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COMPUTER SUPPORTED LEARNING. Distance vs. Face-to-face Synchronous vs. asynchronous Individual vs. Collaborative. Distance Learning. Development of methods & tools for supporting Distance synchronous learning Distance asynchronous learning. Synchronous Remote Lecturing.
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COMPUTER SUPPORTED LEARNING Distance vs. Face-to-face Synchronous vs. asynchronous Individual vs. Collaborative
Distance Learning Development of methods & tools for supporting • Distance synchronous learning • Distance asynchronous learning
Synchronous Remote Lecturing • Known factors: • Voice more important than image • Interaction between both sides • Complementary learning material • Cultural background Chile
New factors we discovered • Teacher and students should look at the same material • Teacher controls the display of material • Manipulating, creating, editing new material • Prefer moving teacher instead of sitting • Previous or post class relationship, activities • Especially interesting for teaching network programming
Asynchronous Distance Learning • Lesson planning in Asynchronous Distance Learning means: • Selecting and sequencing of the learning material having a “normal” student in mind • Adapting the material and the sequence to the student who is actually using the learning material • Adaptability of the learning material
Our proposal to lesson planning for asynchronous distance learning • Intelligent use and reuse of learning material by: • Using a combination of components approach with semantic networks • Serving learners with different learning material according to different: • Learning strategies (inductive, deductive, ..) • situation (individual, collaborative) • Learning device (PC, PDA, etc...) • Link quality (video, photo, text, ...)
A Strategy for Adaptable Lesson Planning in ADL • Define an ontology for learning activities that students may be involved during the distance course. This ontology should take in account collaboration • Define a software environment (tools, programs) for the teacher and the students to support each one of these types of activities activity Ontology of learning activities Activity type 1 Activity type 2 Activity type 3 Activity type 4 Tool 1 Tool 2 Tool 3 Tool 4 Tool 5 Software tools set (parameter of the system)
Steps For Planning a Certain Lecture • Selecting and sequencing learning activities, in order to accomplish a learning goal • The type of activities is chosen from the ontology • For each activity, the lesson unit’s author should provide the material for the teacher and the students Activity of type 2 Material Tool 2 Tool 3 Activity of type 1 Material Tool 1 Tool 2 Activity of type 4 Material Tool 3 Tool 4 Tool 5
Symbols Means The activities associated to reach the goal 1.1 (the most right node) should be finished, before the first activity associated with the goal 1.2 is started. The son nodes in this relationship can be objectives or activities. There are not beginning and finishing restrictions among the activities associated with goals 1.1 and 1.2. The same as the relationship before presented; the son nodes can be objectives or activities. Learning goals description language
Define Learning Goals Hierarchically An example for a software engineering course
Associate with Activities Define duration of every activity
The system builds the syllabus According to the duration of each activity, their dependencies, and the starting date of the course, the system automatically builds an activity plan for the whole lesson It provides a visual tool for re-defining duration and dependencies in order to fit it into the duration of the course The system releases the material according to this schedule
Intelligent download of learning material • Parallel downloading of the material, in case of mirrors (servers or other students) • Intelligent tradeoff for selecting the file to be downloaded under QoS criteria • Based on user’s profile and history • (more on this at the end, if there is enough time)
The COLDEX Learning Network Architecture Communities of learners Servers are networked Served by a “dedicated” Server
Distributed Collaborative Experiments • Based on “Authentic activities” learning theory • Children learn by imitating work of real scientist • Challenge-based learning • The system should • help them to overcome the difficulties, like computing complicated equations, for which they do not have the required knowledge • allow them to work collaboratively • receive the help of the experts
Monitoring earthquakes 6 schools have a seismograph They can share their data with others They also can have data from other “professional” seismographs
CATS Server CCD Server 1 CAMERA SBIG ST-8 Client Cats TELESCOPE Goto 45 CM Cassegrain 2 Server Web 3 Cliente browser Cliente browser Cliente browser The remote operated telescope
Our Proposal for Synchronous Face-to-faceThe Computer-integrated Classroom
