL, ijCSCL)
o 1 book chapter (Springer) + 1 under revision (Springer) o 7 international conference papers (ICALT09 (2 contributions),
INCOS09, INCOS10, ECTEL10, TENCompetenceOpenWorkshop 2009, CSCL2009)
o 1 magazine (IEEE Multidisciplinary Engineering Education Magazine)
Projects
o European projects: TENCompetenceo Spanish Ministry of Education and Science projects: Learn3
5 Summary of contributions and future workRelated publications
Thank you
44
http://www.marps.info
PhD Presentation, 1st July 2011