The Project MuSIK Telematics-supported Informatics Education Enschede, 28 January 2000 Peter Gorny Carl von Ossietzky Universität Oldenburg Fachbereich Informatik Medien-unterstütztes Studium der Informatik

Peter Gorny – Carl v. Ossietzky Universität Oldenburg 2 THE IDEA (1996) A grassroots approach to introduce computer-based self-study material into traditional academic teaching: Introducing computer-based presentations of simulations and animations into lectures - thus enhancing the possibilities to improve understanding of processes and algorithms. Accompagnying the lecture with interactive material to allow students to investigate the simulations and algorithms by self-organized open learning. Embedding the interactive material into tutorials to allow self-study and distant education.

Peter Gorny – Carl v. Ossietzky Universität Oldenburg 3 THE DEVELOPMENT ( ) Design decisions Platform independence WWW Interactivity Java Applets Context language and terminology of accompagnied lecture Application area various lectures in Informatics

Peter Gorny – Carl v. Ossietzky Universität Oldenburg 4 THE PENETRATION (1999) Web-based learning software for open self-organised exploratory learning has been developed for many Informatics lectures Many students in Oldenburg use our software as self-study material. and in several other universities and technical colleges. Modules have been implemented for approx. 14 Informatics lectures, involving their lecturers in the design process. (but not all of this software meets quality criteria)

Peter Gorny – Carl v. Ossietzky Universität Oldenburg 5 THE EFFECTS (1999) The impact in the Informatics courses is clearly visible: lecturers and students give positive feedback. (But not all the software meets quality criteria) Many students use it as selfstudy material in Oldenburg and in several other universities and technical colleges.

Peter Gorny – Carl v. Ossietzky Universität Oldenburg 6 The Graphics lecture material will be integrated into the project Virtuelle Fachhochschule (ongoing negotiations) (with 16 participating technical colleges) Other departments in Oldenburg will use the concept for their lecture reorganisation (already started: Chemistry) The study organisation for Informatics will be changed to small lecture modules (26. January 2000) (The new organisation will start in the winter term 2000/2001) THE FUTURE

Peter Gorny – Carl v. Ossietzky Universität Oldenburg 7 Examples (of good practice) Web-based learning software Its concepts allow concrete experience of theoretical concepts and models, allow to work with dynamic systems, allow to design dynamic models, allow to simulate the dynamic models. A typical structure: A tutorial framework (html) with embedded interactive components (Java-applets) THE SOFTWARE Computergrafik interaktiv - Grafiti, The Binomial Heap Algorithm, The Espresso-Algorithmus zur Logikminimierung, LALR-Parsergenerierung, Editor und Simulator für Petri-Netze - PetriEdiSim.

Peter Gorny – Carl v. Ossietzky Universität Oldenburg 8 Example

Peter Gorny – Carl v. Ossietzky Universität Oldenburg 9 Individualization of learning processes Organisational attributes Presentation und Interaction Integrative presentation in various symbol systems, The learners are in a dialog with the software, Possibility to control the mixed use of various media. CAL features Individual learning, Learning in direct communication within a given social context, Telelearning. Individual accessability, Individual learning speed, Individual learning paths and methods, Individual learning success feedback.

Peter Gorny – Carl v. Ossietzky Universität Oldenburg 10 Collaboratives learning Exploratory learning Self-organized learning. The learner has to search, retrieve and structure information. The exploration is driven by the learner`s curiosity and motivation. Objective: the ability for problem solving. DIDACTICAL CONCEPTS The learner is member of one or more real or virtual groups. The individual creativity is the input into the group. Each participant develops own positions and has to explain and defend them in the group. In an active dialog each member experiences the others` feedback, reactions and contradictions.

Peter Gorny – Carl v. Ossietzky Universität Oldenburg 11 Document specific navigation General tools Bookmarks (Favorites), History, Markings, Breadcrumps. Navigation support List of Contents, Hierarchical structure (dynamic list of contents), Index, Site maps, Guided (tutorial) tours, Document specific search functions.

Peter Gorny – Carl v. Ossietzky Universität Oldenburg 12 SITE STRUCTURE Book metaphore Dynamic list of contents

Peter Gorny – Carl v. Ossietzky Universität Oldenburg 13 Metaphores GUIDED TOURS Concept A network of threads, As an arbitrary subset of site pages, Local coherence, Global coherence Screenshot The design of study Materials overviewconstructivism HCI on the Web introduction overview Web design

Peter Gorny – Carl v. Ossietzky Universität Oldenburg 14 Concept A site map can serve as contents. It offers spatial orientation. It sets a page into its context. It offers clues about the complete number of pages on the site. SITE MAPS

Peter Gorny – Carl v. Ossietzky Universität Oldenburg 15 Concept Semantically related pages, Search for unexplored parts, Discover the relations. EXPLORED PART OF A SITE

Peter Gorny – Carl v. Ossietzky Universität Oldenburg support group work and group learning Annotations for Webpages without change of media Fine granularity of annotated objects Typed annotations Asynchronous discussion between remote group members Asynchronous commenting of annotations Flexible group concepts for annotations ANNOTATIONS....

Peter Gorny – Carl v. Ossietzky Universität Oldenburg 17 ANNOTATION TOOL

Peter Gorny – Carl v. Ossietzky Universität Oldenburg 18 GUIDELINES Side effects of the project: Guidelines for the didactical design of web-based learning material (2001). Guidelines for restructuring and transforming printed readers into hypermedia learning material (2000). Example: Reader for the lecture Informatics and society, Chapter Informatics and gender. Guidelines for the visualization of algorithms (2001).

Peter Gorny – Carl v. Ossietzky Universität Oldenburg 19 The MuSIK grassroots approach has accelerated the reorganisation of teaching and learning: Extension and improvements in present study possibilities, Flexibilization and enrichment of course offers, Modularization of the course system, Coordinated course systems for several universities, Joint exploitation of resources, Mapping real group structures into the software. CONCLUSIONS The individual student has gained advantages by individualization of learning speed and style, possibility for learning on demand, more independence in time and location.

Peter Gorny – Carl v. Ossietzky Universität Oldenburg 20 T H E E N D