socio-constructivist scenarios with community, content...

S © TECFA 14/3/03

Socio-constructivist scenarios withaborationsminar

l

l’Education

ocio-constructivist scenarios with Community, Content and Collaboration Management Systems

Community, Content and CollManagement System

Saab Training Systems Science Council’s se

IT-University, GöteborgMarch 12-13 2003

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

TECFA

Faculté de Psychologie et des Sciences de Université de Genève

Code: goteburg-2003

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

http://tecfa.unige.ch/

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

. goteburg-2003-2

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ort forInternet

ing

raries, etc. !! )

ed teaching

learning

ripting


Goal of this talk

Discuss pedagogical & technical suppsocio-constructivist pedagogies on the

Contrast this with traditional e-learn

(note: skips simulation, tele-teaching, virtual lib

Menu of this talk

The case for socio-constructivist activity-bas

Current methods and tools for distributed

Internet spirit 2002: C3MS Portals

C3MS portals & educational scenario sc

Standardization & quality issues

Some conclusions

1. The case for socio-constructivist activity-based teaching goteburg-2003-3

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1. The case for socio-constructivist activity-based teaching

lems

ulness

) -

do not ...


All learning theories address real prob

All pedagogical models have their usef

but ...

Computer-based instruction (CBT- what is sold as “e-learning” today

gets too much attention !

Rich activity-based educational designs


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1.1.Some major theories about learning

constructivism

hared cognition

(construct)

the situation)


behaviorism

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

(reach knowledge objectives)

socio-

cons

truct

ivism

(s)


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1.2.The issue of knowledge Transfer

?


Traditional

by projects

scaffoldingguidance

socio-constructivist

learning

Traditionale-learning

how ??

how ?

students are lost

students can’t apply

learning:

Structured


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1.3.Structured socio-constructivist pedagogical scenariosgns

narios

uidance


• Open ended & “rich” socio-constructivist desiare more effective if individuals and groupshave to evolve within somewhat specified sce

freedom

openmonitoring

structure

construction

scaffoldingg

collaboration


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• Scenarios are sequences of activity phasesy specific roles loops

-loop” ... hold on !

oducts


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

Do Deposit

Look

ResourcesTools

Discuss

... this is just the (abstract) “ur

Pr


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1.4.The computer in a socio-constructivist perspective

supported by”

r designer(resource)

s

provides ideas& half-bakedmodels

observes

rch

can provide &develop

ion


• the computer is merely a facilitating structure,a thinking, working & communication tool

• Most student and teacher activities should be computational tools and lead to new “contents

Elements teacher(manager)

learner(worker)

compute(tool)

Goal settinghelpsor defines

definesor refines

provides toolplanningsuggests &controls

does

monitoringaudits & helpson demand

self-observation,diaries

contentssuggests,produces

uses& produces (!)

storage, sea& awarenesstools...

tool useconfigures,helps

selects, learns,uses

offers reflect


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1.5.Learning within a community and within context

A

progress

d cognition)ctice adapted to

emory)

s of learners

t aware

l world”


sampler of arguments:

• members of a community tend to make better (peer help and mutual stimulation)

• some goals can’t be reached alone (distribute• a group can develop special language and pra

specific problems• knowledge through enculturation (collective m• cognition is tied to experience (grounded)• communities can extend beyond formal group• a lot of learning is informal• good communities are knowledge managemen

Community “Realearning


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1.6.Requirements for socio-constructivist tools

imal (!)uirements:

ore as needed

Content &knowledge

managementDocument &knowledgeexchangeroject mgmt

supportCommunity

management


http://www.worldbank.org/worldlinks/english/training/world/pbl/newold.htm

Minreq

... m

P

teacher asfacilitator

collaboration

authentictasks

livingdocuments

complexflows

teacher astask master

repetitivetasks

circularfiles(read/fill in)

2. Current methods and tools for distributed learning goteburg-2003-11

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2. Current methods and tools for distributed learning

:

tructivist

b

do

edia

discussbuild

s:


bad content transmission

socio-consinstructional pedagogies

listen

surf on the We

do

look at multi-m

“Learning Management ?

web pages / videos

Systems”

pedagogiegood content transmission:


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Socio-constructivists were first - what went wrong ?

d trainingtems

”

s =al design” )

management


1993

2002

Teaching & learningwith the Web

Web-baseWBT Sys

“E-learning

( thesis = learning

( anti-thesi

by projects )

“instruction

synthesis ?

