E-Learning in Age of Google is Not Enough

Narayanan Kulathuramaiyer

Universiti Malaysia Sarawak

nara@fit.unimas.my

July 20, 2009

Agenda

• State of E-Learning• Why E-Learning is not Enough• What can we do?

State of E-Learning

E-Learning Development

Mainstream– Teacher Centred– Mass Teaching– Generalised– Prescriptive– Just in Case– Blended Approach

Innovative– Student Centred– Focused Groups– Personalised– Adaptive– Just in Time– Inquiry Driven

Current State of E-Learning

• Focuses more on supporting the Instructor• Blended Learning has mainly blended

modalities• Predominantly ‚Just-in-case‘ learning• Flexible Ways of Helping Students Needed• Effectively ways of measuring learning are

lacking

Plagiarism is a serious problem

A B C D

E F GH

IPlagirarism DetectionSoftware says: Degree of Similarity: 3.1458 %

Plagiarism Detection Techniques Cannot Solve the Problem

Task Tool

Manual Technique Search Engines [Maurer et al, 2006]

Text-based Document Similarity Detection

Dedicated Software (MyDropBox, TurnItIn), Search and Web Databases [Maurer, Zaka, 2007]

Writing Style Detection Stylometry software [Eissen, Stein, 2006]

Document Content Similarity Semantic Analysis [Dreher, Williams, 2006], [Ong, Kulathuramaiyer, 2006], [Liu et. al., 2006]

Denial of Plagiarism Cloze Procedure [Standing, Gorassini, 1986]

Content Translation Normalized Representation [Maurer, Zaka, 2006]

Multi-site Plagiarism Distributed Plagiarism [Kulathuramaiyer, Maurer, 2007]

Power of Social Computing: Networking

Over 60,000 citizen journalist!

Power of Social Computing:Community Engagement

Technoratti

35.3 Million Blogs75,000 Blogs per day

Blogosphere doubling every 6 months

Content Explosion !

Implications of Web 2.0

• Difficult to Keep Track of Contents • Difficult to establish Trust and Reliability of

content

Shallow Contents that is affecting millions:• Copy-Paste Syndrome [Weber, 2006]

Moodle1.7 million courses70 languages 196 countries

Learning Scenarios for Learning Paradigms

Source: WBT-Master

Facilitation of Progressive Inquiry

Source: http://www.helsinki.fi/science/networkedlearning/eng/delete.html

A Rigid Research and Inquiry Process in a Learning Environment

See [Muukonen, et, al, 2005]

A Conceptual view for integrating Semantic technology and visualisation [Haller, 2006]

Concept Mapping tools[Novak, Canas, 2004]

[Novak, Canas, 2006]

E-Portfolio Tools

Source:http://www.protopage.com/eportfolios

Emerging Web Tools that are really easy to use

Blended Learning

Mainstream– Teacher Centred– Mass Teaching– Generalised– Prescriptive– Just in Case– Blended Approach

Innovative– Student Centred– Focused Groups– Personalised– Adaptive– Just in Time– Inquiry Driven

Why E-Learning is not Enough

The Problem is Far Worse!

A B C D

E F GH

I

Google Copy-Paste Syndrome„fast and easy... copying and ....abduction of passages...proliferation of plagiarism.......impeding inquiry driven scientific process....eventually endangering creative writing and thinking“

Weber

“ Most students, researchers and journalists start their work with Google and Wikipedia, and that is it. And they use information without re-checking and as they please.“ Weber

Search is Replacing Research! Brabazon,

Addressing PlagiarismCurrent Approach:– Uses a Single Checking Tool– Performs Superficial Checking– Results of Plagiarism Detection is not Conclusive– Impossible to Verify Learning or Copying after work is

done, with no information about learning process

See Kulathuramaiyer N., Maurer, H., Fighting Plagiarism and IPR Violation: Why is so Important ?, Learned Publishing, Vol. 20. No. 4, pp. 13-19, 2007

Solution:• Integrate Detection Needed• Detection Tools should also be used to help students

Issues far moreImportant!

Business WeekOnline Cover Story

April 7, 2007

Maurer H, Balke, T., Kappe, F., Kulathuramaiyer, N., Weber, S., Zaka, B., Report on Dangers and Opportunities Posed by Large Search Engines, particularly Google, Bundesministerium fur Verkehr, Innovation und Technologie, September, 2007

Social and behavioural Patterns

Web Usage Log

Layered personalised Maze of intrinsic Pattern discoveries

Mining&

Analysis Tools

Media tags

Metadata

HyperLinks

Web Contents

Documents

SocialDiscourses

QueryLog

Extensive Data miningBy Search Engine

Data Cleaning

Transaction Aggregation

Data Integration

DataTransformation

Pattern Discovery

Pattern Analysis

User Profile

Transaction Cluster-Profile

Data Cosolidation

Transformation

Pattern Discovery

Pattern Analysis

Unbounded Domaine.g. Search Log

Bounded Domaine.g E-mail Content

Interest Aggregation

Thread Aggregation

Search Pattern Modelling

User BehaviourModelling

Profile Mining

Profile Targetting

Profile Consolidation

ContentiousDiscoveries

Connecting the Dots

Kulathuramaiyer N., Maurer, H., The Implications of Emerging Data Mining, Blumauer,A, Pellegrini,T, (Eds.) Social Semantic Web, Springer Heidelberg, May 2008

