Two Articles on CSCL Design Presented by Arne Valen 27'4' 2006

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Two Articles on CSCL DesignPresented by Arne
Valen 27.4. 2006

• Use and Abuse of Reusable Learning objects
• ITCOLE Project

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Use and Abuse of Reusable Learning
ObjectsPithamber R. PolsaniLearning Technology
Center, University of Arizona, USA

• Movements in the Learning Object Economy
• Historical summary showing various definitions
  and criticizing them
• Towards a Concept of the Reusable Learning Object
  (LO)
• Setting the principles of LO foundation
• Creating Learning Objects
• LOs and principles of learning intent and
  reusability
• Developing Learning Objects
• Conceptualization and Collaborative development
• Standards and Specifications for Developing
  Learning Objects
• Standards enables genuinely sharable and reusable
  content objects
• Learning Objects and Electronic Books
• Differences between e-books and material books
• The role of LOs in the construction of e-books
• Conclusion

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Abstract

• Learning object (LO) first popularized by Wayne
  Hodgins in 1994.
• Serious lack of conceptual clarity and reflection
  in the multitude of definitions and uses of LOs.
• Objectives
• Assess current definitons and uses of LOs
• Articulate foundational principles for developing
  concept of LOs
• Provide methodology and broad set of guidelines
  for creating LOs

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Movements in the Learning Object Economy

• Efforts towards facilitating a common method for
  identifying, searching and retrieving Learning
  Objects (LOs).
• Question What may the common metadata elements
  be?
• Examples of groups working on such question are
• IEEE Learning Technology Standards Committee
  (LTSC) Learning Object Metadata Working Group.
• IMS Global Learning Consortium, Inc.
• The Dublin Core Metadata Initiative
• Existing a broad understanding about the
  functional requirements of LOs
• Accessibility the LO should be tagged with
  metadata so that it can be stored and referenced
  in a database
• Reusability once created, a LO should function
  in different instructional contexts
• Interoperability the LO should be independent of
  both the delivery media and knowledge management
  systems

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Multiple Definitions of Learning Objects

• Definitions of LOs (samples)
• Draft Standard for Learning Object Metadata v6.1
  
• LO is defined as any entity, digital or
  non-digital. Non-digital objects such as computer
  hardware and digital objects like images enjoy
  the same conceptual status, thereby making it
  impossible to use the term Learning Object in a
  meaningful way.
• Wiley, David. A. (2002)
• LO is any digital resource that can be reused to
  support learning. a broad characterization
  classifying every digital asset as a LO.
• Wisconsin Online Resource Center
• Definition includes the arbitrary imposition of
  time
• http//www.wisc-online.com/Info/FIPSE20-20What
  20is20a20Learning20Object.htm
• L'Allier, James J. (1997)
• LO is the smallest independent structural
  experience that contains an objective, a learning
  activity and an assessment."

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Towards a Concept of the Reusable Learning Object

• Foundation Learning and Reusability
• Learning Intention
• Form as the framework that sets a media asset on
  the path to becoming a LO
• Relation that occurs between the user and
  computer interface
• Form and relation provide a mechanism for the
  internal constitution of a LO
• The LO is a totality that combines its digital
  element and an exposition
• Reusability accords value to LO
• LOs should be predisposed for reuse by multiple
  developers in various instructional contexts
• LOs should not favor one or other instructional
  methodology
• It is through exchangeability /reusability that
  the LOs acquire value
• Based on theese foundational principles LO can be
  defined as
• A Learning Object is an independent and
  self-standing unit of learning content that is
  predisposed to reuse in multiple instructional
  contexts

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Creating Learning Objects

• LO should not be coded by any specific teaching
  methodology or instructional theory
• Genuine reusability and optimum functionality of
  a LO can be achieved only when the LO attains a
  high level of abstraction
• Although LO is abstract, it can be understood and
  shared among users
• Several LOs should be put together as words in a
  sentence
• Granularity - the size of a LO
• If a LO consists of more then one idea, one of
  these should be the main idea and the others
  should be derived from it or be dependent on it.
• Composition
• The formal composition of a LO is the arrangement
  of elements (text, image, video, animation,
  glossary, assessment, multimedia, etc.)
• LO should be a combination of multiple elements,
  facilitating learning based on learners' choices
  and learning characteristics.

