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Computer Human Interaction and Learning Environments - Research and Development

Computer Human Interaction and Learning Environments - Research and Development. Professor Aude Dufresne Department of Communication, University of Montreal LICEF Laboratoire d’Informatique cognitive et Environnements de Formation

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Computer Human Interaction and Learning Environments - Research and Development

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  1. Computer Human Interaction and Learning Environments - Research and Development Professor Aude Dufresne Department of Communication, University of Montreal LICEF Laboratoire d’Informatique cognitive et Environnements de Formation CIRTACentre Interuniversitaire de Recherche sur le Téléapprentissage

  2. Summary • Context of our research • Comments on the evaluation of some existing eLearning systems in Canada • Human Computer Interaction principles • Users vs System • The ExploraGraph system • Ongoing projects • Suggestion for projects with VCILT and University of Mauritius

  3. Context of our work • Human Interface Project - TL-NCE- TeleLearning Network of Centers of Excellence • In collaboration with the Center of research LICEF - Laboratoire d ’Informatique Cognitive et Environnements de Formation • CIRTA Interuniversity Center of Research on TeleLearning (70 researchers - 5 Universities) • Research • Assessment of existing environments or tools in development at Tele-University, LICEF and elsewhere. • Design better tools to help the development of eLearning • Develop interactive eLearning content • Grants from National Research Councils in Canada and Quebec • CRSH, CRSNG, CRM, FCI, OLT, VRQ, FCAR, Bell Canada.

  4. Perspective of Human Computer InteractionCognitive ergonomics • Adapt systems to human activities • Computer Human Interaction studies suggest • design and assessment principles • How can elearning environments follow those principles ? • What are interesting developments in the field ? • Research at LICEF and University of Montreal

  5. Improve eLearning environments • Psychology, communication, cognitive ergonomy, education …tell us • Humans are right • If they don’t use it, • If they have problems, something is wrong with the system • We should adapt the system to them.. • We studied • Students using courses on the web TéléUniversité - TEC1100 prototypes at LICEF - COVI - Virtual 3D Hyperguide, Explor@, VirtualU conferencing system • Tutors coaching students • Professors using authoring systems

  6. Problems with distant learning • Distant learning Asynchronous, less support Mass of information on the web, documents, applications, tasks Structure of concepts, activities, documents, schedule Adapt to different tools for each activities (consultation, production, communication, annotations) • Problems we found studying distant learners activities.. They get lost and loose time browsing They need “just in time” instruction They need more interaction They need more feedback on what they do They miss the social dimension

  7. Problems with distant learning • Problems we found studying tutors and professors developing courses.. They get lost and loose time browsing They get lost creating the structure of the course They need to restructure part of the course every year They want to construct the course with a mix of new and exisiting ressources Every years they need to update the course They don’t have enough time to coach students individually.

  8. Good interfaces... • Direct manipulation Transparent and passive ? • feedback, short sequences, visibility, physical affordance, coherence, user control • Gentner and Nielsen 96 Efficient, helpful, intelligent • system adapt to user, save time, help, automation of processes,more control of the system - AI • Action and Activity theory • Support users activities For a better dialog,both user and system should share a better control

  9. Good interfaces… = Give the user more control • Ergonomic principles • External and internal coherence of representations • Metaphors, pragmatic • Readability, organization • Flexibility in navigation • Visibility, zoom in and out • Escape and Reversibility of operations • Feedback • Control and protection from errors • Easy to learn, Support • Efficient

  10. Support the construction of knowledge Organize access to resources Ensure learning Ensure motivation Ensure coordination Trainer Understand the structure of information Access various resources: information, tools, others Follow assignments, produce, create Have fun Socialize and collaborate Learner What activities should the environment support ?

  11. Adapt systems to humans Put intelligence and support

  12. ExploraGraph Structured graphs Flexibility Visibility Control Feedback Support

  13. Contol and help using intentions

  14. Implementation • Visual Basic and Java with an SQL Server database for the generic and specific description of graphs and support functions. • Automatic arrangement of graph elements using a physical model and the semantic types of links and nodes. Activity1 precede Activity2 then try to place Activity1 to the left of Activity2 • Microsoft agent Avatars and control of the display of graphs to integrate support and coaching in the environment.

  15. Forum Agora • Sort, Find, Keywords, Evaluations, Emoticons

  16. Access from a node to related messages in the Forum Use progression bars to Visualize group models Proportion of read or unread messages on a topic

  17. ExploraGraph Editor • Graphs, Descriptions and properties, Support rules

  18. On going projects • At University of Montreal • ExploraGraph - Create independent and interrelated modules • Graphic display of different structures • Generic rules editor to give advice and adapt interfaces • Virtual science laboratories • Learning Maths • Support to teachers developing eLearning content • Integration of Video databases with indexing for eLearning • Web access for visually handicapped • 3D Virtual environments for collaborative learning (Bathurst, N.B.) • In collaboration with LICEF • Integration of ExploraGraph and the Explor@ II system • Learning Object Repository • Tools to support collaborative activities

  19. Example of modules interaction to support a virtual laboratory

  20. Integration of ExploraGraph with the LICEF - LOR LOR

  21. LICEF -Learning Objects Repository

  22. Suggestions for projects with VCILT and University of Mauritius • In general, we could collaborate to experiment tools and eLearning contents, exchange and co-direct students and researchers • ExploraGraph could be used to create and access eLearning content at UoM. • It could be used to integrate access to the UoM LOR (specific or searching), to existing content or discussions (Virtual U, Agora) • Bridges could be built between ExploraGraph, the LICEF LOR and the UoM LOR to augment metadatas classification possibilities and reachability. • Adaptive graphs and support features could be used to navigate and learn classifications in applications like MauriFlora or IKBS • Interaction with avatars could be added in interactive applications using the generic rule editor.

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