Awareness and Collaboration in the iHelp Courses Content Management System Christopher Brooks, Rupi Panesar, Jim Greer Advanced Research in Intelligent.

Slides:



Advertisements
Similar presentations
LOGO Student Online Counseling Kernel System (SOCKS) Based on Learning Behavior and Test Performance Chakkrit Snae, PhD Department of Computer Science.
Advertisements

Synchronous (Live) Class Sessions in Online Accounting Classes Dr. Connie Fajardo Professor and Program Lead for Bachelor of Science in Accountancy National.
From Open Educational Resources to Open Educational Practices Professional development of language teachers through collaborative writing and peer review.
Agent-Based Architecture for Intelligence and Collaboration in Virtual Learning Environments Punyanuch Borwarnginn 5 August 2013.
Natalie Fong English Centre, The University of Hong Kong Good Practices in a Second Language Classroom: An Alternating Use of ICT in Independent Learning.
Deconstructing Moodle for better Learning Design Helen M. Lynch Senior E-learning Consultant Australia’s National VET E-learning Strategy Webinar, March.
Welcome to Mobile TEL A questionnaire will follow this presentation for you to evaluate the application.
Social Web, & Annotation in E-Learn 2005 Rosta Farzan January 12, 2006.
SELF-REGULATED LEARNING Arttu Mykkänen & Kristiina Kurki Contact:
1 Welcome to Module 1 Principles of Mathematics Instruction.
JOSHUA.S. RORE: COMPUTER SCIENCE
Learning and Teaching Conference 2012 Skill integration for students through in-class feedback and continuous assessment. Konstantinos Dimopoulos City.
Blended learning for CPD
PER User’s Guide. Development of the PER User’s Guide: Identifying key features of research-based pedagogical tools for effective implementation Sam McKagan.
Designing Online Communities: If We Build it, Will They Come? Yvonne Clark Instructional Designer Penn State University.
Supporting Privacy in E-learning with Semantic Streams Lori Kettel, Christopher Brooks, Jim Greer ARIES Laboratory Advanced Research in Intelligent Educational.
Learning Object Metadata From the locally prescribed to the socially derived (or, a look back at 4 years of LORNET at the University of Saskatchewan Scott.
Educational portal and its integration with AHyCo LMS Nataša Hoić–Božić University of Rijeka (Croatia)
1 “ Introduction to … ”
Chapter 14: Usability testing and field studies. 2 FJK User-Centered Design and Development Instructor: Franz J. Kurfess Computer Science Dept.
Visualizing Collaboration Christopher Teplovs Computational Social Science Lab (CSSL) Copenhagen Business School.
/ department of mathematics and computer science TU/e eindhoven university of technology CEDEFOP workshop: Policy, Practice, Partnership: Getting to Work.
Electrical Engineering Department Software Systems Lab TECHNION - ISRAEL INSTITUTE OF TECHNOLOGY Persistent chat room Authors: Hazanovitch Evgeny Hazanovitch.
Phoebe A wiki-based pedagogic planner to promote innovative practice in Design for Learning Liz Masterman Oxford University Computing Services with Marion.
Educational Media Research Centre (EMRC). ECE Department. EdTech2004: The Fifth Annual Irish Educational Technology Users' Conference Institute of Technology.
Facilitator Training Program
Online Communities Academic Publishing Perspective.
SAMBA e-learning PROJECT Presented by Faraj S. Al-Monajam.
Mixed-level English classrooms What my paper is about: Basically my paper is about confirming with my research that the use of technology in the classroom.
STRATEGIES FOR ONLINE LEARNING IN A GLOBAL NETWORK UNIVERSITY INTED 2013 Annette Smith, Kristopher Moore, Erica Osher Reifer New York University.
Prism Lab Stats Dr. Roger Newport & Laura Condon Room B47. Drop-In Sessions: Tuesdays 12-2pm.
1 Learning Management system Moiz Uddin Ahmed Assistant Professor Department of Computer cience.
Jennifer Van Gundy and Christina Jones Blackboard is a useful tool for both online and face-to- face courses. If you implement Blackboard (Bb) you.
