Social Learning and Knowledge Sharing Technologies Lecture Slides Lecture Learning Theories and...

© author(s) of these slides including research results from the KOM research network and TU Darmstadt; otherwise it is specified at the respective slide

24-Oct-14

Dr.-Ing. Johannes Konert

Dr.-Ing. Christoph Rensing

KOM - Multimedia Communications Lab

Template Teaching v.3.4

KnowShare__2_Theories_Challenges_2014.10.24__1.0.pptx

Theories and Challenges

Social Learning and Knowledge Sharing Technologies

24 October 2014

1. Theories and Challenges

2. Structures and Pattern

Modeling Context

4. Context-Awareness

Search Context Detection

3. Services and Mechanisms

Peer Tutoring Collabora. Tasks

Contextual Services

5. Evaluation

Foundations and Learning Theories

Challenge: Resource Selection & Navigation

Challenge: Coopera-tion & Collaboration

Challenge: Feedback & Targeting

Peer Assessment & Feedback Learning

Analytics

Learning Path Transparency

Offline Evaluation

Hypothesis validation

Formative and summative

Resources

Social Patterns

Graph Theory Basics

Scripted Collaboration

Re- com- men- der

Human

Resource User / Learner

KOM – Multimedia Communications Lab 5

Learning Theories and systems related to Theories

Motivation



Modeling Context





Contextual Services

5. Evaluation






Analytics


Offline Evaluation



Resources

Social Patterns

Graph Theory Basics


Re- com- men- der

Human



Learning Theories

Conceptual frameworks describing how information is absorbed, processed,

and retained during learning

Building of theories mainly driven by educational psychology

Learning Theories

Inputs Learning

? Outcomes


Mainly interested in observable behaviour

Like in animal experiments

Behaviour is congenital or influenced by learning

Mental processes uninteresting -> Black Box

Classical Conditioning (Ivan Pavlov: experiment with dogs)

Operant Conditioning (B.F. Skinner)

Characteristics

Behaviorism assumes that a learner is essentially passive, responding to environmental stimuli.

Believes that a learner starts out with a clean slate, and behavior is shaped by positive and negative reinforcement.

Communication between teacher and learner is unidirectional

I. Behaviorism – Foundation & Characteristics

Stimulus Behavior

Image source: MagentaGreen CC BY-SA 3.0


Classroom

Rewards and punishments

Responsibility for student learning

rests squarely with the teacher

Lecture-based, highly structured

Technology enhanced Learning

Programmed instruction (Skinner)

Small atoms of learning contents

sequentially presented

(Simple) questions to every atom

If answer correct, next atom

If answer wrong, repeating atom and

question

Realized in Computer based

Trainings / Web based Trainings

Design based on behaviorism

Knowledge Medium Content

Learner Learning- Success

Transfer Present- ation

Image source: own from www.docendo.org


Different kind of learning content /

knowledge related to different

learning processes exist (J.R.

Anderson)

Declarative

Procedural

Situative

Multiple intelligences (H. Gardener)

Linguistic-verbal

Logical-mathematical

Spatial-visual

Body-kinesthetic

Musical

…

II. Cognitivism – Foundations & Characteristics

Cognitivism attempts to answer how and why people learn

What is going in the mind (cognitivism) vs. observable behavior

(behaviorism)

Absorption and processing of

information lead to knowledge

represented and stored in the brain

Teaching and learning processes is seen as coded information transfer

between teacher and learner

Learning content and tasks are didactical prepared

Stimulus Cognitive Processes

Behavior


Characteristics

Nomination of objectives

Specification of teaching scenarios

Determination of operational

features used during teaching

Instruments for assesment of

knowledge

Classroom

usage of visual aids

material should include

demonstration, examples, feedback

critical thinking

Technology enhanced Learning

Intelligent Tutoring Systems

E.g. Cognitive Tutor http://www.carnegielearning.com/learning-

solutions/software/cognitive-tutor/

Design based on Cognitivism

Knowledge Medium

Offer

Learner Learning- Success

Transfer Process

Image source: http://www.carnegielearning.com/learning-solutions/software/cognitive-tutor/


Assumptions

Reality is not objectively observable and explainable.

By reflecting on our experiences we construct our own understanding of the

world we live in.

