ÉC O L E P O L Y T E C H N I Q U EFÉ DÉR A L E D E L A U S A N N E Pierre Dillenbourg, On-Line Educa, Berlin 2005

Should mobile learning be

as boring as e-learning ?

ÉC O L E P O L Y T E C H N I Q U EFÉ DÉR A L E D E L A U S A N N E Pierre Dillenbourg, On-Line Educa, Berlin 2005

“Learn Anytime Anywhere”

What could be the learning effects of

1. broadcasting information

2. cut in small pieces

3. on tiny screens

4. with tiny keyboards

ÉC O L E P O L Y T E C H N I Q U EFÉ DÉR A L E D E L A U S A N N E Pierre Dillenbourg, On-Line Educa, Berlin 2005

FromAnywhere

Prof. Pierre DillenbourgEPFL Swiss Federal Institute of Technology, Lausanne

ToSomewhere

ÉC O L E P O L Y T E C H N I Q U EFÉ DÉR A L E D E L A U S A N N E Pierre Dillenbourg, On-Line Educa, Berlin 2005

Where would you prefer to teach ?

ÉC O L E P O L Y T E C H N I Q U EFÉ DÉR A L E D E L A U S A N N E Pierre Dillenbourg, On-Line Educa, Berlin 2005

We don’t live in a virtual world

ÉC O L E P O L Y T E C H N I Q U EFÉ DÉR A L E D E L A U S A N N E Pierre Dillenbourg, On-Line Educa, Berlin 2005

ÉC O L E P O L Y T E C H N I Q U EFÉ DÉR A L E D E L A U S A N N E Pierre Dillenbourg, On-Line Educa, Berlin 2005

We don’t live in a virtual world

Space shaped our cognition for ages

ÉC O L E P O L Y T E C H N I Q U EFÉ DÉR A L E D E L A U S A N N E Pierre Dillenbourg, On-Line Educa, Berlin 2005

Italy or UK ?(view from the plane window)

ÉC O L E P O L Y T E C H N I Q U EFÉ DÉR A L E D E L A U S A N N E Pierre Dillenbourg, On-Line Educa, Berlin 2005

Linux or Mac ?

(location newsgroup postings)

ÉC O L E P O L Y T E C H N I Q U EFÉ DÉR A L E D E L A U S A N N E Pierre Dillenbourg, On-Line Educa, Berlin 2005

We are spatial animals

Our cognition relies on space

Our culture carries spatial roots

ÉC O L E P O L Y T E C H N I Q U EFÉ DÉR A L E D E L A U S A N N E Pierre Dillenbourg, On-Line Educa, Berlin 2005

1. Allo, how are you ?

2. …… are you ?Where

ÉC O L E P O L Y T E C H N I Q U EFÉ DÉR A L E D E L A U S A N N E Pierre Dillenbourg, On-Line Educa, Berlin 2005

M Cherubini, P. Jermann and F. Girardin

CRAFT /EPFL

ÉC O L E P O L Y T E C H N I Q U EFÉ DÉR A L E D E L A U S A N N E Pierre Dillenbourg, On-Line Educa, Berlin 2005

From: The PresidentTo: Pierre DillenbourgSubject: RE:[New Learning Center at EPFL]

Good idea; go ahead!Patrick

From: The PresidentTo: Pierre DillenbourgSubject: RE:[New Learning Center at EPFL]

Good idea; go ahead!Patrick

The value of e-mail to be free from geographical constraints; why would you re-spatialize communication ? To grasp contextual cues.

ÉC O L E P O L Y T E C H N I Q U EFÉ DÉR A L E D E L A U S A N N E Pierre Dillenbourg, On-Line Educa, Berlin 2005

contextual cues help interpreting messages

spatial coordination facilitates a shared strategy

The role of spatial information on group cognition

ÉC O L E P O L Y T E C H N I Q U EFÉ DÉR A L E D E L A U S A N N E Pierre Dillenbourg, On-Line Educa, Berlin 2005

In virtual space (MOO), the “position” of teammates influences collaboration:

1. 20 pairs on 20 distributed their work on a spatial basis

2. Acknowledgment delay was shorter in same room (59 s. / 39 s.)

3. Acknowledgment rate was higher in same room (34 % / 50%)

4. Users monitored the position of their team mate

ÉC O L E P O L Y T E C H N I Q U EFÉ DÉR A L E D E L A U S A N N E Pierre Dillenbourg, On-Line Educa, Berlin 2005

