Two Articles on CSCL Design Presented by Arne Valen 27.4. 2006

1. Two Articles on CSCL DesignPresented by Arne Valen 27.4. 2006 Use and Abuse of Reusable Learning objects ITCOLE Project

2. Use and Abuse of Reusable Learning ObjectsPithamber R. PolsaniLearning Technology Center, University of Arizona, USA • Movements in the Learning Object Economy • Historical summary showing various definitions and criticizing them • Towards a Concept of the Reusable Learning Object (LO) • Setting the principles of LO foundation • Creating Learning Objects • LOs and principles of learning intent and reusability • Developing Learning Objects • Conceptualization and Collaborative development • Standards and Specifications for Developing Learning Objects • Standards enables genuinely sharable and reusable content objects • Learning Objects and Electronic Books • Differences between e-books and material books • The role of LOs in the construction of e-books • Conclusion

3. Abstract • Learning object (LO) first popularized by Wayne Hodgins in 1994. • Serious lack of conceptual clarity and reflection in the multitude of definitions and uses of LOs. • Objectives: • Assess current definitons and uses of LOs • Articulate foundational principles for developing concept of LOs • Provide methodology and broad set of guidelines for creating LOs

4. Movements in the Learning Object Economy • Efforts towards facilitating a common method for identifying, searching and retrieving Learning Objects (LOs). • Question: What may the common metadata elements be? • Examples of groups working on such question are: • IEEE Learning Technology Standards Committee (LTSC) Learning Object Metadata Working Group. • IMS Global Learning Consortium, Inc. • The Dublin Core Metadata Initiative • Existing a broad understanding about the functional requirements of LOs: • Accessibility: the LO should be tagged with metadata so that it can be stored and referenced in a database • Reusability: once created, a LO should function in different instructional contexts • Interoperability: the LO should be independent of both the delivery media and knowledge management systems

5. Multiple Definitions of Learning Objects • Definitions of LOs (samples) : • Draft Standard for Learning Object Metadata v6.1: • LO is defined as any entity, digital or non-digital. Non-digital objects such as computer hardware and digital objects like images enjoy the same conceptual status, thereby making it impossible to use the term Learning Object in a meaningful way. • Wiley, David. A. (2002): • ”LO is any digital resource that can be reused to support learning.” a broad characterization classifying every digital asset as a LO. • Wisconsin Online Resource Center: • Definition includes the arbitrary imposition of time http://www.wisc-online.com/Info/FIPSE%20-%20What%20is%20a%20Learning%20Object.htm • L'Allier, James J. (1997): • ”LO is the smallest independent structural experience that contains an objective, a learning activity and an assessment."

6. Towards a Concept of the Reusable Learning Object • Foundation: Learning and Reusability • Learning Intention • Form as the framework that sets a media asset on the path to becoming a LO • Relation that occurs between the user and computer interface • Form and relation provide a mechanism for the internal constitution of a LO • The LO is a totality that combines its digital element and an exposition • Reusability accords value to LO • LOs should be predisposed for reuse by multiple developers in various instructional contexts • LOs should not favor one or other instructional methodology • It is through exchangeability /reusability that the LOs acquire value • Based on theese foundational principles LO can be defined as: • A Learning Object is an independent and self-standing unit of learning content that is predisposed to reuse in multiple instructional contexts

7. Creating Learning Objects • LO should not be coded by any specific teaching methodology or instructional theory • Genuine reusability and optimum functionality of a LO can be achieved only when the LO attains a high level of abstraction • Although LO is abstract, it can be understood and shared among users • Several LOs should be put together as words in a sentence • Granularity - the size of a LO • If a LO consists of more then one idea, one of these should be the main idea and the others should be derived from it or be dependent on it. • Composition • The formal composition of a LO is the arrangement of elements (text, image, video, animation, glossary, assessment, multimedia, etc.) • LO should be a combination of multiple elements, facilitating learning based on learners' choices and learning characteristics.

8. Developing Learning Objects • Two processes: Conceptualization and Collaborative development • Conceptualization • LO modeling requires a double vision: • Global understanding of curricula to conceive a content object as part of larger whole • Micro vision to create content as standalone information for it to function as a reusable object • Framework should proceed in three steps: • 1 Selecting a topic or theme • 2 Identifying different levels and depths - providing an intensity map • 3 Design LOs for a varied level of instruction • Collaborative development • The role of experts from all fields is crucial for the successful development and use of LOs • Knowledge experts should develop only 'events' of knowledge that can combine with other 'events' to develop into a 'program' on demand.

9. Standards and Specifications for Developing LOs • LO development is a collective enterprise among: • The programmers - creating the information space • The graphic designers - design and develop interfaces to facilitate the management • The subject experts - providing the ideas/concepts stored as information bits A commonly agreed on standard enables genuinely sharable and reusable content objects • Technical standards • Interoperability of LOs- selection of language for producing LOs • Editorial Requirements • Agree on editorial standards to ensure the consistency of language across the LOs • Stylistic Considerations • Specifications for use of color, fonts, and layout of images and text • Several interface and stylistic environments that are user-controlled

10. Learning Objects and Electronic Books • The role of LOs in the construction of e-books • Tension between the e-book and the material book • Three levels of the book's existence:Concept - Object - Metaphor • Conceptually a book is a compendium of printed pages turned by the reader • E-book is organized like volumen through which one scrolls • The Book as a three-dimensional object offers a plurality of sensual experiences • The e-book as a visual mode of presentation, is limited since it does not offer the same sensual experience as the material book • “Life as a book” one of metaphors arrived from our long relation with the book • E-books belong to the information sphere which space is temporal • The fundamental differentiation with the book should become the foundation for building the e-book • E-books should create a unique form of new and different experiences for its audience

