bless a layered blended learning systems structure

I-KNOW'04 -- Hybrid Learning Track (michael.derntl@univie.ac.at)

TitleTitle

SubtitleSubtitle

TitleTitle

SubtitleSubtitle

BLESSBLESS

A Layered Blended Learning A Layered Blended Learning Systems StructureSystems Structure

BLESSBLESS

A Layered Blended Learning A Layered Blended Learning Systems StructureSystems Structure

Michael Derntl, Michael Derntl, Renate MotschnigRenate Motschnig

Department of Computer ScienceDepartment of Computer ScienceUniversity of ViennaUniversity of Vienna

michael.derntl@univie.ac.atmichael.derntl@univie.ac.at

I-KNOW’04 – Hybrid LearningGraz, Austria

June 30, 2004

I-KNOW'04 -- Hybrid Learning Track (michael.derntl@univie.ac.at) 2

BackgroundBackground

Blended Learning activities at the Blended Learning activities at the CS DCS Depepartmentartment– Computer science and business informatics courses (BSc, MSc,

PhD)– Stepwise, “piecemeal” introduction of ICTs

HOW TO...HOW TO......capture these experiences?

...share these experiences,make them available for reuse?

...understand different effects of different course designs?

...decompose complexity inherent in blended educational scenarios?

I-KNOW'04 -- Hybrid Learning Track (michael.derntl@univie.ac.at) 3

Blended Learning DimensionsBlended Learning Dimensions Two orthogonal dimensionsTwo orthogonal dimensions

– Structure: learning theory / technology gap– Dynamics: evolution of research & practice

ST

RU

CT

UR

AL

com

ple

xity

Learning TechnologyLearning Technology

Learning TheoriesLearning Theories

DYNAMIC evolutionDYNAMIC evolution

I-KNOW'04 -- Hybrid Learning Track (michael.derntl@univie.ac.at) 4

Structural DimensionStructural Dimension

GapGap between learning theories / didactic baseline between learning theories / didactic baseline and learning technologies –and learning technologies –– What lies between?– How can we project learning theories onto learning platforms

in a situated way?– How to employ technologies to enrich learning processes?

Current state of researchCurrent state of research– Phase of experimentation: scattered among experience

reports, surveys, opinions, …– A myriad of issues is addressed (technical, didactical,

hypermedia, usability, …) Lack of integrative investigation

I-KNOW'04 -- Hybrid Learning Track (michael.derntl@univie.ac.at) 5

Dynamical DimensionDynamical Dimension

Change induced by Change induced by learning theories and learning theories and technologytechnology– Learning theory as primary driver– Learning technology as primary enabler

Research methodology employed forResearch methodology employed for– Design– Evaluation Incremental improvement, coping with complexity

I-KNOW'04 -- Hybrid Learning Track (michael.derntl@univie.ac.at) 6

BLESS – IntroductionBLESS – Introduction

Models have long tradition (not only) in Models have long tradition (not only) in Computer ScienceComputer Science Primary means of conceptualizing real world

OriginOrigin– Visual models of learning activity flows in courses– Identification & description of general or recurrently ‘successful’

patterns

Targeted support of blended learning patterns on learning platforms

Targeted evaluation of blended learning patterns

Meeting

{online}

«Pattern»

Blended EvaluationGeneric

Evaluation

«Pattern»

«derive»

Meeting /discussion on

evaluations

{optional}

Self-Evaluation

«Pattern»

Instructor-Evaluation

«Pattern»

Instructor: evaluationreview & summary

Peer-Evaluation

«Pattern»

Publish

«Pattern»

«use»

I-KNOW'04 -- Hybrid Learning Track (michael.derntl@univie.ac.at) 7

Layer 5:

Learning Platforms

TECHNOLOGYTECHNOLOGY

LEARNING LEARNING THEORYTHEORY

Layer 0:

Learning Theory &

Didactic Baseline

Layer 1:

Blended Learning

Courses

Application

BLESS: BLESS: BBlended lended LeLearning arning SSystems ystems SStructuretructure

Layer 3:

Blended Learning

Patterns

«Pattern»

Peer-Evaluation

Participants: evaluatepeers based on targets

Instructor: defineevaluation targets

Instructor: publishevaluations

{optional}

Evaluation

«Pattern»

Are evaluation targets assigned?

Participants:choose targets

Instructor: assign targets

{optional}

yes

«use»

«derive»

«use»

no

Publish

«Pattern»

Instructor. publish peer-evaluation details Publish

«Pattern»

«use»

«Pattern»

Publish

Selectrecipient(s)

Choosedelivery type

Initiate/performdelivery

«Pattern»

Self-Evaluation

Participants: evaluation basedon assigned targets

Instructor: assignevaluation targets

Instructor: publishevaluations

{optional}

«use»

«derive»

«use»

Evaluation

«Pattern»

Publish

«Pattern»

Modularization,

Decomposition

Instantiation,Application

Layer 4:

Web Templates

Selection,Implementation

platform-independent

platform-dependent

Layer 2:

Course scenarios

Project-Based Learning Course

PreliminaryPhases

«Pattern»

