conception and implementation of rich pedagogical scenarios through collaborative...

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Conception and implementation of richrough

l’Education

onception and implementation of rich pedagogical scenarios through collaborative portals

pedagogical scenarios thcollaborative portals

University of Mauritius, June 22 2004

Daniel K. Schneiderhttp://tecfa.unige.ch/tecfa-people/schneider.html

TECFA

Faculté de Psychologie et des Sciences de Université de Genève

Code: mau-04

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http://tecfa.unige.ch/

http://tecfa.unige.ch/tecfa-people/schneider.html

. mau-04-2

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Menu of the talk

3d learning 8

11ting 16

20ic ! 23

2427

ter level 3337

enu of the talk

1. Rich pedagogical scenarios in context2. The architecture of structured activity-base3. Available tools: past, present and future (?)4. C3MS portals & educational scenario scrip5. C3MS portals as learning environments6. First conclusions: Hey we are teacher-centr7. A provisional account of our work8. Case study I: Inter-class Internet activities9. Case study 2: Project-based teaching at mas10.Final remarks

1. Rich pedagogical scenarios in context mau-04-3

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1. Rich pedagogical scenarios in context

1 combinations

combinations !!!

soning, Procedurening Strategies

edia animations,ls, micro-worlds,...

, Instructionalism,

ts, problems,

....

, cognitivism,

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.1 Instructional design: many dimension, many

• I am just going to look at a subset of possible

Learning theories

Pedagogical strategies

Pedagogical tactics

Technology

Learning types

Educ. format

.... other elements

Attitudes, Facts, Concepts, ReaLearning, Problem solving, Lear

Learning mgmt systems, multimworkflow tools, community porta

inspired by constructivismSocio-culturalism, .......

show, ask, exercises, projec

face to face, blended, distance,small groups, large groups, ....

simulations, ....

behaviorism, constructionismassociationsim, ....


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1.2.Functions of a learning environment

designs (.....)

s

arned

rned

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• A learning environment has several functions• Teacher role is central in "rich" activity-based

fellow

“Monitor”“Teacher”

tools

informationsources

learningmaterial

learner

“School”

guidance &instruction &

insures thatsomething is lecurriculum

collaboration

what has to be lea

to produce

additional

things

(courseware)

& studentadministration

augments learning

knowledge

design

LEARNER


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1.3.The problem with reproductive learning

??

??

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IMS/Scorme-learning

how

students can’t apply

Traditionallecturing

how

students can’t apply


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1.4.The problem with "let’s do projects" answer

knowledge

’t linkepts

dataeory

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Traditional

by projectslearning

how ??

students are lost

chaosraw

vagueideas

concepts

students

can’t formulate

goals

..... can’t relate

data to concepts ... can’trelateconcepts

students have

trouble with

research designs

... canconcand to th

theory

empirical

analysis

researchdesign work

data


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1.5.A possible solution (goal of this talk)

earning

IBooks

umssages

Powerpointslides

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1. orchestration

3. guidance

Structured activity-based l

MIT OK

ScormRLOs

Tutorialson theweb

Forme

2. monitoring

No specificlearningmaterials ! Papers

Teacher role:

2. The architecture of structured activity-based learning mau-04-8

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2. The architecture of structured activity-based learning

2 scenariosgns

narios

uidance

enu of the talk

.1 Structured socio-constructivist pedagogical • Open ended & “rich” socio-constructivist desi

are more effective if individuals and groupshave to evolve within somewhat specified sce

freedom

open control &

structure

construction

scaffoldingg

collaboration evaluation


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• Scenarios are sequences of activity phasesy specific roles loops

ther variants !

oducts

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within which group members do tasks and pla• This orchestration implies organizing workflow

Produce Deposit

Look

ResourcesTools

Discuss

... this is just the “ur-loop” ... o

Pr


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2.2.A Note on the theoretical foundationsS

constructivism

hared cognition

(construct)

the situation)

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ocio-constructivist + a pinch of behaviorism

behaviorism

social cognition situated & s(interact with others) (interact with

(reach knowledge objectives

socio-

cons

truct

ivism

(s)

feedback, etc.)

3. Available tools: past, present and future (?) mau-04-11

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3. Available tools: past, present and future (?)