Implications of Data Control

CaptureGlobal

Consciousness

SymbolicPower over

Masses

Control Over

Vital Resources

EstablishDominant

Culture

See Kulathuramaiyer N., Balke, W.T. Restricting the View and Connecting the Dots - Dangers of a Web Search Engine Monopoly, Journal of Universal Computer Science, Vol. 12, No. 12, pp. 1731-1740, 2006 http://www.jucs.org/jucs_12_12/restricting_the_view_and

Community Library with Internet Access

We need to ensure that Learning is actually taking Place!

Presenting ICARE as theanswer!

Presented as an Invited Paper in E-Learn 2007Published in National University Journal, USA, June 2008

Basic idea of ICARE

Collaborative learning environment

Allows dozens of different learning scenarios („pedagogical models“)

Most importantly: keep track of what students are doing in a „diary“

With experts (teachers, tutors) being involved and help

„Diary“ is mainly (but not only) created by system. It helps both students and teachers

Context of ICARE

I-CAREecosystem

Learner Management

Learning Process

Management

PersonalKnowledge

Management

CollaborativeLearning

Management

Institution

TeacherStudent

Identify-Correlate-Assimilate-Rationalize-Express (ICARE).

• Identify: Identify key points (relevant) while reading a text document

• Correlate: Associate reading with concepts in the mind map of a learner

• Assimilate: Associate concepts learnt with prior knowledge of learner

• Rationalize: Formulate ideas based on concepts arising from student learning

• Express: Express idea in learners own words

ICARE Ecosystem

© H. Maurer20

Learning Content Space

Learning Scenarios

Collaborative Learning

Mentoring

Guided Learning

Self-Learning

K-Maps

Personal Space

Learner’sDiary Records

Learner

LearnerProfile

Shared Space

Copy-PasteHandling

Suite

GCPS

GuidedCopyPasteScheme

GoogleCopyPasteSyndrome

Multiple Modes

Mode Learning by absorbing

Learning by doing

Learning by interaction

Guided Self-learning Diagnostic (formative)

Evaluative (summative)

Mentor-assisted Peer-learning

Structured Learning by Doing is Emphasized

G-1

G-2

G-3

G-5 Goal

G-4

G-6

Annotations to Readings

MilestonesAchieved

Interactions & ContentCreation

Learner

Instructor

G-n Learning Sub-goals

Keeping track of student Learning

keywords

keywords

keywords

Concepts Space

Text Analysis

K-Maps

Trees Mouse

Trees Mouse

bus algorithms

Community Participation/Rankings

Concepts Visualized

Shared K-Map

Similarity Detection and Data Mining are key components

Student Portfolio

E-portfolio

Profile

Workspace

Showcase

Knowledge maps

Active Rooms

Personal Data

Published Works

Demo/Artefacts

Achievement Records

Ideas

Reviews

Papers

Mentor Records

Contributions

E-Diary

Copy paste checking

High Degree of Similarity with R1

Overview

Diary

Groupwork

Guiding and Checking Copy-Paste

Text

.

Original text selected by student is placed here

Pharaphrase

Copy-Paste Tutoring Session

Paraphrased text is shown here

Source of Text

See Kulathuramaiyer N., Zaka, B., Helic, D., Integrating Copy-Paste Checking into an E-Learning Ecosystem, Ed-Media 2008, Vienna, June 2008

This paper explores the responsibility of governments in combination with the role of market forces in shaping the provision and delivery of public services. It is an attempt to show that modern Information and Communications Technology (ICT) is probably calling also for public attention to entirely new aspects. To be more specific, the reconciliation of the powers of market forces together with concerns of public welfare is a major concern in addressing emerging questions such as ‘Should access to information and knowledge discovery service not be considered a right of every citizen?’ and ‘Should search engines be left entirely at the hands of market forces ?’

Not clear!

I don‘t agree! (3)

Key point (15)

Key point (6)

ICT should be made the right of every citizen beacuse this is the

Information Age.

Degree of Similarity with Document 2: PYA: 10%

K-Map

Output from Copy-Paste system

Key point (5)

This key point is important but needs to be elaborated.Refer to Text #1

Instructor‘s Input...

Reading Room Scenario

1

2

3

Published Works in progress

Annotations fromstudents

K-Map

Response fromInstructor asannotation

Human Centric Metrics

• Number of related diary entries, concept formulations for a given task

• Time spent on internalisation as percentage of time spent on an assignment

• Number of objectives or targets met by student• Efforts spent in knowledge creation (helping other

students answer questions)• Number of students who misunderstood topic• Number of highly ranked ideas produced

Reducing the Reliance on Global Search Engines

• Decentralized Global Search • Dedicated Data Control Facilities • Neutralizing Web Influence

In Conclusion

• Paradigm Shift Needed in E-Learning• Need to Re-look Education as a whole• Focus on Knowledge Worker Development

Terima Kasih

The End of Education is Character

Baba