BIG

BROTHER

ÉC O L E P O L Y T E C H N I Q U EFÉ DÉR A L E D E L A U S A N N E Pierre Dillenbourg, On-Line Educa, Berlin 2005N. Nova &F. Girard; CRAFT/EPFL

ÉC O L E P O L Y T E C H N I Q U EFÉ DÉR A L E D E L A U S A N N E Pierre Dillenbourg, On-Line Educa, Berlin 2005

The underwhelming effect of automatic tracking on mutual modeling

Viewing Peers

Position

Not Viewing Peers

Position

Viewing Peers

Position

Not Viewing Peers

Position

Experimental Results

ÉC O L E P O L Y T E C H N I Q U EFÉ DÉR A L E D E L A U S A N N E Pierre Dillenbourg, On-Line Educa, Berlin 2005

Collaboration and LBS: Lessons Learned

1. Spatial awareness smoothens collaborative activities

2. Spatial tracking generates an underwhelming effect

3. Collaborative map annotation is powerful (No BigBrother)

4. Audio navigation generates high cognitive load (Nokia Road Forum)

5. Embed mobile technologies in collaborative learning scripts

ÉC O L E P O L Y T E C H N I Q U EFÉ DÉR A L E D E L A U S A N N E Pierre Dillenbourg, On-Line Educa, Berlin 2005

Conflict resolution

Negociation

Argumentation

Mutual regulation

Explanation

Collaboration Learning

Structure RegulatePreventive Reactive

??

Scripts for

collaborative

learning

ÉC O L E P O L Y T E C H N I Q U EFÉ DÉR A L E D E L A U S A N N E Pierre Dillenbourg, On-Line Educa, Berlin 2005

The «ArgueGraph » scriptThe «ArgueGraph » script

Phase1Phase1

ÉC O L E P O L Y T E C H N I Q U EFÉ DÉR A L E D E L A U S A N N E Pierre Dillenbourg, On-Line Educa, Berlin 2005

Phase 2Phase 2The «ArgueGraph » scriptThe «ArgueGraph » script

ÉC O L E P O L Y T E C H N I Q U EFÉ DÉR A L E D E L A U S A N N E Pierre Dillenbourg, On-Line Educa, Berlin 2005

Phase 3Phase 3The «ArgueGraph » scriptThe «ArgueGraph » script

ÉC O L E P O L Y T E C H N I Q U EFÉ DÉR A L E D E L A U S A N N E Pierre Dillenbourg, On-Line Educa, Berlin 2005

Design choices

Immediate FB

Delayed FB

Microworld FB

Theories

Behavioursim

Constructivism

Metacognition

Phase 4Phase 4The «ArgueGraph » scriptThe «ArgueGraph » script

ÉC O L E P O L Y T E C H N I Q U EFÉ DÉR A L E D E L A U S A N N E Pierre Dillenbourg, On-Line Educa, Berlin 2005

Integrated Learning

Scripts

Ind

ivid

ual

Gro

up

Soci

al

ÉC O L E P O L Y T E C H N I Q U EFÉ DÉR A L E D E L A U S A N N E Pierre Dillenbourg, On-Line Educa, Berlin 2005

Integrated learning scripts

The teacher orchestrates a sequence of learning activities

– computer-based or not– individual, collaborative or collective– pedagogically integrated (scenario or script)– computationally integrated (workflow)– across multiple spaces (mobile & context-aware)

ÉC O L E P O L Y T E C H N I Q U EFÉ DÉR A L E D E L A U S A N N E Pierre Dillenbourg, On-Line Educa, Berlin 2005

Script Task Split Target Interactions

ArgueGraph Pro / Against ArgumentationConceptGrid SubSets ExplanationPeerRegulation Task / Meta Mutual regulationDistributedSimulations Inputs Elicit the hypotheses

Outputs Argumentation…

Scripting collaborative learning

ÉC O L E P O L Y T E C H N I Q U EFÉ DÉR A L E D E L A U S A N N E Pierre Dillenbourg, On-Line Educa, Berlin 2005

WiSim (Z. Crivelli, CRAFT, EPFL)

Distributed Simulation Script

ÉC O L E P O L Y T E C H N I Q U EFÉ DÉR A L E D E L A U S A N N E Pierre Dillenbourg, On-Line Educa, Berlin 2005

WiSim (Z. Crivelli, CRAFT, EPFL)

Distributed Simulation Script

ÉC O L E P O L Y T E C H N I Q U EFÉ DÉR A L E D E L A U S A N N E Pierre Dillenbourg, On-Line Educa, Berlin 2005

Rolex Learning Center at EPFL (SAANA)

Somewhere ?

Mobile means More Physical