Perception, thinking and knowledge is based on individual constructions.

Foundations

J. Piaget: children learn through organization and schemas – build their own

learning by taking part in social activities and exploration

L. Vygotsky: culture is the prime determinant of individual development

Conclusions

Learner is actively engaged in their learning process (student centered)

Cooperative learning and socialization are central aspects

Learning by critical thinking

Teacher is a guide

III. Constructivism


Classroom

Group work

Hands-on experimentation, problem

solving, logical reasoning

Students viewpoints are central

Teachers behave as facilitators

…

Technology enhanced learning

Computer supported cooperative

learning (CSCL)

Learning using social software

Community oriented learning

Self-directed learning

…

Systems

Virtual Classrooms

Wikis

Etherpads

Weblogs and Microblogging

Mindmapping

Social Bookmarking

Cloud file storage

Constructivism in practice


Example Adobe Connect

Virtual Classrooms

Image source: http://opco12.de/16-20-april-2012-einfuhrungswoche/#Online-Event


Example Vitero

Virtual Classrooms

Image source: vitero.de/de/anwendungsbereiche/e-learning.html


Example Vitero

Virtual Classrooms

Image source: vitero.de/de/anwendungsbereiche/e-learning.html


Use of Wikis

Active learning mechanisms

Proven very successful in teaching civil engineering

at “Fachgebiet Stahlbau” TU Darmstadt

Students tasks in a project

Select a steel constructed building around Darmstadt

Create a Wiki-article describing this building

Practical application of knowledge imparted during lecture

Inventory of building features on-site

Peer-reviewing of articles by students

Image sources: http://www.stahlbau.tu-darmstadt.de


Example

Image source: own from project together with J. Lange & H. Merle (TU Darmstadt)


Resource-based self-directed Learning

Image sources: blogger.com, google.de, youtube.com, wikipedia.de, stackoverflow.com


Requirements for resource-based self-directed Learning

Resource-based learning tasks

Identify information need

Plan and reflect on learning process

Search for relevant web resources

Annotate, tag and organize resources

Use resources e.g. to prepare a

presentation

Share and distribute resources and

results to others

Source: RBL Model from Doreen Böhnstedt & Philipp Scholl

Planning and

Reflecting

Searching Sharing

and Distributing

Utilizing Annotating

and Organizing

? Task/ Information Need

demo.crokodil.de


Assumption

The human is a networked individuum. By interaction a network build by

humans and artefacts grows. New knowledge is generated in networked

structures.

Proposed by George Siemens and Stephen Downes

Knowledge is networked and distributed

The experience of learning is one of forming

new neural (biological), conceptual and external (social) networks

Occurs in complex, chaotic, shifting spaces

Increasingly aided by technology

Connected to cMOOCs (connectivistic Massive Open Online Courses)

IV. Connectivism

Image sources: http://www.tedxedmonton.com/speakers/speaker-georgesiemens.html, http://www.downes.ca/

http://elearnspace.org/media/WhatIsConnectivism/player.html


http://opco12.de/aktivitaten/

Example for a cMOOC – OPCO12

Image source: http://opco12.de/aktivitaten/





Claudia Bremer:

MOOCs: MOOC-Formate und Erfahrungen aus zwei cMOOCs


Image source: www.bremer.cx/vortrag81/Vortrag_Bremer_AGF2013.pdf


Claudia Bremer:

MOOCs: MOOC-Formate und Erfahrungen aus zwei cMOOCs


Image source: www.bremer.cx/vortrag81/Vortrag_Bremer_AGF2013.pdf


History of Massive Open Online Courses (MOOCs)

2008 2010 2011 2012 2013

CCK08 CCK11

OPCO11 OPCO12

PLENK2010

LAK11

MMC13

leuphana

digital

COER13

…

OpenEd

Syllabus

Udacity

Coursera

edX

MIT Open

Courseware

CS221 AI

openHPI

OpenCourse

World

cMOOCs

xMOOCs

hybride

iversity

Kurse / englischsprachig Kurse / deutschsprachig Anbieter / USA Anbieter / Deutschland


Other Theories

Learning Theories Map http://hotel-project.eu/sites/default/files/Learning_Theory_v6_web/Learning%20Theory.html