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Developing Learning Objects

• Two processes Conceptualization and
  Collaborative development
• Conceptualization
• LO modeling requires a double vision
• Global understanding of curricula
• to conceive a content object as part of larger
  whole
• Micro vision to create content as standalone
  information for it to function as a reusable
  object
• Framework should proceed in three steps
• 1 Selecting a topic or theme
• 2 Identifying different levels and depths -
  providing an intensity map
• 3 Design LOs for a varied level of instruction
• Collaborative development
• The role of experts from all fields is crucial
  for the successful development and use of LOs
• Knowledge experts should develop only 'events' of
  knowledge that can combine with other 'events' to
  develop into a 'program' on demand.

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Standards and Specifications for Developing LOs

• LO development is a collective enterprise among
• The programmers - creating the information space
• The graphic designers - design and develop
  interfaces to facilitate the management
• The subject experts - providing the
  ideas/concepts stored as information bits
• A commonly agreed on standard enables genuinely
  sharable and reusable content objects
• Technical standards
• Interoperability of LOs - selection of language
  for producing LOs
• Editorial Requirements
• Agree on editorial standards to ensure the
  consistency of language across the LOs
• Stylistic Considerations
• Specifications for use of color, fonts, and
  layout of images and text
• Several interface and stylistic environments that
  are user-controlled

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Learning Objects and Electronic Books

• The role of LOs in the construction of e-books
• Tension between the e-book and the material book
• Three levels of the book's existence Concept -
  Object - Metaphor
• Conceptually a book is a compendium of printed
  pages turned by the reader
• E-book is organized like volumen through which
  one scrolls
• The Book as a three-dimensional object offers a
  plurality of sensual experiences
• The e-book as a visual mode of presentation, is
  limited since it does not offer the same sensual
  experience as the material book
• Life as a book one of metaphors arrived from
  our long relation with the book
• E-books belong to the information sphere which
  space is temporal
• The fundamental differentiation with the book
  should become the foundation for building the
  e-book
• E-books should create a unique form of new and
  different experiences for its audience

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Conclusion

• LOs are the most meaningful and effective way of
  creating content for e-learning
• The current definitions and practices of LOs are
  confusing and arbitrary
• They will never be able to avail themselves of
  the flexibility, scalability and speed offered by
  information technology
• Necessary with a commonly accepted, accurate and
  functionally effective definition of a LO
• Establish a concept of the LO that clearly lays
  out the principle basis on which it is founded
• Need to reengineer the design and development
  process of LOs
• Developers should embrace a multidisciplinary and
  cooperative model of development

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ITCOLE ProjectDesigning Innovative Tecnology for
Collaborative Learning and Knowledge
BuildingLeinonen et al. (2001)

• Abstract
• Describing pedagogical background and design
  rationale of ITCOLE (Innovative Technology for
  Collaborative Learning) software.
• Central metaphor of the ITCOLE system is that of
  shared electronic workspaces which students and
  teachers use for asynchronus and synchronus
  collaboration.
• The system will provide tools for community
  building as well as include awareness tools that
  help users to manage their joint knowledge
  building by providing real time information on
  various aspects of collaboration.
• ITCOLE software is avaliable free of charge in a
  downloadable pilot version titled Future Learning
  Environment 2 (Fle2) (now Fle3).
  http//fle3.uiah.fi/

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Introduction

• Collaborative knowledgebuilding is one of the
  most promising innovations to increase quality of
  education with the help of modern collaborative
  technology
• ITCOLE system will be designed to provide tools
  to facilitate the development of the students
  skill of collaborating.
• The functionality and the interface of the system
  will be derived from pedagogical considerations
  and can be adapted to different school
  environments.
• Knowledge Building (KB) environments differ
  substantially from other networked learning
  environments, as they are designed to facilitate
  collaborative KB within a local or virtual
  learning community.
• KB learning environments must be easy to use, and
  made accessible to teachers.
• The project focuses on crossing boundaries
  between software developers, pedagogical
  researchers, and the users of KB technology -
  teachers and students.

