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Towards a Benchmark for the Evaluation of LD Expressiveness and Suitability Manuel Caeiro Rodríguez E-mail: Manuel.Caeiro@det.uvigo.es
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UNFOLD-ProLearn2 Valkenburg, 23 September 2005 Goals General goal: Enhance the modelling support of Educational Modelling Languages (EMLs) focusing mainly on Collaborative Learning Particular goal: Obtain an evaluation benchmark of EMLs’ Expressiveness and Suitability
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UNFOLD-ProLearn3 Valkenburg, 23 September 2005 What is an EML? The purpose of EMLs is to support the modelling of learning practices (e.g. a course, a lesson, a lab practice, a workshop, etc.) in a generic way. CEN/ISSS Workshop on Learning Technologies: An EML is a semantic information model and binding describing the content and process within a unit of learning from a pedagogical perspective in order to support reuse and interoperability
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UNFOLD-ProLearn4 Valkenburg, 23 September 2005 Evaluation Criterions Expressiveness Suitability Final LD users: Application developers Specific purposes: Reusability and Interoperability Capacity to denote the models in a domain Quality of having the properties that are right for a specific purpose
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UNFOLD-ProLearn5 Valkenburg, 23 September 2005 Development Approach Focused on the coordination of the entities involved not on pedagogical or technological issues Approach: problem decomposition
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UNFOLD-ProLearn6 Valkenburg, 23 September 2005 Evaluation Methodology
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UNFOLD-ProLearn7 Valkenburg, 23 September 2005 Perspectives Perspectives in Workflow: Process Information Resource Organizational Perspectives in Groupware: Communication Cooperation Collaboration Awareness A modelling feature that involves a certain purpose and that can be analyzed independently
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UNFOLD-ProLearn8 Valkenburg, 23 September 2005 Patterns An abstraction that is frequently repeated in a modelling domain Func.1Task Decomposition DescriptionIt should be possible to breakdown a task into several subtask. MotivationTo provide a structure to achieve a global goal solving simpler problems. Instructional Examples A course is organized in several separate lessons. A long term project is divided in several stages. Forces Sub-tasks can be mandatory or optional. Issues The conditions to finish the global task may involve the state of execution of the sub-tasks.
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UNFOLD-ProLearn9 Valkenburg, 23 September 2005 Activity Theory Framework Environment Subject Object Goal CommunityRulesDivision of Labour Activity Expanded Mediational Model ACTIVITY
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UNFOLD-ProLearn10 Valkenburg, 23 September 2005 The Functional Perspective What has to be done? Goal breakdown and decomposition of activities into sub-activities.
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UNFOLD-ProLearn11 Valkenburg, 23 September 2005 Functional Patterns Goal Featuring Patterns Textual description, Mandatory task, Optional task, Grade, Input artefact task, Output artefact task, etc. Composition Patterns Task decomposition, Manual decomposition, Conditional decomposition, etc. Multiple Instance Patterns Learner task, Support task, Work task, etc. Relationship Patterns Complementary task, Antagonist task, etc.
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UNFOLD-ProLearn12 Valkenburg, 23 September 2005 The Resource Perspective What resources are intended to do it? Learners, teachers, software agents, equipment, etc.
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UNFOLD-ProLearn13 Valkenburg, 23 September 2005 Resource Patterns Resource featuring Patterns Learner profile, Portfolio, Group structure, etc. Role Enrolment Patterns Conditioned, Capacity-based, Manual, etc. Resource Assignment Patterns Direct, Role-based, Manual, Familiar, Separation of duties, Conditioned, etc.
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UNFOLD-ProLearn14 Valkenburg, 23 September 2005 The Information Perspective What information is available? The artefacts that can be used.
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UNFOLD-ProLearn15 Valkenburg, 23 September 2005 Information Patterns Data Visibility Patterns Activity data, Block data, Multiple instance data, etc. Data Interaction Patterns Internal Interaction, Compound task to decomposed tasks, to multiple instances, etc. Data Transfer Patterns Transfer by value, Transfer by reference, Copy, Transfer with block, Data transformation, Synchronization, etc.