11. Conclusion • LOs are the most meaningful and effective way of creating content for e-learning • The current definitions and practices of LOs are confusing and arbitrary They will never be able to avail themselves of the flexibility, scalability and speed offered by information technology • Necessary with a commonly accepted, accurate and functionally effective definition of a LO • Establish a concept of the LO that clearly lays out the principle basis on which it is founded • Need to reengineer the design and development process of LOs • Developers should embrace a multidisciplinary and cooperative model of development

12. ITCOLE ProjectDesigning Innovative Tecnology for Collaborative Learning and Knowledge BuildingLeinonen et al. (2001) • Abstract • Describing pedagogical background and design rationale of ITCOLE (Innovative Technology for Collaborative Learning) software. • Central metaphor of the ITCOLE system is that of shared electronic workspaces which students and teachers use for asynchronus and synchronus collaboration. • The system will provide tools for community building as well as include awareness tools that help users to manage their joint knowledge building by providing real time information on various aspects of collaboration. • ITCOLE software is avaliable free of charge in a downloadable pilot version titled Future Learning Environment 2 (Fle2) (now Fle3). http://fle3.uiah.fi/

13. Introduction • Collaborative knowledgebuilding is one of the most promising innovations to increase quality of education with the help of modern collaborative technology • ITCOLE system will be designed to provide tools to facilitate the development of the students skill of collaborating. • The functionality and the interface of the system will be derived from pedagogical considerations and can be adapted to different school environments. • Knowledge Building (KB) environments differ substantially from other networked learning environments, as they are designed to facilitate collaborative KB within a local or virtual learning community. • KB learning environments must be easy to use, and made accessible to teachers. • The project focuses on crossing boundaries between software developers, pedagogical researchers, and the users of KB technology - teachers and students.

14. Description of the ITCOLE software • The pilot version FLE2 (now 3) is cross platform and HTML based for end users • The ITCOLE/ Fle3 environment will contain several tools: • Virtual Web Top – storing and sharing documents, java applets etc. • KB module – facilitates between-user interaction, multiple discussions • Jam session – encourages free flow of ideas allows experimentation • Meeting room – collaborative multi-user applications (whiteboard, chat etc.) • Library - store, publish and browse diff. learning materials • Provide external structures that help a student to participate in expert like processing of knowledge without increasing the cognitive processing load. • Participation in depth learning, scaffolding the users • Tools for students to record and visually represent their activity • Challenge: design interface helping users to manage knowledge produced • Important challenge of ITCOLE is to design tools that help to represent progress of discussions by graphical means.

15. Design Objectives of the ITCOLE software • The objective for ITCOLE is to build a pedagogical interface for educational use • The objective can be divided into three main aims: • Scalability – universal access for different user/browser configurations • Usefulness - full set of features to enable collaborative KB - system functionality • Usability – user friendly and attractive graphical design – flexible and customizable • Some screenshots from Fle3: http://fle3.uiah.fi/screen_shots/index.html

16. The ITCOLE System Architecture • Shared workspaces are the primary means of collaboration provided by ITCOLE • The overall system architecture: • Objects in the workspace can be accessed and manipulated • Users may up/download etc. • Around the kernel will be a set of additional features and tools

17. Shared workspaces • Primary features built into shared workspace component of the ITCOLE system: • Joint production of multimedia information in distributed environments • Comprehensive information about activities within the workspaces • Textual representation of information as well as varied graphical representations • Support the publication of the results of collaboration processes • Components for organizing and managing the collaborative learning process

18. Synchronous collaboration tools • Synchronous communication provides a means for participants: • To interact socially • Learn about each other • Engage in social bonding • Creating the sence of community needed for engaging in intensive KB • To support this creation, these applications will be integrated in the ITCOLE tools: • Whiteboards – visualized by all collaborators simultaneously • Presenters – must contain features that permit highlighting of particular objects • Chats – must indicate name of users • The tools for synchronous communication can be located in avatar-world • E.g. Virtual Room Videoconferencing System developed in CERN http://en.wikipedia.org/wiki/Virtual_Room_Videoconferencing_System

19. Assessment Tools and Tutorware • ITCOLE system will also support more instruction based learning scenarios • Assessment tools will: • Allow self-evaluation of students • Enable feedback between students and teachers • Create a suitable infrastructure for progress tracking and learning improvements based on feedback information. • Function simultaneously as a means for tutor or teacher to monitor participation of students in their interaction and communication. • Tutorware will: • Allow the adaptation to the requirements and interests of each student • Support teachers in collecting and creating educational objects like: simulations - problem solving tasks – other teaching materials

20. Pedagogical Evaluation and Testing • Information and Communication Technology (ICT) is used to: • Build up social structures that encourage learning and reflective discourse • Help students and teachers gain knowledge and to deepen understanding • Evaluation process focuses on: • How the software facilitates learning in various educational settings • Developing and analyzing innovative ways of using ITCOLE software for facilitating in-depth learning from elementary to high school. • The software`s technical as well as pedagogical usability and functioning. • Field test will continually provide feedback for design and development. • Second part of field test will involve experiments in scaling up networked learning • Investigators will examine and demonstrate • Collaboration with national school authorities • Involve a relatively large number of primary and secondary schools • Several participating countries

21. Can deep thinking and collaboration with fellow students increase motivation in the classroom? Teachers do not just need basic information and communication technology training, but they need to reflect on how they can make use of the technology in their own teaching. http://www.euro-cscl.org/site/itcole/itcole_brochure.pdf