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Description of the ITCOLE software

• The pilot version FLE2 (now 3) is cross platform
  and HTML based for end users
• The ITCOLE/ Fle3 environment will contain several
  tools
• Virtual Web Top storing and sharing documents,
  java applets etc.
• KB module facilitates between-user interaction,
  multiple discussions
• Jam session encourages free flow of ideas
  allows experimentation
• Meeting room collaborative multi-user
  applications (whiteboard, chat etc.)
• Library - store, publish and browse diff.
  learning materials
• Provide external structures that help a student
  to participate in expert like processing of
  knowledge without increasing the cognitive
  processing load.
• Participation in depth learning, scaffolding the
  users
• Tools for students to record and visually
  represent their activity
• Challenge design interface helping users to
  manage knowledge produced
• Important challenge of ITCOLE is to design tools
  that help to represent progress of discussions by
  graphical means.

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Design Objectives of the ITCOLE software

• The objective for ITCOLE is to build a
  pedagogical interface for educational use
• The objective can be divided into three main
  aims
• Scalability universal access for different
  user/browser configurations
• Usefulness - full set of features to enable
  collaborative KB - system functionality
• Usability user friendly and attractive
  graphical design flexible and customizable
• Some screenshots from Fle3 http//fle3.uiah.fi/
  screen_shots/index.html

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The ITCOLE System Architecture

• Shared workspaces are the primary means of
  collaboration provided by ITCOLE
• The overall system architecture
• Objects in the workspace can be
• accessed and manipulated
• Users may up/download etc.
• Around the kernel will be a set
• of additional features and tools

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Shared workspaces

• Primary features built into shared workspace
  component of the ITCOLE system
• Joint production of multimedia information in
  distributed environments
• Comprehensive information about activities within
  the workspaces
• Textual representation of information as well as
  varied graphical representations
• Support the publication of the results of
  collaboration processes
• Components for organizing and managing the
  collaborative learning process

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Synchronous collaboration tools

• Synchronous communication provides a means for
  participants
• To interact socially
• Learn about each other
• Engage in social bonding
• Creating the sence of community needed for
  engaging in intensive KB
• To support this creation, these applications will
  be integrated in the ITCOLE tools
• Whiteboards visualized by all collaborators
  simultaneously
• Presenters must contain features that permit
  highlighting of particular objects
• Chats must indicate name of users
• The tools for synchronous communication can be
  located in avatar-world
• E.g. Virtual Room Videoconferencing System
  developed in CERN
• http//en.wikipedia.org/wiki/Virtual_Room_Videocon
  ferencing_System

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Assessment Tools and Tutorware

• ITCOLE system will also support more instruction
  based learning scenarios
• Assessment tools will
• Allow self-evaluation of students
• Enable feedback between students and teachers
• Create a suitable infrastructure for progress
  tracking and learning improvements based on
  feedback information.
• Function simultaneously as a means for tutor or
  teacher to monitor participation of students in
  their interaction and communication.
• Tutorware will
• Allow the adaptation to the requirements and
  interests of each student
• Support teachers in collecting and creating
  educational objects like
• simulations - problem solving tasks other
  teaching materials

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Pedagogical Evaluation and Testing

• Information and Communication Technology (ICT) is
  used to
• Build up social structures that encourage
  learning and reflective discourse
• Help students and teachers gain knowledge and to
  deepen understanding
• Evaluation process focuses on
• How the software facilitates learning in various
  educational settings
• Developing and analyzing innovative ways of using
  ITCOLE software for facilitating in-depth
  learning from elementary to high school.
• The softwares technical as well as pedagogical
  usability and functioning.
• Field test will continually provide feedback for
  design and development.
• Second part of field test will involve
  experiments in scaling up networked learning
• Investigators will examine and demonstrate
• Collaboration with national school authorities
• Involve a relatively large number of primary and
  secondary schools
• Several participating countries

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Can deep thinking and collaboration with
fellow students increase motivation in the
classroom?
Teachers do not just need basic information
and communication technology training, but they
need to reflect on how they can make use of the
technology in their own teaching.
http//www.euro-cscl.org/site/itcole/itcole_brochu
re.pdf