3

ogics:

structivist

b

do

edia

?

discussbuild

s:

enu of the talk

.1 We have got a curious situation

content transmission w/o pedag

socio-coninstructional pedagogies

listen

surf on the We

do

look at multi-m

“Learning Management

web pages / videos

Systems”

pedagogie

good content transmission:


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3.2.A short time-line of Internet in education

d trainingtems

”

s =al design” )

management

enu of the talk

1993

2002

Teaching & learningwith the Web

Web-baseWBT Sys

“E-learning

( thesis = learning

( anti-thesi

by projects )

“instruction

Learning

Open-ended scaffoldedcollaborative learning

web pages & forums

MoosWikis ...many

Activity portals ? Systems

goodlittlethings

2004


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3.3 We need knowledge engines !

aboration

vity-basedgogics

entic tasks

documents
enu of the talk
t

line by line... coll

circular files

Transmissivepedagogies

Actipeda

authrepetition

previousnext

living

• the computeras facilitatingstructure,as thinking,working &communication tool

• Support ofstudent andteacheractivitiesleading tonew“contents”


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3.4.Let’s use C3MS Portals !C nt Systems

n, interfaces,...) write modules)

Ind

exat

ion

+ s

earc

h

ols

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ommunity, Content, & Collaboration Manageme

• Integration of most applications (authenticatio• Plug-in architecture ! (YOUR organization can

Story engine

forums

+annotations(“stories, logs”)

calendar

Web links mgmt.

Administration

Download mgmt.... many other to

authentication


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3.5.A good start: available C3MS bricks

s of the portal)by topics and an annotationstems (CMS)

e albums (photos, drawings,ual weblogs (diaries)

r portals)

Ko-like”)

entsoads, etc.), .....

C

embers portal page)

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Function C3MS modules (tool

Content managementNews engine (including a organizationmechanism) - Content Management SyCollaborative hypertexts (Wikis) - Imagetc.) - Glossary tool or similar - Individ

Knowledge exchangeNews syndication (headlines from otheFile sharing(all CMS tools above)

Exchange of arguments Forums and/or new engineChats, ......

Project support Project management modules,Calendars, ......

nowledge managementFAQ manager - Links Manager (“YahoSearch by keywords for all contents “top 10” box, rating systems for comm“What’s new” (forum messages, downl

ommunity management

Presence, profile and identification of mShoutbox (mini-chat integrated into theReputation systemActivity tracing for membersEvent calendarNews engine, ......

4. C3MS portals & educational scenario scripting mau-04-16

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4. C3MS portals & educational scenario scripting

4

bricks

softwarere

modules

P + community& integrationtools !!

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.1 The global picture

Activities

characteristics

Stagesstage 1stage 2stage 3

Elementary C3MS (softwa(scenarios) activitiestypes)

rojects PedagogicStrategies

(phases)


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4.2.Planning example: Study wildlife of Mauritius

ty (scenario)Simple activitiesroWork,ainStorm

itGlossary or EditPage

archWeb,itLink

Edit

eckWork

Edit

S modules module),le)

Forums, Bulletin

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PROJECTActivities (scenarios)

1 Teach portal to students

2 Make a glossary3 Find research subjects

4 Make a research plan

5 Field trip

6 ......

GLOSSARY activiStages

1 Participants thinkabout terms

IntBr

2 An alphabetic listof terms is entered

Ed

3 Students searchand share links

SeEd

4 Work is synthesizedand combined Co

5 Teacher moderates Ch

6 Final definitions Co

Simple activity Description Available C3M

CoEdit make collaborativedocuments

Wiki (phpWiki portalCMS (EzCMS modu

BrainStorm Generate IdeasWiki, News Engine, Boards


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Implementation example of the Glossary activity

tivity 2)ctions

ggest 3 terms and enter

clean up the list

ovide 4 links and make

ter 2 definitions, makeions to others and

back in an article

nal modifications

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( previous step: learn portal )

( next step: find research subjects )

Instantiated example “glossary” activity (acStages Tools Instru

1 Suggest termsWiki(= coll. hypertext)

Each student must suthem

2 Provisional list ofterms

Wiki Together in class we

3 Search and sharingof results

Google,Links manager

Each student must prcomments to 2 other

4Raw information issynthesized andcombined

WikiEach student must enlinks from “his” definitmodify others

5 Teacher moderates News engine Teacher will give feed

6 Students producefinal definitions

Wiki Students can make fi


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4.3.Scenario configuration with C3MS bricks

standard modules

extra modules

C3MS

TECFA modules

portalware

enu of the talk

Teacher’s portal

define

TecfaSEED catalog

installation

download/ plug

selection & configuration

scen

ario

s

program

innovationsfrom the “field”

+ configuration

scenarios

(& adapt)

and

mod

ules

com

mun

ity, f

un &

inte

grat

ion

tool

s

5. C3MS portals as learning environments mau-04-20

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5. C3MS portals as learning environments

5 es

al environment)

.....

