1. Title Subtitle I-KNOW'04 -- Hybrid Learning Track (michael.derntl@univie.ac.at) BLESS A Layered Blended Learning Systems Structure Michael Derntl, Renate Motschnig Department of Computer Science University of Vienna michael.derntl@univie.ac.at I-KNOW’04 – Hybrid Learning Graz, Austria June 30, 2004

2. I-KNOW'04 -- Hybrid Learning Track (michael.derntl@univie.ac.at) 2 Background  Blended Learning activities at the CS Department –Computer science and business informatics courses (BSc, MSc, PhD) –Stepwise, “piecemeal” introduction of ICTs  HOW TO......capture these experiences?...share these experiences,make them available for reuse?...understand different effects of different course designs?...decompose complexity inherent in blended educational scenarios?

3. I-KNOW'04 -- Hybrid Learning Track (michael.derntl@univie.ac.at) 3 Blended Learning Dimensions  Two orthogonal dimensions –Structure: learning theory / technology gap –Dynamics: evolution of research & practice STRUCTURAL complexity Learning Technology Learning Theories DYNAMIC evolution

4. I-KNOW'04 -- Hybrid Learning Track (michael.derntl@univie.ac.at) 4 Structural Dimension  Gap between learning theories / didactic baseline and learning technologies – –What lies between? –How can we project learning theories onto learning platforms in a situated way? –How to employ technologies to enrich learning processes?  Current state of research –Phase of experimentation: scattered among experience reports, surveys, opinions, … –A myriad of issues is addressed (technical, didactical, hypermedia, usability, …)  Lack of integrative investigation

5. I-KNOW'04 -- Hybrid Learning Track (michael.derntl@univie.ac.at) 5 Dynamical Dimension  Change induced by learning theories and technology –Learning theory as primary driver –Learning technology as primary enabler  Research methodology employed for –Design –Evaluation  Incremental improvement, coping with complexity

6. I-KNOW'04 -- Hybrid Learning Track (michael.derntl@univie.ac.at) 6 BLESS – Introduction  Models have long tradition (not only) in Computer Science  Primary means of conceptualizing real world  Origin –Visual models of learning activity flows in courses –Identification & description of general or recurrently ‘successful’ patterns  Targeted support of blended learning patterns on learning platforms  Targeted evaluation of blended learning patterns

7. I-KNOW'04 -- Hybrid Learning Track (michael.derntl@univie.ac.at) 7 Layer 5: Learning Platforms TECHNOLOGY LEARNING THEORY Layer 0: Learning Theory & Didactic Baseline Layer 1: Blended Learning Courses Application BLESS: Blended Learning Systems Structure Layer 3: Blended Learning Patterns Modularization, Decomposition Instantiation, Application Layer 4: Web Templates Selection, Implementation platform-independent platform-dependent Layer 2: Course scenarios Visualization, Modeling Application Design, Composition LEARNIN G THEORY Features Support TECHNOLOGY Improvement

8. I-KNOW'04 -- Hybrid Learning Track (michael.derntl@univie.ac.at) 8 Layer 0: Learning Theory  General: influence on... design / arrangement of learning activities... potential use of learning technology  Person-Centered e-Learning –Active participation –Supportive learning environment –Facilitation of self-directed learning processes  “whole-person learning” –Use of learning technology For online interaction if possible / appropriate To minimize pure lecturing  focus on interaction in F2F phases

9. I-KNOW'04 -- Hybrid Learning Track (michael.derntl@univie.ac.at) 9 Layer 1: Blended Learning Courses  General: –Application of learning theories (layer 0) –Usage of learning technology (layer 5)  Example: Web Engineering Lab Course (summer term 2003)

10. I-KNOW'04 -- Hybrid Learning Track (michael.derntl@univie.ac.at) 10 Layer 2: Course Scenarios  Conceptually visualizing and modeling courses (layer 1) at learning activity level

11. I-KNOW'04 -- Hybrid Learning Track (michael.derntl@univie.ac.at) 11 Layer 3: Blended Learning Patterns Project Proposals Preliminary Phases Project-Based Learning

12. I-KNOW'04 -- Hybrid Learning Track (michael.derntl@univie.ac.at) 12 Project-Based Learning Assessment Phases Collect Feedback

13. I-KNOW'04 -- Hybrid Learning Track (michael.derntl@univie.ac.at) 13 Layer 4: Web Templates  Visual specification of Web-based support of BL patterns  Different views: –Participant –Administration –Report  Example: Team Building (participant view)

14. I-KNOW'04 -- Hybrid Learning Track (michael.derntl@univie.ac.at) 14 Layer 5: Learning Platforms & Technology  Web-based support of patterns –Data-intensive learning scenarios (e.g., evaluations, contracts, etc…) –Distributed and/or online scenarios  In our case: CEWebS –Web service based, modular architecture –Each Web service implements the Web templates of a pattern –see J. Mangler @ 16:15

15. I-KNOW'04 -- Hybrid Learning Track (michael.derntl@univie.ac.at) 15 Layer 5: Learning Platforms & Technology

16. I-KNOW'04 -- Hybrid Learning Track (michael.derntl@univie.ac.at) 16 Conclusions  Structural & dynamical framework –Reducing complexity & fostering understanding –Guiding research and development –Integrating bottom-up and top-down approaches  Modeling and describing blended learning patterns enables… –Visual analysis and design –Shared vocabulary & experience –Uniform representation  search, comparison, etc. –Specification of required ICT support –Evaluation of specific scenarios

17. I-KNOW'04 -- Hybrid Learning Track (michael.derntl@univie.ac.at) 17 Vielen Dank! The Pattern Web http://elearn.pri.univie.ac.at/patterns Additional resources http://elearn.pri.univie.ac.at/pca Our learning platforms http://www.pri.univie.ac.at/courses Contact us: michael.derntl@univie.ac.at