Image source: http://hotel-project.eu/sites/default/files/Learning_Theory_v6_web/Learning%20Theory.html


Learning theories

Influence

educational practices & didactical design

design of educational systems

are not a foundation for a set of rules

focus on different aspects and kinds of learning

Different kinds of learning outcomes and knowledge require different

kinds of educational practices and systems

didactical design based on taxonomies of teaching aims

Anderson, Krathwohl et al. 2001

Learning Theories

Remembering

Understanding

Applying

Analysing

Evaluating

Creating

Metacognitive

Processes

Concepts

Facts


Characteristics

• Learning and knowledge sharing by communication in groups or

communities

• Learning and knowledge acquisition based on (often freely

available) learning resources

• Knowledge sharing and knowledge generation using social web

applications

• (Many times) initiated by a current knowledge demand

• (Most times) missing of a teacher or tutor

Social Learning and Knowledge Sharing in Open

Arrangements

Image source: https://www.youtube.com/watch?v=NIlwGYY0_AA

https://www.youtube.com/watch?v=NIlwGYY0_AA


Challenges in Social Learning and Knowledge Sharing

Placement in the context of the lecture



Modeling Context





Contextual Services

5. Evaluation






Analytics


Offline Evaluation



Resources

Social Patterns

Graph Theory Basics


Re- com- men- der

Human



How to find resources?

Sources to be used

Usage of different sources (not only google)

Formulation of a query without strong expertise in an area

How to evaluate resources?

Benefit to reach learning goal

Fit to current situation

Credibility

Technical conditions

How to navigate through resources?

Sequence of resources

1. Challenge Resource Selection & Navigation


How to define learning goals?

for students Taxonomies of teaching aims

by yourself SMART result expectations

How to motivate to reach learning goals?

Self-Regulation

How to concentrate on learning goals?

2. Challenge Targeting

Image source: http://blog.commlabindia.com/elearning-design/learning-goals


Bloom et al. (1956) Anderson, Krathwohl et al. 2001

Bloom (1976)

Taxonomy of Learning Goals

Knowledge

Comprehension

Application

Analysis

Synthesis

Evaluation

Remembering

Understanding

Applying

Analysing

Evaluating

Creating

Dt. Bildungsrat Bloom

Problemlösung/

Beurteilung

Bewertung Einen Sachverhalt anhand eigener Kriterien systematisch bewerten

Synthese Aus erlernten Strukturen ein neuartiges Ganzes entwickeln

Transfer Analyse Sachverhalt mit eigenen Kriterien systematisch u. umfassend untersuchen

Anwendung Erlernte Strukturen in ähnlichen Situationen anwenden

Reorganisation Verstehen Erlerntes sinngemäß abbilden

Reproduktion Wissen Erlerntes in unveränderter Weise erkennen und/oder reproduzieren


S Specific The expectation is specific if it is clearly written so that it is easily

understood by the employee.

M Measurable The expectation is measurable if it covers at least one measure of a

quality metric, quantity, time and/or cost effectiveness. Measurable

means not merely meeting a standard but evaluating how well the

standard needed to reached. Without a specific measure, the

employee is not able to self-monitor how they are doing related to

their performance or achieving the work unit’s results.

A Attainable The expectation is attainable by the employee if it is appropriate to

the employee’s job level. It allows for some stretch so that the

employee will neither exceed the expectation too easily nor not be

able to reach the successful level. It encourages the employees to

push themselves to meet the work unit’s goals.

R Realistic The expectation is realistic if it is within reach of the employee to

meet the expectation.

T Time bound The expectation is time bound if it can be accomplished within the

work cycle.

SMART Result Expectations

Doran (1981). Management's goals and objectives


Self-Regulated Learning (SRL) focuses acquisition of knowledge as

an active self-directed process towards efficiency and effectivity of

learning. Schmitz (2001)

Competencies „how to learn individually“ are crucial

Individual responsibility and self-monitoring

Process Model

Self-Regulated Learning

Pre-actional Post-actional Actional

goal setting

planning

application of

strategy

self-

monitoring

control

reflection

goal

modification

modification

of strategy


Systems of Self-Regulated Learning

Three „systems“ necessary for being able to learn self-regulatedly

Boekaerts (1999)

Motivational / emotional system

cognitive system

metacognitive system

Overcome difficulties to … • … get started • … stick to task

plan / monitor / reflect

learning process

Learning task related

strategies


Self-regulated Learning is not easy and has to be trained and

supported.

