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P. Dillenbourg TECFA 1/25 http:// tecfa.unige.c Would you go on board if pilots were trained by surfing on the Net ? Pierre Dillenbourg Oulu, Finland, March 99.

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Page 1: P. Dillenbourg TECFA1/25 Would you go on board if pilots were trained by surfing on the Net ? Would you go on board if pilots were

P. Dillenbourg TECFA 1/25http://tecfa.unige.ch

Would you go on boardif pilots were trained

by surfing on the Net ?

Would you go on boardif pilots were trained

by surfing on the Net ?

Pierre Dillenbourg

Oulu, Finland, March 99.

Page 2: P. Dillenbourg TECFA1/25 Would you go on board if pilots were trained by surfing on the Net ? Would you go on board if pilots were

P. Dillenbourg TECFA 2/25

"In about 1920, the increasing spread of telephones prompted the prediction that by 1970 all women would be enployed as telephone operators "

O'Shea & Self, 1987

Page 3: P. Dillenbourg TECFA1/25 Would you go on board if pilots were trained by surfing on the Net ? Would you go on board if pilots were

P. Dillenbourg TECFA 3/25

Our challenge: Create Internet practices which change education

Our approach: Design spaces for learning activities

Our experience: Master degree via Internet (since 1994)

Page 4: P. Dillenbourg TECFA1/25 Would you go on board if pilots were trained by surfing on the Net ? Would you go on board if pilots were

P. Dillenbourg TECFA 4/25

educational technology

6 X [1 week at TECFA + 4 weeks home]

WWW, e-mail, MOO, newsgroups, phone

15- 20 (working) adults

8 courses in year 1

4 teachers

content:

structure:

tools:

audience:

curriculum:

staff:

Master degree (partly) based on InternetMaster degree (partly) based on Internet

Page 5: P. Dillenbourg TECFA1/25 Would you go on board if pilots were trained by surfing on the Net ? Would you go on board if pilots were

P. Dillenbourg TECFA 5/25

‘e-silence’

multiple integrated tools

mixed formula

underlying scenario

‘slow down’

project-oriented courses‘teaching drift’

‘not my course’

Studio

ArgueGraph

Ergo Lab

loss of control

Practicum

overload

‘lost in the hyperspace’

spatial metaphormaintenance

structured data

ProblemsProblems SolutionsSolutions

Page 6: P. Dillenbourg TECFA1/25 Would you go on board if pilots were trained by surfing on the Net ? Would you go on board if pilots were

P. Dillenbourg TECFA 6/25

overload

structured data

ProblemsProblems SolutionsSolutions

higher flexibility ≠ reduced workloadhigher flexibility ≠ reduced workload

Page 7: P. Dillenbourg TECFA1/25 Would you go on board if pilots were trained by surfing on the Net ? Would you go on board if pilots were

P. Dillenbourg TECFA 7/25

WhiteboardsWhiteboardsHyperNews

HyperNews

ChatChat

E-MAILE-MAIL

Page 8: P. Dillenbourg TECFA1/25 Would you go on board if pilots were trained by surfing on the Net ? Would you go on board if pilots were

P. Dillenbourg TECFA 8/25

WhiteboardsWhiteboardsHyperNews

HyperNews

ChatChat

E-MAILE-MAIL

To overcome the limits of e-communication: (1) use multiple tools

(2) combine presence with distance

To overcome the limits of e-communication: (1) use multiple tools

(2) combine presence with distance

Page 9: P. Dillenbourg TECFA1/25 Would you go on board if pilots were trained by surfing on the Net ? Would you go on board if pilots were

P. Dillenbourg TECFA 9/25

‘e-silence’

multiple integrated tools

mixed formulaoverload

structured data

ProblemsProblems SolutionsSolutions

Page 10: P. Dillenbourg TECFA1/25 Would you go on board if pilots were trained by surfing on the Net ? Would you go on board if pilots were

P. Dillenbourg TECFA 10/25

HyperNews

Cha

t

E-MAIL

The key is not the tools, but the scenarioscenario which requires that students use them.

The key is not the tools, but the scenarioscenario which requires that students use them.

““please use e-mail”

please use e-mail”

““conversational learning”conversational learning”

““vicarious learning”

vicarious learning”

Page 11: P. Dillenbourg TECFA1/25 Would you go on board if pilots were trained by surfing on the Net ? Would you go on board if pilots were

P. Dillenbourg TECFA 11/25

‘e-silence’

multiple integrated tools

mixed formula

underlying scenario

Studio

ArgueGraph

Ergo Lab

Practicum

overload

ProblemsProblems SolutionsSolutions

Page 12: P. Dillenbourg TECFA1/25 Would you go on board if pilots were trained by surfing on the Net ? Would you go on board if pilots were

P. Dillenbourg TECFA 12/25

‘e-silence’

multiple integrated tools

mixed formula

underlying scenario

‘teaching drift’

overload

ProblemsProblems SolutionsSolutions

Page 13: P. Dillenbourg TECFA1/25 Would you go on board if pilots were trained by surfing on the Net ? Would you go on board if pilots were

P. Dillenbourg TECFA 13/25

‘e-silence’

multiple integrated tools

mixed formula

underlying scenario

project-oriented courses‘teaching drift’

overload

ProblemsProblems SolutionsSolutions

Page 14: P. Dillenbourg TECFA1/25 Would you go on board if pilots were trained by surfing on the Net ? Would you go on board if pilots were

