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eCOOL eLearning combined with cooperative , open learning

eCOOL eLearning combined with cooperative , open learning. what is eCOOL ? working with assignments competence based learning individualization eCOOL tools für Moodle ePortfolio work & feedback game-based learning scenarios. Overview. What is COOL?. History.

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eCOOL eLearning combined with cooperative , open learning

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  1. eCOOLeLearning combinedwithcooperative, open learning

  2. whatiseCOOL? • workingwithassignments • competencebasedlearning • individualization • eCOOLtools für Moodle • ePortfoliowork & feedback • game-basedlearningscenarios Overview

  3. Whatis COOL? History • … basedupon workfromJohn Dewey & Helen Parkhurst • … usingDalton-Principles • COOL (COoperativeOpen Learning) was firstintroduced in UpperSecondarySchools withbusiness-background in Austria – ages 14-20 • focusatfirst was in classeswithweaklearners • due tothebigsuccessit was shortly after transferredto all classes • nowthetransferto different school-types (schoolswithtechnicalorgeneralfocus) hasbeeninitiated

  4. Whatis COOL? = cooperative, open Learning learningtocooperate, freedom, creativity, learningtobe a teamplayer freechoiceofwhento do what(budgeting time, placeofworkandbeingresponsiblefor individual advancement(„learning-contract“) controlled planning of projects, documentation of learning-advancement, individual activities • teamwork • responsibility • self-dependency

  5. class-teacherteamswithteamcommunication(at least threemeetings per semester) COOL-coursetrainingrequiredbyat least twoteachers writtenassignmentswithpreciseeducationalobjectives freedomofchoicetowork on assignmentswithin open learningphases –recommendedat least 3 hours per week classcouncilsas a social-integrative method (3 per semester) COOL Quality-Criteria Must-Haves

  6. maintasks cooperation / networking / information/ pr continuousdevelopment educationalconcepts organizingseminars http://cool.schule.at Center ofCooperative Open Learning Austrian-widecentertoestablishthislearning-method on a broadrange – an initativeofthe Austrian Federal Ministryof Education (bm:ukk)

  7. COOL networkingpartners optional certificationat http://cool.schule.at COOL (impulse)schools certifiedvisitableschool multiplier HQ Quality-Criteria COOL somelogos… • schoolsusing COOL & eLearning 3-year-certifications

  8. certified COOL impulse-schools centerofcooperativeopen learning BHAK/BHAS Laa/Thaya HLW Zwettl BHAK/BHAS Kirchdorf HLW Linz- Landwiedstr. Wien HAK22-Donaustadt SZ Ungargasse HAS Friesgasse BHAK Neumarkt AC Salzburg HAK Hallein BHAK/BHAS Reutte HAK/HAS Mödling BHAK/BHAS Neunkirchen HLW Bregenz- Marienberg BHAK/BHAS Oberwart BHAK/BHAS Bludenz HLW Hartberg BHAK/BHAS Bruck/Mur BHAK/BHAS Imst HAK Klagenfurt International CHS Villach BHAK/BHAS Deutschlandsberg

  9. eCOOL definition • eCOOLuseseLearning toolswiththecooperative, open learningmethod • utilizing COOL method • eLearning platforms(lmssystemssuch asMOODLE) • minimizingonline-phases • eCOOLassignments • ePortfolio-work • game-basedlearning

  10. eCOOL moreaspects • lmssystemsusingcollaborative & communicativeelements, activities • promotionofsocialcompetences & soft skills • resultsofassignmentsaspartsofePortfolios • verbalizedfeedback & reflection • individualization • didacticalscenarioslikegame-basedlearning

  11. workingwithassignments

  12. eCOOL assignments • goals • precognition • budgeting time (release& deadline) • interestpockets • materials • tasks& learningproducts • examination • method, choiceofsocial-form • feedback/ePortfolio/SCORM/blogging • commitment, learningcontract

  13. eCOOL assignments Basic: • assignments in structured form withgoals, time-table, social-form • assignments in wordformat • distributed via lms • uploadofassignments • verbalizedteacherfeedback Advanced: • feedbackofstudents – electronic questionnaire • downloadable in SCORM format Expert: • integration & useofePortfolios • useofsocialmedia • didacticalscenarios such asgame-basedassignments

  14. compentencebasedlearning

  15. eCOOL competences • socialcompetence (teamwork) • methodologicalcompetence (extract, structure, reflect, ….) • eCOOL: mediacompetence • contentcompetence (Vienna educationalstandards)

  16. competenceorientation assignments … isdoneprimarilybythedescriptionofeducationalobjectives competencesarereferredtowith „I can…“-statementswithintheeducationalobjectives aspartofassignments = descriptorsforeducationalstandards Example: „I canpresentmyselfwithin a socialcommunity in a correctmanner“ or „I can do calculationsusing an electronicalspreadsheet“. competence model actions(…usedforcompetencegrid)

  17. educationalobjectives assignments competenceorientation • teachers‘ viewpoint: bydescribingeducationalstandardsasgoalswithin a givenassignment • students‘ viewpoint: pre-assignmentgoalassessments – self-reflection

  18. educationalobjectives example

  19. educationalobjectives methodologicalcompetence - examples „find theprovidedexpression (i.e. whatisusb?) on the web andsummarizeitintothe MOODLE-glossary – all information in theglossary will partof an examination“ • „readtheweblinkprovided, extractsome multiple choicequestions • withanswers, enter them in MOODLE questioncreationactivity“. • then: • do quiz • reflectresults • reworkquestions • do quizagain • usesuperbraingamewithquizandwork on itathome • matchyourselfwithothers – MOODLE results block

  20. educationalobjectives methodologicalcompetence „Ifyoucangoogleit – don‘tteachit!“

  21. individualization

  22. COOL individualization • relatedtoenvironment: schoolarchitecture, netbooks • relatedto time: schedule, COOL hours • relatedtocontent: individualizeddifferences • withinassignments

  23. COOL learningcontracts • learningcontracts (COOL assignments) consistof • maintopic • possiblesubtopics • severalassignments • educationalobjectivesareproposedbythestudentand • negotiatedwiththeteacher (whoaddsorremovesitems).

