1. A basic framework for integrating social and collaborative applications into learning environments Ayman Moghnieh and Josep Blat Universitat Pompeu Fabra, GTI Group Fundació Barcelona Media

2. 4-year EU-funded project that will develop an infrastructure for lifelong competence development. - User-centered design of learning platforms - Integrating web2.0 applications - Connecting learners with social networks and multimedia repositories Objectives of interest

3. Domain of work and studies 3-year participatory ethnography, studying design and development of applications for LLL Studied scenarios: –TENCompetence learning environment (PCM) –TC Digital Cinema pilot (Web2.0 mashup) –Knowledge Resource System Management (KRSM) Focus: –Definition of learner requirements –Drafting of design specifications –Correlating with existing multimedia and social applications (web2.0) A. Moghnieh et. al. Supporting Distance Learning Activities and Social Interaction: a Case Study. ICALT 2008 M. Perez et. al. A context-based methodology for the integration of Web 2.0 Services in Learning Scenarios. ETAL 2008 A. Moghnieh et. al. Parameterized User-Centered Design for Interacting with Multimedia Repositories. MMEDIA 2009

4. Observations & findings Main Observations: - Learners are from Mars, Designers are from Venus (absent learner model, designers often act as the learners’ surrogates) - Difficulties in following User-centered methods in Elearning (user-centered is NOT usability inspections) - The system’s conceptual design often reflects its architecture (subject to technical constraints) Main findings: - Very limited use of user-centered design - Difficulties in integrating web2.0 applications adequately - Limited understanding of the applications’ compatibility

5. Basic framework for integrating web2.0 applications Capturing learners' requirements with parameterized methods Modelling technique for a learner-centered conceptual model Ordering and selecting proper web2.0 applications Evaluating the integration of web2.0 applications in a given scenario Battery of Web2.0 Services primitive activities Use cases and scenarios User Needs scenario activities mapping Contexts generic activities correspondance System Model Service selection Selected services datatypes

6. Capturing design requirements - Four parameters: duration (D) centricity (C) recall (R) and precision (P) - Definition of formal use cases and use case analysis - Three inquisitive techniques: discussions, semi-structured interviews, and contextual inquiries Datatypes definitions RPCD values User action sequences {

7. Analysis of parameterized requirements Value Parameter 0123 Precision Several unrelated collections Several loosely related collections Single specific collection Single specific item Recall Number of results ≤ 5 5 < Number of results ≤ 20 20 < Number of results ≤ 120 120 < Number of results Duration Instantaneous (minutes, 1-3 query cycles) Short-lived (< 1h, single task) Long-lived (< 1 day, single objective) Incessant, continuous Centricity Access not related to objectives Access loosely related to objectives Access highly related to objectives Access is the objectives A. Moghnieh et. al. Parameterized User-Centered Design for Interacting with Multimedia Repositories. MMEDIA 2009

8. Context-based modelling of a learning environment. (a) Root. (b) Peripheral Interaction. (c) Learning (d) Browsing and Search Definition of Context: - clusters use cases with similar (RPCD) - describes a single conceptual component - encapsulates objects and related actions

9. Selection mechanism and evaluation Selection Mechanism: (several similar applications compete to support one context ) Filter: - Web2.0 applications that support or interoperable with the system‘s objects - Whose functionalities do not conflict with those available in other contexts Order: - By the number of learner activities they cover in the interaction context Evaluation procedures: (framework supports pre-development and post-development ) Pre-development: - Early heuristic evaluation - Usability inspections Post-development: - General design recommendations - Logging and inquiries (mixed quantitative/qualitative)

10. Example: The KRSM’s conceptual design M. Perez et. al. A context-based methodology for the integration of Web 2.0 Services in Learning Scenarios. ETAL 2008

11. Conclusions Integration of web2.0 applications can follow user-centered design methods A successful integration rests on a good mapping of learner needs Framework supports the user-centered design of applications other than learning (RPCD) used are related to general design aspects of HCI

12. Thank you! Questions? Comments? ayman.moghnie@upf.edu