P. Dillenbourg TECFA 14/25

‘e-silence’

multiple integrated tools

mixed formula

underlying scenario

‘slow down’

project-oriented courses‘teaching drift’

overload

ProblemsProblems SolutionsSolutions

Page 15: P. Dillenbourg TECFA1/25 Would you go on board if pilots were trained by surfing on the Net ? Would you go on board if pilots were

P. Dillenbourg TECFA 15/25

‘e-silence’

multiple integrated tools

mixed formula

underlying scenario

‘slow down’

project-oriented courses‘teaching drift’

overload

ProblemsProblems SolutionsSolutions

1 2 3 4 5 6

Page 16: P. Dillenbourg TECFA1/25 Would you go on board if pilots were trained by surfing on the Net ? Would you go on board if pilots were

P. Dillenbourg TECFA 16/25

‘e-silence’

multiple integrated tools

mixed formula

underlying scenario

‘slow down’

project-oriented courses‘teaching drift’

Studio

overload

ProblemsProblems SolutionsSolutions

Page 17: P. Dillenbourg TECFA1/25 Would you go on board if pilots were trained by surfing on the Net ? Would you go on board if pilots were

P. Dillenbourg TECFA 17/25

‘e-silence’

multiple integrated tools

mixed formula

underlying scenario

‘slow down’

project-oriented courses‘teaching drift’

Studio

Ergo Lab

overload

ProblemsProblems SolutionsSolutions

Page 18: P. Dillenbourg TECFA1/25 Would you go on board if pilots were trained by surfing on the Net ? Would you go on board if pilots were

P. Dillenbourg TECFA 18/25

‘e-silence’

multiple integrated tools

mixed formula

underlying scenario

‘slow down’

project-oriented courses‘teaching drift’

‘not my course’

Studio

ArgueGraph

Ergo Lab

overload

ProblemsProblems SolutionsSolutions

Page 19: P. Dillenbourg TECFA1/25 Would you go on board if pilots were trained by surfing on the Net ? Would you go on board if pilots were

P. Dillenbourg TECFA 19/25

• pseudo-task

• debriefing

• consolidaton

Constructivist Collective Activities

ArgueGraph

Ergo Lab

Mister QCM

Concepterie

Page 20: P. Dillenbourg TECFA1/25 Would you go on board if pilots were trained by surfing on the Net ? Would you go on board if pilots were

P. Dillenbourg TECFA 20/25

‘e-silence’

multiple integrated tools

mixed formula

underlying scenario

‘slow down’

project-oriented courses‘teaching drift’

‘not my course’

Studio

ArgueGraph

Ergo Lab

loss of control

Practicum

overload

ProblemsProblems SolutionsSolutions

Page 21: P. Dillenbourg TECFA1/25 Would you go on board if pilots were trained by surfing on the Net ? Would you go on board if pilots were

P. Dillenbourg TECFA 21/25

‘e-silence’

multiple integrated tools

mixed formula

underlying scenario

‘slow down’

project-oriented courses‘teaching drift’

‘not my course’

Studio

ArgueGraph

Ergo Lab

loss of control

Practicum

overload

‘lost in the hyperspace’

spatial metaphor

ProblemsProblems SolutionsSolutions

Page 22: P. Dillenbourg TECFA1/25 Would you go on board if pilots were trained by surfing on the Net ? Would you go on board if pilots were

P. Dillenbourg TECFA 22/25

Rue de l'évaluation

SHOP

311

307

309

Rue des théories

Rue de la conception

Square de l'administration

Rue de la réalisation

Zone = Course

Building= Scenario

Room = Activity

Page 23: P. Dillenbourg TECFA1/25 Would you go on board if pilots were trained by surfing on the Net ? Would you go on board if pilots were

P. Dillenbourg TECFA 23/25

‘e-silence’

multiple integrated tools

mixed formula

underlying scenario

‘slow down’

project-oriented courses‘teaching drift’

‘not my course’

Studio

ArgueGraph

Ergo Lab

loss of control

Practicum

overload

‘lost in the hyperspace’

spatial metaphormaintenance

structured data

ProblemsProblems SolutionsSolutions

Page 24: P. Dillenbourg TECFA1/25 Would you go on board if pilots were trained by surfing on the Net ? Would you go on board if pilots were

P. Dillenbourg TECFA 24/25

3D 2D

moosite

Database

Input

lieuxagentsobjetsevents

Jean-Cristophe BrouzePierre Dillenbourg

Patrick JermannPhilippe Lemay

Sylvère Martin-MichiellotFrançois Lombard

Patrick MendelsohnDavid Ott

Daniel PerayaCyril Roiron

Daniel SchneiderDidier Strasser

Tecfa Virtual Campus

Page 25: P. Dillenbourg TECFA1/25 Would you go on board if pilots were trained by surfing on the Net ? Would you go on board if pilots were

P. Dillenbourg TECFA 25/25

Why Virtual Space?Why Virtual Space?

• Spatial familiarity & irregularities support navigation

• Virtual space supports collaboration– Co-presence creates shared context

– Where is my partner = what he does

• Implicit display of pedagogical information

Page 26: P. Dillenbourg TECFA1/25 Would you go on board if pilots were trained by surfing on the Net ? Would you go on board if pilots were

P. Dillenbourg TECFA 26/25

Fewer texts, more activitiesFewer texts, more activities

• Dissociate ressources and activities

• Design constructivist activities

• Reuse ‘generic’ activities

• Structure groupwork by the tools/scenario

• Treat virtual space seriously

• No pedagogical brusselism

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