Towards a benchmark for the evaluation of ld expressiveness and suitability
Sponsored Links
This presentation is the property of its rightful owner.
1 / 33

Towards a Benchmark for the Evaluation of LD Expressiveness and Suitability PowerPoint PPT Presentation


  • 53 Views
  • Uploaded on
  • Presentation posted in: General

Towards a Benchmark for the Evaluation of LD Expressiveness and Suitability. Manuel Caeiro Rodríguez E-mail: Manuel.Caeiro@det.uvigo.es. Goals. General goal: Enhance the modelling support of E ducational M odelling L anguages ( EMLs ) focusing mainly on Collaborative Learning

Download Presentation

Towards a Benchmark for the Evaluation of LD Expressiveness and Suitability

An Image/Link below is provided (as is) to download presentation

Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author.While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server.


- - - - - - - - - - - - - - - - - - - - - - - - - - E N D - - - - - - - - - - - - - - - - - - - - - - - - - -

Presentation Transcript


Towards a Benchmark for the Evaluation of LD Expressiveness and Suitability

Manuel Caeiro Rodríguez

E-mail: Manuel.Caeiro@det.uvigo.es


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’ Expressivenessand Suitability

UNFOLD-ProLearn


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

UNFOLD-ProLearn


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

UNFOLD-ProLearn


Development Approach

  • Focused on the coordination of the entities involved not on pedagogical or technological issues

  • Approach: problem decomposition

UNFOLD-ProLearn


Evaluation Methodology

UNFOLD-ProLearn


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

UNFOLD-ProLearn


Patterns

An abstraction that is frequently repeated in a modelling domain

UNFOLD-ProLearn


Subject

Goal

Object

Rules

Division of Labour

Community

Activity Theory Framework

Environment

ACTIVITY

Activity Expanded Mediational Model

UNFOLD-ProLearn


The Functional Perspective

  • What has to be done?

  • Goal breakdown and decomposition of activities into sub-activities.

UNFOLD-ProLearn


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.

UNFOLD-ProLearn


What resources are intended to do it?

Learners, teachers, software agents, equipment, etc.

The Resource Perspective

UNFOLD-ProLearn


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.

UNFOLD-ProLearn


What information is available?

The artefacts that can be used.

The Information Perspective

UNFOLD-ProLearn


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.

UNFOLD-ProLearn


What operations are available?

The applications and services that can be used.

The Operational Perspective

UNFOLD-ProLearn


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.

UNFOLD-ProLearn


What organization is involved?

Roles, Groups, Functional Units, Organizational Units, etc.

The Organizational Perspective

UNFOLD-ProLearn


Organizational Patterns

  • Structure Patterns

    • Organisational position, Organisational unit, Aggregations, etc.

  • Relationship Patterns

    • Delegation, Priority, etc.

UNFOLD-ProLearn


When does it have to be done?

The order in which activities can be performed.

The Process Perspective

UNFOLD-ProLearn


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.

UNFOLD-ProLearn


At which moment does it have to be done?

The time in which activities can be performed.

The Temporal Perspective

UNFOLD-ProLearn


Temporal Patterns

  • Synchronisation

    • A starts B, A finishes B, A before B, etc.

  • Scheduling

    • Deadline, Start point, etc.

  • Allocation

    • Maximum, Minimum, Average, etc.

UNFOLD-ProLearn


What roles are allowed to do?

Permissions, visibility, etc.

The Authorization Perspective

UNFOLD-ProLearn


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.

UNFOLD-ProLearn


What roles need to know?

Notifications, monitoring, etc.

The Awareness Perspective

UNFOLD-ProLearn


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.

UNFOLD-ProLearn


What interactions are intended to be produced?

The control and management of the interaction in the activity.

The Interaction Perspective

UNFOLD-ProLearn


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.

UNFOLD-ProLearn


Why to do it?

Metadata, learning goals, pre-requisites, etc.

The Causal Perspective

UNFOLD-ProLearn


Summary

  • 10+1 perspectives

  • 200 + patterns, but we are refining them

UNFOLD-ProLearn


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.

UNFOLD-ProLearn


Thanks!

Manuel Caeiro Rodríguez

E-mail: Manuel.Caeiro@det.uvigo.es


  • Login