Learning

Open-ended scaffoldedcollaborative learning

web pages & forums

MoosWikis ...many

??? Systems

goodlittlethings


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4 hypothesis on the future of socio-constructivist tools:

ings without

tructivists” dos

size they ....

socio-form well

M uture,.

ing on which we

ning


1. It won’t happen, because you can do good thmuch specific learning technology

2. It won’t happen because “micro-worlds consmore “sexy stuff”, e.g. interactive simulation

3. It won’t happen because systems that emphateacher’s role as manager won’t attract mone

4. It will happen, because countries with strongconstructivist elements in their curricula per(e.g. Finland in the PISA/OECD test)

y hypothesis: It won’t fully happen in the next f.. but we can improve on the situation.• People like tools for doing, thinking, collaborat

will build• The same tools are of general use for the “lear

organization”

3. Internet spirit 2002: C3MS Portals goteburg-2003-14

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3. Internet spirit 2002: C3MS PortalsC nt Systems

speed, ....

nginesssion)

hitectures !!)

warecalendar,, sharing)


ommunity, Content, & Collaboration Manageme

• ... it’s a MEGA trend !• Examples: PostNuke, PhpWebSite, Drupal, Jet

Weblogs(blogs)

Slashdot-like e(News + discu

Small Content Management(CMS)

emerging

Plugin arc(extension

Group(event forums

C3MS Kits(portalware)


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Base features of the C3MS portal

n, interfaces,...), ..) write modules)

Ind

exat

ion

+ s

earc

h

ols


• Integration of most applications (authenticatio• User system (administrator, members, invited• 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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WOW ...rive)

nities of interestwrite modules:

leries, simplehats, projectather, shout

ios

S

rtals and user

os)


• it works (thousands of sites, some of which th• people even learn with them• some good communities of practice or commu• many people join to improve these systems and

• like: collaborative hypertexts (wikis), pictures galcontent management systems, event calendars, cmanagers, file-upload, glossary management, weboxes, chats, ....

• might be useful to support educational scenar

TRANGE ...

• major use in education is limited to student posupport in industry

• weblogs (diaries) are getting a bit popular• overally: little creative use in education

(few documented socio-constructivist scenari

4. C3MS portals & educational scenario scripting goteburg-2003-17

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4. C3MS portals & educational scenario scripting

bricks

software

are

modules

P + communitytools


Activities

characteristics

Stagesstage 1stage 2stage 3

Elementary C3MS(softw(scenarios) activitiestypes)

rojects PedagogicStrategies

(phases)


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4.1.planning example: Study architectures of Göteborg

ty (scenario)Simple activitiesroWork,ainStormitGlossary oritPagearchWeb,itLink

Edit

eckWorkEdit

S modulestal module),dule)e, Forums,


PROJECTActivities (scenarios)

1Teach portal tostudents

2 Make a glossary3 Find research subjets4 Make a research plan5 Field trip6 ......

GLOSSARY activiStages

1Participants thinkabout terms

IntBr

2An alphabetic listof terms is entered

EdEd

3Students searchand share links

SeEd

4Work is synthesizedand combined

Co

5 Teacher moderates Ch6 Final definitions Co

Simple activity Description Available C3M

CoEditmake collaborativedocuments

Wiki (phpWiki porCMS (EzCMS mo

BrainStorm Generate IdeasWiki, News EnginBulletin Boards


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Result (one single activity of the whole project)

tivity 2)ctions

suggest 3 terms and

e clean up the list

provide 4 links and 2 other enter 2 definitions,s" definitions tothers

edback in an article

final modifications


( previous step: learn portal )

( next step: find research subjects )

Instantiated example "glossary" activity (acStages Tools Instru

1 Suggest termsWiki(= coll. hypertext)

Each student mustenter them

2Provisional list ofterms

Wiki Together in class w

3Search andsharing of results

Google,Links manager

Each student mustmake comments to

4Raw informationis synthesizedand combined

WikiEach student mustmake links from "hiothers and modify o

5Teachermoderates

News engine Teacher will give fe

6Studentsproduce finaldefinitions

Wiki Students can make


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4.2.So what does “scripting scenarios” mean ?

standard modules

extra modules

C3MS

TECFA modules

portalware


Teacher’s portal

define

TecfaSEED catalog

installation

download/ plug

selection & configuration

scen

ario

s

program

innovationsfrom the “field”

+ configuration

scenarios

(& adapt)

and

mod

ules

5. Standardization & quality issues goteburg-2003-21

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5. Standardization & quality issues

5

onstructivist

etadatatured textet formats

ortals services for portals

?


