pierre.dillenbourg@tecfa.unige.ch 1994-2001: the fragility of e learning pierre dillenbourg tecfa...

Pierre.Dillenbourg@tecfa.unige.ch

1994-2001: The Fragility of e Learning

1994-2001: The Fragility of e LearningPierre DillenbourgTECFAUniversity of Geneva

Pierre.Dillenbourg@tecfa.unige.ch

You are not the only one

to face problems

Analysing breakdowns is a good heuristic

Teachers:

Researchers:

Pierre.Dillenbourg@tecfa.unige.chTeach

er'

s ro

leTeach

er'

s ro

le

Pierre.Dillenbourg@tecfa.unige.ch

Loss of "time habits"

Confusion between flexibility and workload

How do we count time for students?

How do we count time for teachers?

Time is our bottleneck (more than bandwidth)

Pierre.Dillenbourg@tecfa.unige.ch

Balance knowledge magagement & pedagogical diversity

Pierre.Dillenbourg@tecfa.unige.ch

Is the Web constructivist?

Pierre.Dillenbourg@tecfa.unige.ch

Too much text Too much text Too much text Too much text Too much text Too much text Too much text Too much text Too much text Too much text Too much text Too much text Too much text Too much text Too much text Too much text Too much text Too much text Too much text Too much text Too much text Too much text Too much text Too much text Too much text Too much text Too much Too much text Too much text Too much text Too much text Too much text Too much text Too much text Too much text Too much text Too much text Too much text Too much text Too much text Too much text Too much text Too much text Too much text Too much text Too much text Too much text Too much text Too much text Too much text Too much text To much text Too much text Too much text Too much text Too much text Too much text Too much text Too much text Too much text Too much text Too much text Too much text Too much text Too much text Too much text Too much text Too much text Too much text Too much text Too much text Too much text Too much text Too much text Too much text Too much Too much text Too much text Too text Too much text Too much text Too much text Too much text Too much text Too much text much text Too much text Too much text Too text Too much text Too much text Too much text Too much text Too much text Too much text oo much text Too much text Too much text Too much text Too much text Too muh text Too much text much text Too much text Too much text Too much text Too much text Too much text Too much text Too much text Too much txt Too much text Too much textToo much text Too much text Too much text Too much text Too much ext Too much text Too much text Too much text Too much text Too much text Too much text Too much text Too uch text Too much text Too much text Too much text Too much text Too much text Too much text Too much text Too much text Too much text Too much text Too much text Too much text Too much text Too much text Too much text Too much text Too much text text Toomuch text Too much text Too much text Too much text Too much text Too much text Too much text Too much text Too much Too much text Too much text Too much text Too much text Too much text Too much text Too much text Too much txt Too much text Too much text Too much text Too much text Too much text oo much text Too much text Too much text Too much text Too much text Too much text Too text Too much text Too much text Too much text Too much text Too much text Too much text Too much text Too much text Too much text Too much text Too much text Too much text Too much Too much text Too much text Too much text Too much text Too much text Too much text Too mch text Too much text Too much text Too much text Too much text Too much text Too much text Too much text Too uch text Too much text Too much text Too much text Too much text Too much text Too much text Too much ext Too much text Too much text Too much text Too muc text Too much text Too much text Too much text Too much text Too much text Too much text Too much text Too much text much text Too much text Too much text Too much text Too much text Too much text Too much text Too much text Too much text Too much text Too text Too much text Too much text Too much text Too much text Too much text Toomuch text Too much text Too much text Toomuch textToo much text Too much text Too much text Too much text Too much text Too much text Too much text Too much text Too much text Too much text Too much text Too much text Too much text Too much text Too much text Too much text Too much text Too much text Too much text Too much text Too much text Too much text Too much text Too much text Too much text Too much text Too much text Too much text Too much text Too much text Too much text Too much text

Pierre.Dillenbourg@tecfa.unige.ch

Constructivism versus Learner Control

Deep versus shallow interactivity

>> Innovative situations are fragile

Pierre.Dillenbourg@tecfa.unige.ch

Example 1(TECFA Virtual Campus):

Goal: Discover common mistakes in writing

multiple choice questionnaires

Pierre.Dillenbourg@tecfa.unige.ch

Pierre.Dillenbourg@tecfa.unige.ch

Pierre.Dillenbourg@tecfa.unige.ch

This is not scientific research, just teacher experience, but raise

interesting issues

eLearning is not more fragile, but, in case of problems, adaptation is more

difficult

Pierre.Dillenbourg@tecfa.unige.ch

Example 2 (TECFA Virtual Campus):

Goal: Discover relationship between learning

theorie and families of educational software

Pierre.Dillenbourg@tecfa.unige.ch

ArgueGraph ArgueGraph

Phase1Phase1

Pierre.Dillenbourg@tecfa.unige.ch

ArgueGraphArgueGraph

Phase 2Phase 2

Pierre.Dillenbourg@tecfa.unige.ch

ArgueGraphArgueGraph

Phase 3Phase 3

Pierre.Dillenbourg@tecfa.unige.ch

Design choices

Immediate FB

Delayed FB

Microworld FB

Theories

Behavioursim

Constructivism

Metacognition

ArgueGraphArgueGraph

Phase 4Phase 4

Pierre.Dillenbourg@tecfa.unige.ch

ArgueGraph DataArgueGraph Data (Exp.3)(Exp.3)

Reformulation Justification

Solo 57 % 43 %

Duo 15 % 85 %

Pierre.Dillenbourg@tecfa.unige.ch

Accept Condition Discard

No Conflict 28 1 3

Conflict 23 11 1

"We answer 3 because motivation is important"

"We answer 3 because motivation is important"

"We choose 3 because 2 does not work"

"We choose 3 because 2 does not work"

ArgueGraph DataArgueGraph Data (Exp.3)(Exp.3)

"We answer 2 if the learner is a child but we answer 3 for adult learners"

"We answer 2 if the learner is a child but we answer 3 for adult learners"

Pierre.Dillenbourg@tecfa.unige.ch

New Union Victory

No Conflict 6 16 10

Conflict 14 8 13

X2=6.2, p<.05)

ArgueGraph DataArgueGraph Data (Exp.3)(Exp.3)

Arg(AB) <> Arg(A) & Arg(AB) <> Arg(B)

Arg(AB) <> Arg(A) & Arg(AB) <> Arg(B)

Arg(AB) =Arg(A) or

Arg(AB) =Arg(B )

Arg(AB) =Arg(A) or

Arg(AB) =Arg(B )Arg(AB)=Arg(A) U Arg(B )Arg(AB)=Arg(A) U Arg(B )

Pierre.Dillenbourg@tecfa.unige.ch

New version of ArgueGraphNew version of ArgueGraph

Pierre.Dillenbourg@tecfa.unige.ch

What's the problem with exp 4 ?What's the problem with exp 4 ?

pseudo-task

debriefing

debriefing

Coffee-break

1 week

Exp 1-3Exp 1-3 Exp 4Exp 4

pseudo-task

Pierre.Dillenbourg@tecfa.unige.ch

You are not the only one

to face problems

Analysing breakdowns is a good heuristic

1994

1995

1996

1997

1998

1999

2000

Problems shake routine

Time-sensitive dynamics of

self-representation and

group representationsTime-sensitive dynamics of

self-representation and

group representations

Pierre.Dillenbourg@tecfa.unige.ch

European Conference onEuropean Conference on

Computer-Supported Computer-Supported

Collaborative LearningCollaborative Learning

MaastrichtMaastricht

March 22-24, 2001March 22-24, 2001