In e-Learning Scaffolds

Scaffolds

software tools

support learners to regulate cognitive, metacognitive and motivational

processes

before, during and after learning actions.

increases quality of learning processes and outcome

(Scholl et al. 2009)

Example:

Scaffolds

demo.crokodil.de


Definition following Hattie & Timperley (2007):

Feedback is conceptualized as information provided by an agent

(e.g., teacher, peer, book, parent, self, experience) regarding

aspects of one’s performance or understanding.

3. Challenge Feedback


Hattie & Timperley (2007)

Feedback Modell

Image sources: Hattie & Timperley (2007)


How to get feedback

about the learning activities towards the learning goal?

whether learning objectives are achieved?

Examples

Peer Feedback

Systems Feedback

Scaffolds

Assessment

…

Questions

When?

Elaboration?

Qualitative feedback vs. wrong/correct

…

Challenge Feedback

Reflection

Awareness

…


Group work

central in constructivism and other theories

Research Area CSCL:

Computer supported collaborative/cooperative/collective learning

synchronous or asynchronous

same or different location

Concepts and Characteristics

4. Challenge: Cooperation & Collaboration

Image sources: https://www.youtube.com/watch?v=uL5mHE3H5wE / Concert Lab Fraunhofer IPSI / Hilliges et al. 2007

Aspect Peer

Tutoring

Cooperative

Learning

Peer Collabo-

ration

Equality Low High High

Mutuality Low Varies High

Skill Development High Varies Low

Problem-solving Low Varies High

Source: Konert, J. – Interactive Multimedia Learning, Springer 2014

https://www.youtube.com/watch?v=uL5mHE3H5wE


How to form a group?

Size

Members

Roles in the group

When to start or end group work?

Integrated in other learning scenarios

How to structure, monitor, support group work?

Level of detailed of task description

Assignment of subtasks to roles

Awareness of group processes

Intervention of teachers/tutors

When to rearrange the group composition?

Inidicators for bad performance

Challenges Cooperation & Collaboration


Wrapup

Behaviourism

Cognitivism

Constructivism

Connectivism

Image sources: http://jntcarticles.blogspot.de/2012/01/required-competencies-to-solve-global.html http://hotel-project.eu/sites/default/files/Learning_Theory_v6_web/Learning%20Theory.html

demo.crokodil.de


Task 1 – SMART Goals (1 Point)

Task 2 – Connectivism – a learning theory? (1 Point)

Task 3 – Your own task related to lecture 2 (2 Points)

From all tasks collected during the semester we will choose at least

one for the final examination.

Your solution of the exercise have to be uploaded till Wednesday 9:40 in the

following week (see Submission Date above) again using the moodle module.

The own task and a correct sample solution (see last task in this exercise) enter

in the moodle course forum “Students Exercises” as a new question.

About the Exercise

S Specific

M Measurable

A Attainable

R Realistic

T Time bound


Approaches to Modern

Web Application Development

MVC, ACID, CRUD REST,

LAMP <-> MEAN

Social Media Systems Design Aspects

Content vs. User

Relationship Types

Roles, Levels, Badgets, Achievements

as an instrument for Guidance

Responsibility and Democracy

Ambient Intimacy

Graph Theory Basics

What have

subways, emails and rivers in common?

(or users, tags, resources)

Image sources: http://www.seawaterfoundation.org/siteImages/rivers_art.jpg,, http://vnfa8y5n3zndutm1.zippykid.netdna-cdn.com/wp-content/uploads/2011/12/url7.jpg, http://images.all-free-

download.com/images/graphiclarge/s_bahn_71263.jpg, http://de.roblox.com/item.aspx?seoname=U-Bahn&id=28172595, http://faculty.kutztown.edu/rieksts/225/graphs/tripartite_files/image002.jpg,

Next week: Lecture 3

Social Patterns & Graph Theories Basics


Thank you for your attention, questions, feedback or hints.

