bless a layered blended learning systems structure
DESCRIPTION
BLESS A Layered Blended Learning Systems Structure. I-KNOW’04 – Hybrid Learning Graz, Austria June 30, 2004. Michael Derntl, Renate Motschnig Department of Computer Science University of Vienna [email protected]. Background. Blended Learning activities at the CS D ep artment - PowerPoint PPT PresentationTRANSCRIPT
I-KNOW'04 -- Hybrid Learning Track ([email protected])
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SubtitleSubtitle
TitleTitle
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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
[email protected]@univie.ac.at
I-KNOW’04 – Hybrid LearningGraz, Austria
June 30, 2004
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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?
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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
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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
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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
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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»
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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
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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
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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)
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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
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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
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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
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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)
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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
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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
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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:[email protected]