Joanna O. Masingila Dana Olanoff Dennis Kwaka.  Grew out of 2010 AMTE symposium session about preparing instructors to teach mathematics content courses.
EdTech 2009 – National College of Ireland May Sustainability through Staff Engagement: Applying a Community of Practice Model to Academic Staff.
Zoraini Wati Abas, Ed. D. Professor, Faculty of Education and Languages/ Director, Centre for Quality Management and Research & Innovation Open University.
Enhancing Pen-based Experiences with the Use of Concept Maps Adina Magda Florea, Serban Radu University “Politehnica” of Bucharest PLT’07 Catania
The CLO Assessment Cycle NFI Presentation, Fall 2012 Amanda Ryan-Romo, Learning Assessment Coordinator.
Strathmore University Learning Management System Dr Joseph Sevilla Workshop at Kigali Institute of Science and Technology Kigali 29th November 2007.
Before the Team Project Cultivate a Community of Collaborators Deb LaBelle.
Brenda Kerr. Have you participated in collaborative activities in an online classroom?
The Center Collaborators:. Focusing on: Ecosystem Health Climate Change and the Ocean The Land-Sea Interaction Fisheries and Ocean Education.
Jenni Parker, Dani Boase-Jelinek Jan Herrington School of Education Murdoch University Western Australia.
Moodle: Engaging Students Online Nathalie Rudner, Thornhill Secondary School Anita Drossis, Vaughan Secondary School York Region District School Board.
Using virtual collaboration tools for designing innovative education scenarios Gabriel Dima University “Politehnica” of Bucharest, Romania.
 My philosophy is perseverance cannot be divorced from progress to success.  My goal is to use these tools that I have learnt and insight I have gained.
Moodle (Course Management Systems). Forums, Chats, and Messaging.
CSNB334 Advanced Operating Systems Course Introduction Lecturer: Abdul Rahim Ahmad.
Fundamental principles in training experienced face to face (f2f) lecturers to moderate online courses Marga Navarrete Imperial College London
AnnotatEd: A Social Navigation and Annotation Service for Web-based Educational Resources Rosta Farzan & Peter Brusilovsky Personalized Adaptive Web Systems.
interactive logbook Paul Kiddie, Mike Sharples et al. The Development of an Application to Enhance.
Authentic learning using case studies, online video and discussion forums Chuck Bagley Granite State College.
Learning Game and Simulation Design through Multilayer Synchronous Collaboration in a Virtual Reality Environment A Pre-Prospectus Proposal Lewis F. Jones.
Peter Brusilovsky. Index What is adaptive navigation support? History behind adaptive navigation support Adaptation technologies that provide adaptive.
Strategies for blended learning in an undergraduate curriculum Benjamin Kehrwald, Massey University College of Education.
Jump into Blended and Online Course Development We’ll Help You Look Before You Leap! Stephanie Boychuk Learning Technologies Support Specialist Vancouver.
Applying Laurillard’s Conversational Framework to Blended Learning Blogging and Collaborative Activity Design R Papworth, R Walker & W Britcliffe E-Learning.
SUPPORT, PROGRESS, & MOTIVATION RAY POWERS EDU 601 DR. WILLIAM REEVES MAY 30, 2016 Ray Powers EDU 601 Dr. William Reeves April 18, 2016.
MIT SCHOOL OF DISTANCE EDUCATION. Advantages of Distance Education over Traditional Education Modern approach of learning Entails limited infrastructure.
Earth Educators’ Rendezvous Workshop Leader Webinar Introduction Workshop Design Best Practices Utilizing the Web Tools Evaluation Instruments David McConnell,
Course Work 2: Critical Reflection GERALDINE DORAN B
Video: What the research says…
Learning type: Acquisition
Learning type: Acquisition
What: Determine the utility of Thinking Routines to pursue our goal of increasing student understanding. Why: An apparent lack of thinking on the part.
The Home Base Professional Development Tool
Moodle Mobile offline features Daniel #mootus16.
The Second Elearning Workshop
ROLE OF «electronic virtual enhanced research-engaged student teams» WEB PORTAL IN SOLUTION OF PROBLEM OF COLLABORATION INTERNATIONAL TEAMS INSIDE ONE.
Presentation transcript:

Awareness and Collaboration in the iHelp Courses Content Management System Christopher Brooks, Rupi Panesar, Jim Greer Advanced Research in Intelligent Educational Systems (ARIES) Department of Computer Science University of Saskatchewan Saskatoon, Saskatchewan S7N 5C9 Canada

Introduction  The Learning Content Management System (LCMS) is not an online classroom  Learners are unable to collaborate just-in-time around the artefacts of learning  Questions in and around lectures are important!  Learners have no idea who is doing what around them  Consequential understanding of your fellow students is important!  Instructors have no idea what the participation is like, unless they force it  Who is interacting with whom?  What are the cliques?  Who is sleeping in class, and how many people do this?  This presentation will outline our work in bringing these social cues and collaborative technologies into the online world Introduction iHelp Courses Issue: Artefacts Online Solution: Learning Object Collaboration Solution: Groupware for Collaboration Issue: Lack of Awareness Solution: Measuring Up Solution: Class Awareness Conclusions

iHelp Courses  iHelp Courses is our standards-based research LCMS  Courses are deployed at IMS/SCORM Content Packages  The SCORM Run Time Environment (RTE) has been extended to add some user modelling support  The system is used by hundreds of students annually, and with the discussion/chat tools is used by nearly 1,000 students each academic term  This talk focuses not only on the things in the paper but our current environment as well as things on the test bed right now! Introduction iHelp Courses Issue: Artefacts Online Solution: Learning Object Collaboration Solution: Groupware for Collaboration Issue: Lack of Awareness Solution: Measuring Up Solution: Class Awareness Conclusions

Issue #1: Artefacts Online  Some insight in our solution comes from the notion of activity theory. We believe: “achievement of learning outcomes arises from the interactions between the learner, the artefacts in the environment, the tools to manipulate those artefacts, and the learning community.” (p3)  Distilling this down we suggest  Interaction around the artefacts of learning is important  Good tools support to manipulate these artefacts is needed  Connecting members in the learning community is key  Online artefacts tend not to be synchronous in nature Introduction iHelp Courses Issue: Artefacts Online Solution: Learning Object Collaboration Solution: Groupware for Collaboration Issue: Lack of Awareness Solution: Measuring Up Solution: Class Awareness Conclusions

Solution #1: Learning Object Collaboration  We have coupled our content management system directly with interaction tools  As users browse through learning material they are able to see and interact with other synchronous learners  Discussion forums are content-based; instructors can create a discussion forum for a particular module, a particular lesson, or even a particular page  Courseware provides subtle cues as to who is looking at content, or what content has had discussions centred around it Introduction iHelp Courses Issue: Artefacts Online Solution: Learning Object Collaboration Solution: Groupware for Collaboration Issue: Lack of Awareness Solution: Measuring Up Solution: Class Awareness Conclusions

Solution #1: Screenshot (Demo) Demo Indications exist for both synchronous and asynchronous collaboration Chat follows learner browsing Events happening in background are still “visible” Introduction iHelp Courses Issue: Artefacts Online Solution: Learning Object Collaboration Solution: Groupware for Collaboration Issue: Lack of Awareness Solution: Measuring Up Solution: Class Awareness Conclusions

Solution #2: Groupware for Collaboration  There are a number of research collaborative tools out there but:  Very few deployed, “prime time” tools in educational institutions  Very few (none?) that are browser-based  iHelp PEPL (iHelp Share)  Allows students to share code from within the iHelp Courses system  Is invoked through the chat system, so sharing sessions can start naturally (not prearranged)  Allows for more than two participants (current version)  Aimed at computer science students, but being deployed for online writing lab as well (2007) Introduction iHelp Courses Issue: Artefacts Online Solution: Learning Object Collaboration Solution: Groupware for Collaboration Issue: Lack of Awareness Solution: Measuring Up Solution: Class Awareness Conclusions