Motivation: The Electronic Classroom • Lecturing Java networking • Pcs for students • Electronic board • 2 Projections • Lan+internet • Standard software
Functionalities • Teacher’s screen on all students’ PC • A student’s screen on all PCs • A student’s screen projected on the wall • A student’s pc on the board
Problems we found • Distribution of documents inside the classroom • Sharing the content of the document (not only the view) efficiently • Storing back modified or new documents on the server • Keeping track of document versioning • Keeping track of the use of the documents
CiC Scenario The CiC idea and aims: • creation of a set of tools to support face-to-face teaching environments • automation of data workflow processes based on an ontology of actions for educational activities in (an outside) the classroom • monitoring and supporting community actions
Student interface used • on student workstations • for editing and sharing documents Remote interface used • anywhere • for transfering and editing documents from the archive Teacher Interface used • on electronic board • for handling actions • controlling session Server interface and archive used • on separate workstation / hardware • for storing and handling data • logging session and user info System Architecture
Start session Join session Join session Join session File Handling (Students) Classroom Workflow Session Control (Teacher) Document Archive / Manager (Server)
retrieve / send documents retrieve / send / couple documents retrieve / send / couple documents retrieve / send / couple documents Classroom Workflow Session Control (Teacher) Document Archive / Manager (Server) File Handling (Students)
Functionalities • Distributing / collecting assignments • Distributing / collecting homework • Sharing selected documents with selected users • Coupling active document with all / selected • Discussing with logged users • Remote access to / mirroring document structure • Keeping track of users‘ actions during session • Creating and editing documents (FreeStyler / XML) • Searching documents
The Teacher’s Tool The teacher’s tool while distributing a workseet
Using e-boards in the CiC • Advantages • Showing MM learning material • The eye contact with the audience is maintained during presentation • Gestures can be used to bring attention to important parts • Disadvantages • Static presentation (lack of flexibility) • Changes of context, typing, searching for files interrupt the normal flow of the class
Proposal 1: Description and Scope • The system avoids the Context Changes. • Integrates explanations and examples. • Integrates different tasks under one framework. • Integrates Presentation and Edition at the same time. • Creation, modification and reuse of material.
public class Calc { static main(String … Prop. Customizable Interfaces
Proposal 3: Gesture Based Hand Writing Instructions Hierarchical Structuring of the learning material (automatically) Based only on Gestures
Conclusions and Solutions • Standard software is not developed for this situation • New interfaces are needed • Integration of activities in a single window (compiling, editing, running, explaining) • Interaction based on gestures and direct manipulation • Flexibility to change, create new, save , load learning material
Supporting Lesson Planning and Presentation • Why lesson planning ? • Avoid excessive work: searching files and programs, typing long commands, managing windows on the e-board screen, etc. Especially disturbing when using different kind of material in one session • Interference with idea the teacher is trying to present • The focus of attention & students disorientation problem • Information overload
Requirements to Lesson Planning • The right material (programs, tools, files with learning material) should be retrievable by direct manipulation at the right time • Context changes must be fast to do • Plan should be flexible enough to adapt to students‘ needs and characteristics and to the teacher’s style of teaching • Support group activities: planning the distribution of additional material, exercises, discussion, receiving material from the students, etc..
The COSOFT Environment • An earlier version included a framework for planning and flexible “presenting” (playing) a learning unit • Based on a semantic graph (like the others) • Graph structure key for achieve flexibility • First lesson planner based on Dolphin
Didactic Networks(1) node = represents a learning activity,has reference to learning material + metadata Semantic graphfor lesson edge = rethorical relation between nodes + metadata
Didactic Networks(2) The rethorical nature of the edges semantic enables to introduce the notion of didactic strategy in the lesson graph. Strategy can be changed or adapted during the lecture
Lesson Mapper Navigating through the lesson map
Lesson Mapper (2) Lesson graph vizualization Lesson map visualization Didactic strategy selection
Conclusions • Which is the best way to support Teaching/Learning with computers technology ? • The one that fits better to solve the particular teaching/learning situation • Maybe a combination of all ?