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UNFOLD-ProLearn16 Valkenburg, 23 September 2005 The Operational Perspective What operations are available? The applications and services that can be used.
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UNFOLD-ProLearn17 Valkenburg, 23 September 2005 Operational Patterns Operational Featuring Patterns Textual description, Ontology-based, Instance, etc. Invocation Patterns Request, Request-response, Solicit-response, etc. Monitoring Patterns Role-based, Filtered, etc.
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UNFOLD-ProLearn18 Valkenburg, 23 September 2005 The Organizational Perspective What organization is involved? Roles, Groups, Functional Units, Organizational Units, etc.
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UNFOLD-ProLearn19 Valkenburg, 23 September 2005 Organizational Patterns Structure Patterns Organisational position, Organisational unit, Aggregations, etc. Relationship Patterns Delegation, Priority, etc.
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UNFOLD-ProLearn20 Valkenburg, 23 September 2005 The Process Perspective When does it have to be done? The order in which activities can be performed.
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UNFOLD-ProLearn21 Valkenburg, 23 September 2005 Process Patterns Branching and Synchronizing Patterns Sequence, Parallel division, Synchronization, Exclusive choice, Multiple election, Discriminator, etc. Structural Patterns Arbitrary cycles, Implicit termination, etc. State-based Patterns Delayed election, Milestone, etc.
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UNFOLD-ProLearn22 Valkenburg, 23 September 2005 The Temporal Perspective At which moment does it have to be done? The time in which activities can be performed.
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UNFOLD-ProLearn23 Valkenburg, 23 September 2005 Temporal Patterns Synchronisation A starts B, A finishes B, A before B, etc. Scheduling Deadline, Start point, etc. Allocation Maximum, Minimum, Average, etc.
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UNFOLD-ProLearn24 Valkenburg, 23 September 2005 The Authorization Perspective What roles are allowed to do? Permissions, visibility, etc.
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UNFOLD-ProLearn25 Valkenburg, 23 September 2005 Authorization Patterns Permission Featuring Patterns Artefact, Application & services, Class, Environment, Activity, etc. Permission Assignment Patterns Static, Manual, Conditioned, etc. Permission Owner Patterns Role, Application or Service, Policy, etc.
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UNFOLD-ProLearn26 Valkenburg, 23 September 2005 The Awareness Perspective What roles need to know? Notifications, monitoring, etc.
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UNFOLD-ProLearn27 Valkenburg, 23 September 2005 Awareness Patterns Event Source Featuring Patterns Role-presence, Role-actions, Environment, Class, etc. Processing Patterns Filter, Conjunction, Sequence, Counter, Composition, Storage, etc. Event Sink Featuring Patterns Role, Resource assigned to task, Application or Service, etc.
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UNFOLD-ProLearn28 Valkenburg, 23 September 2005 The Interaction Perspective What interactions are intended to be produced? The control and management of the interaction in the activity.
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UNFOLD-ProLearn29 Valkenburg, 23 September 2005 Interaction Patterns Session Control Patterns Automatic, Manual, Conditioned, etc. Membership Control Patterns Guest list, Minimum participants, etc. Conversation Control Patterns Automatic response, Typed response, etc. Version Control Patterns Operation-based, Role-based, etc. Time Stamp Patterns Periodic, Operation-based, etc.
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UNFOLD-ProLearn30 Valkenburg, 23 September 2005 The Causal Perspective Why to do it? Metadata, learning goals, pre-requisites, etc.
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UNFOLD-ProLearn31 Valkenburg, 23 September 2005 Summary 10+1 perspectives 200 + patterns, but we are refining them
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UNFOLD-ProLearn32 Valkenburg, 23 September 2005 Conclusions Relationship with other EML evaluation proposals: not based on complete unit of learning modelling. Next step: to provide a meta-model that enable the development of applications with truly reusability and interoperability properties. Final goal: that teachers can perform the same things in a virtual environment that in their conventional classrooms.
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Thanks! Manuel Caeiro Rodríguez E-mail: Manuel.Caeiro@det.uvigo.es
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