Solution #2: Screenshot (Demo) Demo Annotations “bubble” up to the top on mouse over Users all share a new chat room as well Introduction iHelp Courses Issue: Artefacts Online Solution: Learning Object Collaboration Solution: Groupware for Collaboration Issue: Lack of Awareness Solution: Measuring Up Solution: Class Awareness Conclusions

Issue #2: Lack of Awareness  Two groups get awareness in face to face environments, but not in online environments  Students  Student: Walking through the halls, labs, and into the classes give students an idea of who their peers are, what they are working on, and how they “measure up”  Instructor  Student: Online systems may give an idea of what marks a student has, but that casual glance around the classroom for missing (or lost) faces doesn’t exist  A key design goal in enabling this kind of awareness is to do so consequentially  It must be easy and fluid to go from tool to tool  No more interpreting big lists of numbers! More subtle visualizations are key. Introduction iHelp Courses Issue: Artefacts Online Solution: Learning Object Collaboration Solution: Groupware for Collaboration Issue: Lack of Awareness Solution: Measuring Up Solution: Class Awareness Conclusions

Solution #1: Measuring Up (Beta)  General idea is to indicate the process of other students  How much content they have viewed  How much time they have spent  What their current knowledge level is  Coloured bars: “me vs. the average”  We want to leverage the implicit traces a user leaves behind as they interact directly with the learning environment  We see this as a form of open user modeling  See Adaptive Hypermedia (2006) workshop paper Introduction iHelp Courses Issue: Artefacts Online Solution: Learning Object Collaboration Solution: Groupware for Collaboration Issue: Lack of Awareness Solution: Measuring Up Solution: Class Awareness Conclusions

Solution #2: Class Awareness  Very tedious for instructors to get an idea of how “healthy” their online classes are  As more classes move to online and blended modes, the measure of health begins to include content management system metrics  Do they post questions?  Do they answer?  Are they even checking the system for new questions?  Analyzing lists of stats is ok in a small course, but once it gets bigger than 20 people it can’t be done in a glance  We’ve started investigating visualizations to handle large sets of complex interaction data in online/blended courses Introduction iHelp Courses Issue: Artefacts Online Solution: Learning Object Collaboration Solution: Groupware for Collaboration Issue: Lack of Awareness Solution: Measuring Up Solution: Class Awareness Conclusions

Screenshot: Instructor Visualization  Based on sociograms, but recognizes three classes of students  Participants: Those who write messages. The bigger the node, the more popular their messages are.  Lurkers: Behavior is quantified – the closer they are to the participants, the more they are lurkering.  Delinquents: Those who can, but never have Participants Lurkers Delinquents Red nodes are instructors Introduction iHelp Courses Issue: Artefacts Online Solution: Learning Object Collaboration Solution: Groupware for Collaboration Issue: Lack of Awareness Solution: Measuring Up Solution: Class Awareness Conclusions

Visualization notes  Currently we include no notion of time – you get a snapshot of how the class looks taking into account all data  At the moment graph is anonymous, considering implications of making this graph public for students and watching how motivation changes Introduction iHelp Courses Issue: Artefacts Online Solution: Learning Object Collaboration Solution: Groupware for Collaboration Issue: Lack of Awareness Solution: Measuring Up Solution: Class Awareness Conclusions

Conclusions  We have implemented a number of awareness and collaboration features in our online content management system  A number of these features are undergoing specific evaluation  Student and instructor uptake has been strong – instructors really enjoy the code sharing facilities, and students chat and discuss a lot with these tools  We’re currently investigating how these tools can be applied in more media-rich environments, e.g. with streamed lectures  Happy to answer any questions! Jim Greer ARIES Lab University of Saskatchewan Canada Introduction iHelp Courses Issue: Artefacts Online Solution: Learning Object Collaboration Solution: Groupware for Collaboration Issue: Lack of Awareness Solution: Measuring Up Solution: Class Awareness Conclusions