Endslide

[email protected]…. .de [email protected]…. .de


Anderson, L.W. (Ed.), Krathwohl, D.R. (Ed.), Airasian, P.W., Cruikshank, K.A., Mayer, R.E., Pintrich, P.R., Raths, J., &

Wittrock, M.C. (2001). A taxonomy for learning, teaching, and assessing: A revision of Bloom's Taxonomy of Educational

Objectives (Complete edition). New York: Longman.

Boekaerts, M. (1999). Self-regulated learning: Where we are today. International Journal of Educational Research, 31,

pp. 445-457.

Bloom, B. S.; Engelhart, M. D.; Furst, E. J.; Hill, W. H.; Krathwohl, D. R. (1956). Taxonomy of educational objectives:

The classification of educational goals. Handbook I: Cognitive domain. New York: David McKay Company.

Doran, G. T. (1981). "There's a S.M.A.R.T. way to write management's goals and objectives". Management Review

(AMA FORUM) 70 (11): 35–36.

Hattie, J., & Timperley, H. (2007). The power of feedback. Review of educational research, 77(1), 81-112.

Schmitz, B. (2001). Self-Monitoring zur Unterstützung des Transfers einer Schulung in Selbstregulation für Studierende:

Eine prozessanalytische Untersuchung. Zeitschrift für Pädagogische Psychologie, 15, 3/4, pp. 181-197.

Scholl, P., Benz, B. F., Böhnstedt, D., Rensing, C., Schmitz, B., & Steinmetz, R. (2009). Implementation and Evaluation

of a Tool for setting Goals in self-regulated Learning with Web Resources. In Learning in the Synergy of Multiple

Disciplines (pp. 521-534). Springer Berlin Heidelberg.

Video on Social Learning: fuse, What is Social Learning? https://www.youtube.com/watch?v=NIlwGYY0_AA

References


Learning Theories

• Gabi Reinmann: Didatkisches Handeln – Die Beziehung zwischen Lerntheorien und Didaktischem Design, in M. Ebner,

S. Schön (Hrsg.) L3T – Lehrbuch für Lernen und Lehren mit neuen Medien, 2013.

http://l3t.tugraz.at/index.php/LehrbuchEbner10/article/download/93/88

• Michael Kerres: Multimediale und Telemediale Lernumgebungen, 2. Auflage, Oldenbourg, 2001.

Resource-based Learning & self-regulated learning

• Scholl, P., Benz, B. F., Böhnstedt, D., Rensing, C., Schmitz, B., & Steinmetz, R. (2009). Implementation and Evaluation

of a Tool for setting Goals in self-regulated Learning with Web Resources. In Learning in the Synergy of Multiple

Disciplines (pp. 521-534). Springer Berlin Heidelberg.

• Anjorin, M., Rensing, C., Bischoff, K., Bogner, C., Lehmann, L., Reger, A. L., ... & García, R. D. (2011). Crokodil-a

platform for collaborative resource-based learning. In Towards Ubiquitous Learning (pp. 29-42). Springer Berlin

Heidelberg.

Connectivism and cMOOCs

• Video Connectivism talk by George Siemes http://elearnspace.org/media/WhatIsConnectivism/player.html

• Video OPCO12 talk by Claudia Bremer and Joachim Wedekind https://lecture2go.uni-hamburg.de/konferenzen/-/k/14441

Feedback

• Hattie, J., & Timperley, H. (2007). The power of feedback. Review of educational research, 77(1), 81-112.

• Musch, J. (1999). Die Gestaltung von Feedback in computergestützten Lernumgebungen: Modelle und Befunde.

Zeitschrift für Pädagogische Psychologie, 13(3), 148-160.

Collaborative Learning

• Konert, J. (2014). Interactive Multimedia Learning, Springer.

• Haake, J., Schwabe, G., Wessner, M. (2012). CSCL-Kompendium 2.0, Oldenbourg

Further Readings

http://l3t.tugraz.at/index.php/LehrbuchEbner10/article/download/93/88

http://elearnspace.org/media/WhatIsConnectivism/player.html

https://lecture2go.uni-hamburg.de/konferenzen/-/k/14441






Sources are indicated at bottom of the slides

Image Sources

Date post:	30-Jun-2015
Category:	Internet
Upload:	multimedia-communications-lab
View:	135 times
Download:	0 times

Social Learning and Knowledge Sharing Technologies Lecture Slides Lecture Learning Theories and...

Internet