& freeunication

enu of the talk

.1 Two dimensions: sharp focus and fuzzy edg

• activities (scenarios) and a "place to be" ! (virtu

Projectrelatedcentral“stuff”

key

reflection

information

fun

extra information

exchange

help

....

......

.....

.....

open comm


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5.2.C3MS and support for creativity “elements”

blog

shoutbox

annotations

quiznalrt

ction

home pagework index

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articlesforum

wiki

links

book

project tool

RSS feeds intellectualhelp

emotiosuppo

exploration

domainsupport

recognition

goalorientedness

refletransfer ?

identity

creativityvariables

C3MSbricks


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5.3.LE design = landscaping & conditioning

leking

esponsivevironment:ation of work,her feedbackr interactionsat

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structured& feasibleprojectsauthentic

projects

sharing &competition

fun &emotionalsupport

affordabwork & thin

tools

ren

reificteacpee

awareness:who is here,does what

what is new ...

TASKS+ “life”

imitation

heart berhythm

& confrontation

6. First conclusions: Hey we are teacher-centric ! mau-04-23

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6. First conclusions: Hey we are teacher-centric !

ions

s

o this without ICT!)

ct plans

vironmentbal project

e tasks

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Teacher asorchestrator

Teacher asmonitor

Teacher asfacilitator

answers questwrites tutorialsmakes exampleprovides links

..... (now try to d

makes auditsreads blogscontrols proje

designs the endesigns the glodesigns flexibl

evaluates

gives feedback

7. A provisional account of our work mau-04-24

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7. A provisional account of our work

7

ternet activityntarctica

aching portals (5)ll education levels)

ity courses (2) teaching

enu of the talk

.1 Portals everywhere !

Teacher Portals (4)e.g. Petit Bazar

InA

TecfaSeedPortal

Internet activitesTerre des hommes& Pangea

Teachers

Students

Pupils

Researchers

Support

Domain

Parents

Te(A

School portals (3)UniversDistance

Seed portal


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7.2.Problems and issues at school level (age 10 to 19)

solutions

uce slowly (over.)fa)ls everywhere at Tecfaportple activitiesmplex as optionlogue,

rtunities in the

activities

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Object Problems Possible

the portalconcept

• teachers & pupilsare not familiar

• train, introd3 years min

• force (@Tec• install porta• host portals

scenarios

• teachers are notused to createscenarios withICTs

• provide sup• sponsor sim

and more co• provide cata

examples

scenariosin secondary schools:

• no time• curriculum

• exploit oppocurriculum

• transversal


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ual teachers with the same

esent (providerivate providers)c.ll stakeholdersted projects)

dards” or Java/webservices” ?ng design” ?s (later)

Object Problems Possible solutions

enu of the talk

Internet

• fear to “show”,• lack of "Internet

spirit"

• sponsor virtcommunitietool

• give exampl

the system

• censorship,• firewalls,• server politics,• slowness,

incompetency &nastiness ...

• contournemhosting or p

• lobbying, et• training of a

(with integra

technology

• no standards• too much “text”• no workflow

• “street stanportlets or “

• IMS/ “learni• add graphic

8. Case study I: Inter-class Internet activities mau-04-27

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8. Case study I: Inter-class Internet activities

8

teh

te

project-based can onlyadually

portals

enu of the talk

.1 Recall of the situation (in central Europe)

Teachers are nottrained todo projects

Teachers are nottrained to useICT as worktool

Refusal rais very hig

Failure rais high

Cross-curricular learning with ICTbe introduced gr

Organize collective"Internet activities"and encourageteachers to participate

it’sdifficult

Sponsor teacher


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8.2.So what are so called "Collective Internet activities" ?

s of participation

school)

Organizingbody 1

Organizingbody 1

nizing 1

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• "Organized" by some consortium(usually with different stakeholders)

• Often an interdisciplinary topic• Often a set of various activities & various level• Teachers can participate with their class

(on their own decision or with the support of a

The project

Class2

Class3

School2

Class1

School1

Orgabody

Informal !no general rules !