  24. eCOOL individualization • ATTLS-questionnairetogaininformationrelatedtothetypesoflearners (connectedknower vs. seperateknower) • electronicalassignmentswitheducationalobjectivesandindividualizedsubtasks (obligatory/voluntary) • self-assessmentwith additional tools (rubrics) • ePortfolio-upgrade – competence-grid

  25. eCOOLtoolsfor MOODLE

  26. eCOOL tools exabisePortfolio block for MOODLE exabisstudentreviewfor MOODLE exabisflashgamesfor MOODLE

  27. eCOOLePortfoliowork

  28. eCOOL ePortfoliowork UsageofePortfolioswithineCOOLconcept • documentmanagement • self-reflection & trainer-feedback (blogging) • publishing-aspect (i.e. one‘sbestwork) • documentationoflearningprogress

  29. exabisePortfolio block facts • internationally certified1 • freelyavailable/opensourced • integrateableintoMoodleas a block • downloadable via moodlekurse.org • easy startintoePortfoliowork • easilyexportableandtransferrableePortfoliodata via SCORM export 1 – firstinternationallycertifiedthird-party-toolforMoodle

  30. exabisePortfolio block views

  31. exabisePortfolio block SCORM-export

  32. eCOOLreflection & review

  33. exabisstudentreview facts • reportsforstudents • aggregatedfrom different teachers • based on variable time period • verbalizedfeedback • rating on COOL scale(teamwork, responsibility, self-dependency) • printablecustomizableversion

  34. exabisstudentreview mask

  35. exabisstudentreview report

  36. eCOOLgame-basedlearning

  37. game-basedlearning introductorythoughts • therearemanygamesaround, but… • theyareusually not developedby/forteachers • cannotbemanipulatedbyteacher • are not integrateableintoplatforms • usuallydon‘thave a didacticalconcept

  38. game-basedlearning systematics • game-based-learning– categorizationofserious games1: • knowledge-orientedcontents • questions • glossary • memory… • operative competenceandsystematicalcontext • virtualworlds • role-playinggames • simulations 1simplified illustration from Mayer/Seufert, 2003

  39. game-basedlearning MOODLE games The games-module of Moodle combines simple games with contents of courses: questions, quizzes, glossary… games: hangman, crossword, cryptex, millionaire, sudoku, "Snakes and Ladders", "Book with questions" and "The hidden picture"

  40. game-basedlearning studentfeedback – snakes & ladders Do youthinkitisusefultousegamesaspartofclasswork?Wouldyouusegamestolearncertainsubjects?Howshould a gamework so it will beacceptedbystudents? Re: Game Based Learning2 Yes, I thinkthatgamesareusefulforclasswork. Theyarefunandcansimplifylearning. A gamehastobefunandthrillingforstudents! Re: Game Based Learning Nice game – eventhoughitdoes not quitecomeuptoWarcraft III. Itcanbeusedforlearning in classbecauseitisgoodfor a change. I wouldhoweverprefer multi-playergames so I canmatchmyselfwithclassmates. 2students asked were age-group 15-18

  41. game-basedlearning studentfeedback – snakes & laddersctd. Re: Game Based Learning In myopinionitisvery innovative tousegamesduringclasses. Theycanhelpteachersmakecoursesmoreinterestingandsimplifylearning. Re: Game Based LearningI thinkthatthisgameiswaytooboring – thereisnobenefitformetoplaythisgame. All you do isclimbup a ladderand after finishingnothingreallyhappens. A gameshouldbeexciting, challengingand also usefulforlearning. Itmightbe a goodstart but thereis still a lotto do ;)

  42. game-basedlearning exabisflashgames • so far: superbraingame • combinablewithresults block • future • businesssimulation „start-up“ • newgame: clickandunhide • fullintegrationof gamelabs.at http://www.moodlekurse.org/course/view.php?id=61

  43. game-basedlearning superbraingame • didacticalsetting • communicateswithMOODLE • challenge-aspect downloadable at:www.moodlekurse.org

  44. WhereistheconnectionbetweeneCOOLandgame-basedlearning?

  45. eCOOL game-basedlearning usageofgamesusingeCOOL-assignments: • using different social-forms (individual work, group-work, partner-work) • assignmentswithworkpackages • individualizedknowledgeacquirement • interdisciplinarywork • developmentofmediacompetences

  46. eCOOL game-basedlearningscenarioswithmicrogames

  47. eCOOL scenarioswithcomplexgames

  48. eCOOL I wannabe a rockstar

  49. eCOOL I wannabe a rockstar – evaluationcriteria

  50. eCOOL gamelabs.at • cooperativeprojectbetween • teachers (provide professional contents) • students (provideideasforgames, concepts) and • developers (professional output). • game-basedlearningscenariosandgamingconceptsshouldbedevelopedandpublishedusing • gamedevelopmentengines (i.e. formakingofadventures) and • individuallyproducedgames (i.e. duringschool-projects).

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