SVL: Task 7.4

Walter Van de Velde

CampoRosso

Activities on Task 7.4

• Started Month 7 (now = 3 months of time)• Scenarios of Use

– Trigone: CogStyle Service: ‘complete’

– IMAG: Reuse Traces: ‘draft’

– CampoRosso: Today’s Stories: ‘draft’

– Any others?

• Specifications: only started (pencil and paper)• Training Session (del): inventory and case studies

Scientific progress today is driven by imaging.

Different disciplines use different tools toproduce different ‘views’ on the same reality.

Science and Experimentation

Scientific progress today is driven by imaging.

Different disciplines use different ‘views’

Understanding = having a model

Model Model Model Model Model

Technology Scripts Design Format Context

Technology Scripts Organisation Pedagog Context

idealized

pragmatic

script

phase

activity

role environment

artifactperform

1..*

1..*

use

1..*

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*

0..*

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0..* 1..* 1..*1..*

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import/export

0..*action

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transition

0..2

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0..2

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Pre-/Post-

connect

connectPre-/Post-/During

* *binding

person

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is_a_member_of group

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0..*

serviceresource

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1..*0..*0..* 0..*

SCRIPTcontent WEBcontect Single_user app. Shared app.

input/output

Abstract Conceptual Script Model (from UDE)

Creating links with other activities

• Focus on models: how can they be imported within SVL, possibly from other KAL activities?

• Focus on concrete scenarios that make sense to the other KAL activities.

• Make a catalogue of possible services (some standard format?), and relate them where possible to the different models.

• Define a possible showcase to realize in y2.

Del: Advanced Training Session

• What it should contain (rough outline):1. What does it mean to ‘experiment’ in TEL? (partly

ok)2. Inventory of approaches (partly ok)3. Case studies in lab and field experimentation (partly

plus call)4. Scenarios of using future SVL services (3 drafts)

• Who can contribute (from SVL and beyond) with case studies and scenarios?

• TELUQ specifically on lab experiments?

Plan for deliverable(s)

• Coordinated and Edited by CampoRosso

• Outline by end of October

• Serious draft by Sofia meeting

• QA meeting in Sofia (SVL sub-group)

• Feedback to the authors

• Submitted to KAL end of December (24th)

• Submitted by KAL to EU before 2005.

Link with FORMAT

• Can the greenboard be an additional model?

• What are the different users?

Enrich theory/pedagogical stance

• Link it with a quality model, or a set of values that one is trying to achieve?– The notion of knowledge (object, food, liquid,…)– Learning what or learning how– The importance/non-importance of discipline– Individual work versus group work– Role/status of the teacher: coach– Importance of esthetics– Preparing students as individuals or as ‘workers’– Deep training or ephemeral training (for using a tool eg)

Additions to the Greenboard

• Specific languages for cards?

• Transversal links between card contents that provide evidence and relationships to make sense of coherence, and to make contradictions explicit.

Theory: theoretical approach

• Description:

• Formats:

• Values:

• Transversal links:

Spaces: physical characteristics

• Description: highlight poten

• Formats: maps

• Values:

• Transversal links:

Spaces: significance

• Description:

• Formats: pictures, video

• Exemples:

• Transversal links:

Aims and Objectives: Aims

• Description: This tag captures objectives at different levels (subject, skills, technology use related,

• Formats:

• Values:

• Transversal links:

Ams and Objecties: objectives

• Description:

• Formats:

• Values:

• Transversal links:

A&E: Assessment

• Description:

• Formats:

• Values:

• Transversal links:

A&E: Evaluation

• Description:

• Formats:

• Values:

• Transversal links:

Social: number

• Description:

• Formats:

• Values:

• Transversal links:

Social: grouping

• Description:

• Formats:

• Values:

• Transversal links:

Social: roles

• Description:

• Formats:

• Values:

• Transversal links:

Teacher: role

• Description:

• Formats:

• Values:

• Transversal links:

Teacher: method

• Description:

• Formats:

• Values:

• Transversal links:

Time: duration and step

• Description:

• Formats:

• Values:

• Transversal links:

A&M: uses

• Description:

• Formats:

• Values:

• Transversal links:

A&M: status

• Description:

• Formats:

• Values:

• Transversal links:

A&M: availability

• Description:

• Formats:

• Values:

• Transversal links:

Organisational & Cultural Context: Context

• Description: captures the type of organisational setting within which learning takes place.

• Formats: textual, pictorial.

• Examples: classroom, sailing school, professional development course, outdoor nature class, university lecture, laboratory,…

• Transversal links: educational aims & objectives, spaces, method,

Traces: externalization

• Description: this tag captures all evidence that is produced in an shareable manner by the learning activities, be it verbally, or by the use of the artifacts and materials.

• Formats: pictures, video, multi-media recordings, notes, explanatory graphics, software tools.

• Examples: video paper, powerpoint, recording,…

• Transversal links: artifacts and materials, methods, content

Traces: activity traces

• Description: this tag collects the various materials that are produced as implicit traces (e.g. logfiles from the technology), as a side-effect of the educational activities (e.g., leftovers, notes), or by various types of recording devices (invisible video,…).

• Formats: whatever

• Examples: video logs, logfiles, classroom situation

• Transversal links: artifacts and materials, spaces, content, organisational & cultural context.

Students Info: Profile (was: age)

• Description: this tag captures the relevant characteristics of the learner(s), in terms of age, sex, nationality, cultural background, social status, …

• Formats: list of typical features,

• Values: ID card, picture.

• Transversal links: method, actions, content, theory, organisational context

Students: needs

• Description: this tag captures the needs of the learners, either stated by the learners themselves, or supposed by the scenario designer. They may include the motivation, specific abilities or competences that they want to acquire, or an objective of formal or informal certification.

• Formats: text, interview, result of consumer study,

• Example: sailing permit, drivers licence, ECDL, getting a job, degree,

• Transversal links: aims & objectives, teacher, content, assessment & evaluation.

Actions: Action pattern

• Description: this corresponds to a lesson plan or pedagogical script, describing how the learning activity develops in time (roles, activities, resources, interactions, …).

• Formats: list of phases, roles, actions. Formal description languages (IMS-LD).

• Examples: see libraries like….

• Transversal links: method, social orchestration, artifacts and materials.

Contents: subject

• Description: the subject matter or the learning ativity, or the domain of knowledge for which the learning process is designed or intended.

• Formats: symbolic entries from typical subject classification (see…)

• Values: astronomy, history, economics, physics, statistics, music,…

• Transversal links: situated content

Contents: situated content (was: content situating)

• Description: this tag describes in more detail the subject matter as it is intended for the particular target group and the particular learning session.

• Formats: text, reference to a textbook, web reference

• Examples: acceleration theory for Schumacher

• Transversal links: student information, teacher, subject

Others: third space

• Description: this tag captures informal learning

• Formats:

• Values:

• Transversal links:

Role of a tool

• Role: the aim of the tool is to stimulate users to consider a broader range of pedagogical processes and organisations, and to help them become aware of their underlying assumptions, implicit or explicit in the broader context of the activities, in order that they can be critisized and changed.

• Approach: providing a wide range of example scenarios, broadly described in the different greenboard aspects, that are linked to those assumptions.

• Users: the different types of users are:

Benefits for the different users

• By considering the broader range of issues that are determining a learning practice, the users will be able to increase the quality, productivity and satisfaction level of the students and the different stakeholders in general.