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8.3.Example 1: "Terre des hommes": water

y group)

M

l’actualité)

T

cenarios)

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url: http://tecfaseed.unige.ch/tdh03/• Stakeholders: NGO, a few teachers, TECFA (m• Goal: Work on issues related to "water"ain activities:

1. Queries (enquêtes) or react to news (réagir à

2. Photo and picture albums (+ comment)

3. Make a quiz or do a quiz

4. Add links (+ comment)

5. Enter a glossary item, a quotation or a poem

6. Free discussion

eacher-teacher activities:• Forums• Scenario definitions (teachers describe good s


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8.4.Example 2: "Educapoles"

y group)dition to the

M

few pupils)

T

O

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url: http://tecfaseed.unige.ch/educapoles/• Stakeholders: NGO, a few teachers, TECFA (m• Goal: Follow and interact with a research expe

south poleain activities:

1. suggest experiments to relays on the ship (a

2. request data

3. ask questions

eacher-teacher activities:• Forums

rganizer-teacher activities:• news• suggestions


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8.5. Internet activities as teacher development

m

xt time)

rums

nes)

2-3 years

- 60 years

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Inspiration

otivation

Teacherswho can "do"

Teachers who willget return on investment

"First time "Teachers(may not be effective, will do better ne

effective projects

Pupils a learn a little ICT, e.g. buttons of the fo

Pupils learn something (either ICTor subject matters, including curricular o

Pupils learn project workand some subject matters

5


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8.6 What kind of Infrastructure do we need ?

omputerse classroom

ittle learningontents

enu of the talk

Walls ofthe classroom

1-4 cin th

A flexibleinformation &communicationportal

(collectiveclass workingmemory)

Lc

Somethingto study

A projectcommunity

9. Case study 2: Project-based teaching at master level mau-04-33

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9. Case study 2: Project-based teaching at master level

Bssroom)

ology

P general theme

audits,.... )

E

"( s )

enu of the talk

• Life example: http://tecfaseed.unige.ch/staf18/

lended (mixed) format• duration: 6 weeks (a few initial half days in cla• 2 hours presentation at the end of the course• public: graduate students in educational techn

roject-based• large freedom for choice of subjects within the• scheduling of tasks (exploration, project plan,• some mandatory collective work• each major activity is graded

ach year a different topic• Topic 2002/3: “Exotic hypertexts”• Topic 2004/4: "Visualization and semantic web

... this format is also used by a few other course

http://tecfaseed.unige.ch/staf18/


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9.1.Students activities (task) & associated tools (staf18-2003)d tools (products)

ks, wiki, blog

classroom

s engine, blog

ePBL, blog

ePBL, blog

ePBL, blog

blog, annotation

ePBL, blog

ePBL, blog

ePBL, blog

classroom

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Activity Date impose

1 Familiarization with subject(s) 21-NOV-2002 lin

2 project ideas, Q&R 29-NOV-2002

3 Students formulate projectideas

02-DEC-2002 new

4 Start project definition 05-DEC-2002

5 Finish provisional researchplan

06-DEC-2002

6 Finish research plan 11-DEC-2002

7 Sharing activity 17-DEC-2002 links,

8 audit 20-DEC-2002

9 audit 10-JAN-2003

10 Finish paper and product 16-JAN-2003

11 Presentation of work 16-JAN-2003


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I

)

w) !

enu of the talk

n ADDITION, every activity can make use of:• shoutbox ( a mini chat )• links (a collection of useful resources)• RSS feeds (news feeds from other portals)• wiki (collaborative hypertext)• various forums (for student-triggered support• articles + annotations• calendar• various awareness tools (presence, what’s ne• other special purpose tools


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9.2.The ePBL tool: 3 core functions

(: main researchquestions,ment

( student projects

(

enu of the talk

(Ph.D. thesis of Paraskevi Synteta on project-based learning)

1) Project Tool• File sharing system + formal XML grammar for

question, objectives and associated research approach & methods, work packages manage

• It is a working/thinking/monitoring tool

2) Audit/Grading Tool: Tied to work packages &

3) Paper / virtual book

10. Final remarks mau-04-37

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10.Final remarks

products

enu of the talk

1. Do not "over-script” (let students “build”)

2. Activities => tools => productions(“communication as substance”)

dodeposit

look

ressources

toolsdiscuss

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