.1 Standards (mostly just emerging)

behaviorist socio-c

Data

metadata,quizzing,

packaging,simple sequencing

learning design (new)learning objectives

mstruc

intern

SystemsIMS compliant LearningContent & Management

Systems ?

pweb

bricks

Learningdesign

?


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5.2.Data standards

A amework

ovelware” only ?

ning contentsd repurposed ?p languages will work open scenarios pedagogies

B ut:

rmats.g. LD


. The behaviorist IMS/ADL/SCORM e-learning fr

• Describes CBT contents as data• Mostly sequential contents transfer + quizzing• Unclear instructional standards: page-turning “sh

• Modularity• Allows for modular management of reusable lear• But: how easily can contents be hacked à part an

• New: Learning Design (LD) educational marku• unclear how fully standards compliant interpreter• unclear if we will get interpreters for “active” and

• Summary: good standards for instructionalist

. Socio-constructivist standards: none really, b

• text encodings (like DITA or DocBook)• people are encouraged to use standard data fo• unclear if we will be able to use parts of IMS, e


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5.3.Portals

A uld track:

tegration)

T


sampling of standards your IT department sho• SOAP (Simple Object Access Protocol)• UDDI (Universal Description, Discovery and In• WSDL (Web Services Description Language)• WSIF (Web Services Invocation Framework)• WSFL (Web Services Flow Language)• ebXML Messaging Service Specification• WSIL (Web Services Inspection Language)• WSRP (Web Services for Remote Portals)• Portlets (Java-server specific portal plug-ins)

he current situation:• little serious use of this in education• complicated, so the cost will be very high


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5.4.Costs and benefits of current standards

T

ganizations

Tem-based, etc.)ity portals)

C on knowledge

D sed learning ?anyhow

al material


he goals:• beat elite american graduate schools• turn our own industries into better learning or• produce flexible and active citizens

he educational technology priorities (IMHO):• support activity-based learning (project, probl• support open & informal learning (via commun

BT/e-learning “Shovelware” can’t help with this• very appropriate for “elementary learning” based

transfer, ok for drill & practise, etc.

o we really need standards for open activity-ba• any tutorial can do, students have to rebuild “it” • printable documents are generally more useful• “real” information does not appear as pedagogic


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5.5.(No) conclusion

Sex,etersd learning

CBT is not clear)choose either:erging standards

ing, informaly building

I d criteria for:

and community


tandards are just emerging• emerging e-learning standards are very compl

• not sure if industry can/will implement full interpr• not sure if we will get tools for open activity-base• rich pedagogical standards are missing (and even

• If you are interested in our “C3MS” approach, • Java-based enterprise portals that implement em• popular open source kits (“street standards”)• use them simultaneously for activity-based teach

learning, knowledge management and communit

t is too early for quality guidelines, difficult to fin• teacher as a manager of projects and tasks• quality of student productions• good scenario suggestions and associated tools• the “learning experience”• integration of the learning environment with work

6. Some conclusions goteburg-2003-26

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6. Some conclusions

s

mmed learning

eols if possible.

ented,ms,ience


(2) Protect our employees, children and student

(1) Shift the focus from learning materials

(4) Use standards from the “real world”

(3) Do not overscript, be somewhat “authentic”e.g. don’t transform construction into progra

to learning activities

(5) Start with pedagogies & technologies that arsomewhat familiar. E.g. use real workplace to

from too much behaviorist e-learning !

(6) Most standards are still missing or unimplemmost refer to either data or computer progranothing (IMHO) about the real learning exper... how about (rich) educational standards ?


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Just born :sitedoor/

A

ity education)

AS softwarement, etc.os and tools

IST-2000-25214)eral Office for


Tecfa SEED community http://tecfaseed.unige.ch/

vailable now:• exchange & some support• examples of running portals (school & univers

vailable soon (summer 2003):• repackaged and documented “PostNuke” C3M• modules for activity planning, project manage• Catalog = cookbook with “half-baked” scenari

SEED is an European IST programme project (Noand the swiss part is sponsored by the Swiss FedEducation and Science (No OFES: 00.0287).

http://tecfaseed.unige.ch/door/

http://tecfaseed.unige.ch/

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