Project-BasedLearning

«Pattern»

AssessmentPhases

«Pattern»

Visualization,Modeling

Application

Design,Composition

LEARNINGLEARNINGTHEORYTHEORY

Features

Support

TECHNOLOGYTECHNOLOGY

Improvement

I-KNOW'04 -- Hybrid Learning Track (michael.derntl@univie.ac.at) 8

Layer 0: Learning TheorLayer 0: Learning Theoryy

General: influence onGeneral: influence on... design / arrangement of learning activities

... potential use of learning technology

Person-Centered e-LearningPerson-Centered e-Learning– Active participation– Supportive learning environment– Facilitation of self-directed learning processes

“whole-person learning”– Use of learning technology

• For online interaction if possible / appropriate

• To minimize pure lecturing focus on interaction in F2F phases

I-KNOW'04 -- Hybrid Learning Track (michael.derntl@univie.ac.at) 9

Layer 1: Blended Learning CoursesLayer 1: Blended Learning Courses

General:General:– Application of learning theories (layer 0)– Usage of learning technology (layer 5)

Example:Example:Web Engineering Lab CourseWeb Engineering Lab Course(summer term 2003)(summer term 2003)

I-KNOW'04 -- Hybrid Learning Track (michael.derntl@univie.ac.at) 10

Layer 2: Course ScenariosLayer 2: Course Scenarios Conceptually Conceptually visualizingvisualizing and and modelingmodeling courses (layer 1) courses (layer 1)

at learning activity levelat learning activity level

I-KNOW'04 -- Hybrid Learning Track (michael.derntl@univie.ac.at) 11

Layer 3: Blended Learning PatternsLayer 3: Blended Learning Patterns

Online / DistantFace-to-Face

Project milestone

+ allocation ofpartner teams

Web Engineering Labs

Publish informationon course and

mode wInitial meeting

Provide opendiscussion

forum w

Initial Question-naire w

Project proposalmeeting

Teambuilding w

3

Elaborate milestone

Publish milestonedocuments w

Evaluate partnerteam w

Presentmilestone

Milestonereflection w

Instructor: gradeparticipants

Final Question-naire w

Self-evaluation w

Projectselection

Proposalelaboration

Reactionsheets w

Project ProposalsProject Proposals

Preliminary PhasesPreliminary Phases

Project-Based LearningProject-Based Learning

I-KNOW'04 -- Hybrid Learning Track (michael.derntl@univie.ac.at) 12

Online / DistantFace-to-Face

Project milestone

+ allocation ofpartner teams

Web Engineering Labs

Publish informationon course and

mode wInitial meeting

Provide opendiscussion

forum w

Initial Question-naire w

Project proposalmeeting

Teambuilding w

3

Elaborate milestone

Publish milestonedocuments w

Evaluate partnerteam w

Presentmilestone

Milestonereflection w

Instructor: gradeparticipants

Final Question-naire w

Self-evaluation w

Projectselection

Proposalelaboration

Reactionsheets w

Project-Based LearningProject-Based Learning

AssessmentAssessmentPhasesPhases

Collect FeedbackCollect Feedback

I-KNOW'04 -- Hybrid Learning Track (michael.derntl@univie.ac.at) 13

Layer 4: Web TemplatesLayer 4: Web Templates Visual specification of Web-based support of BL Visual specification of Web-based support of BL

patternspatterns

Different views:Different views:– Participant– Administration– Report

Example:Example:Team BuildingTeam Building (participant view)(participant view)

I-KNOW'04 -- Hybrid Learning Track (michael.derntl@univie.ac.at) 14

Layer 5: Learning Platforms & TechnologyLayer 5: Learning Platforms & Technology

Web-based support of patternsWeb-based support of patterns– Data-intensive learning scenarios (e.g., evaluations, contracts,

etc…)– Distributed and/or online scenarios

In our case: In our case: CEWebSCEWebS– Web service based, modular architecture– Each Web service implements the Web templates of a pattern– see J. Mangler @ 16:15

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Layer 5: Learning Platforms & TechnologyLayer 5: Learning Platforms & Technology

I-KNOW'04 -- Hybrid Learning Track (michael.derntl@univie.ac.at) 16

ConclusionsConclusions

Structural & dynamical frameworkStructural & dynamical framework– Reducing complexity & fostering understanding– Guiding research and development– Integrating bottom-up and top-down approaches

ModelingModeling and describing blended learning and describing blended learning patterns patterns enableenabless……– Visual analysis and design– Shared vocabulary & experience– Uniform representation search, comparison, etc.– Specification of required ICT support– Evaluation of specific scenarios

I-KNOW'04 -- Hybrid Learning Track (michael.derntl@univie.ac.at) 17

Vielen Dank!Vielen Dank!

The Pattern WebThe Pattern Webhttp://elearn.pri.univie.ac.at/patternshttp://elearn.pri.univie.ac.at/patterns

Additional resourcesAdditional resourceshttp://elearn.pri.univie.ac.at/pca

Our learning platformsOur learning platformshttp://www.pri.univie.ac.at/courses

Contact us:Contact us:michael.derntl@univie.ac.at