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Design Example: Participation Avatars
Dr. Niki Lambropoulos & Prof. Fintan Culwin
Department of Informatics, London South Bank University
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Agenda
HCI-Ed, the LSBU’s Role in Euro-CAT
HCI-Ed 7 steps Design Example: Participation Avatars
Conclusions & Insights
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Goals for Educational ComputingGoals for Computing (Shneiderman, 2008):
Useful Usable Universal
Goals for Educational Computing (Tricot, 2007; Lambropoulos & Culwin, 2009) Pedagogical Utility: degree of reaching learning
goal Pedagogical Usability: degree of ease of use Pedagogical Acceptability: degree of compatibility
with organisational context & practices, learners’ motivation, affects, culture and values
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HCI-Ed @ LSBU
HCI-Ed emphasises understanding of the learning context and values, before the design, evaluation and implementation of systems and tools, from a user/learner-centred perspective. This is complemented by the study of the major phenomena surrounding the impact of these processes.
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HCI-Ed in 7 Steps1. Context & Learning Values - Hypothesis2. (Iterative) Design – Requirements 3. Evaluation with user groups/experts4. Development5. Evaluation with user groups6. Re-Design & Development7. Study & Research - Tool Release
1CH 2DR 3E 4D 5E 6D 7RTR
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Research Problem
Greek Teachers’ inactivity between 2001-2004 on the online training hosted on Moodle by the Greek School Network (GSN)
Note: The Greek Ministry of Education & GSN targeted active participation in order to to form a Community of Practice (CoP)
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Ethno-Technological Analysis of behaviourGreek Teachers’ CoP Moodle@GSNNative’s point of view, background and
characteristicsLearners’ Intentions (learning goals): Mirroring
capabilities for Presence & Co-PresenceSelf-Presentation, -Locus, -Assessment, -
ManagementCo-Presentation, -Locus, -Assessment, -Management
Users’ operations (actions/tasks): Pedagogical Usability
Step1a: Context & Learning Values (Social Awareness)
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Social Awareness: Presence & Co-Presence
Degree of salience
Other people being real
Feeling of being togethertangibility
proximity
accessibilityconnectedness
Ability to emotionally and socially project oneself
Being HumanAwareness of relations
affiliation
intimacy
immediacy
sociabilityCo-presence Attentional allocation
Perceived message understandingPerceived affective understanding
Perceived affective interdependence
Perceived behavioural interdependenceengagement
participation
Psychological involvement
Mutual awareness
Feeling accessibility
Co-location
empathy
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If these e-learners were able to observe their behaviour in relation to themselves and their peers they may be able to alter it.
Step1b: Hypothesis
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Step2: (Iterative) Design - Requirements
Participation Levels (Other: Social Network Analysis, CSCeL Argumentation)
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Evaluation IndicatorsPresence: individual’s level of activity Co-presence: pattern of activity in the group
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IssuesWhat is the best calculation basis?
1. Total number of messages?
2. Quartile?
3. Highest poster?
• E-tutor?
• E-student?
What about the colours?
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Step3: User/Expert Evaluation @LSBU Best calculation basis
1. Total number of messages
2. Quartile
3. Highest poster
Colours
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Prototype: Avatars on the Forum Interface
Step4: Development
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Step5: Evaluation with User Groups•Teachers’ case study: comments & PU (Likert 1-5)•Teachers/Developers’ focus group: comments & PU
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(Overall)
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Issues What is the best calculation basis?
1. Highest poster
• E-tutor?
• E-student?
What about the colours?
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Step6: Re-Design & Development
Colours
Best calculation basis: Highest E-student
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Results on both logs and Avatars (control/experimental group)-
Recommendations
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Step7: Study & Research in context – Tool Release
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Step7: Study & Research – Tool Release
Greek Teachers on Pedagogical Usability
Overall satisfaction = 3.2/5 Low• Originality (2.4)• Learnability (2.7) >• Frequency of use (2.4)
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Avatars Today
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• In our courses• GAPMET Comenius current project• University of Athens• GAPMET Da Vinci project Moodle module?
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Conclusions & InsightsDirect fit between educational task and the
method chosen to pursue itTools like Avatars can support the
Exploration and verification of participation levelsDifferentiation between social communication &
learning tasksOrganisational convergenceDiversity in teaching & learning styles
Adaptation to individuals’ changing needs, learning and interaction styles
Social Intelligence: Social Intelligence: act wisely in human relations (Thorndike, 1920)
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Thank you!
Questions?
Dr. Niki Lambropoulos
Prof. Fintan Culwin
EuroCAT Pedagogical Usability >>
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EuroCAT Pedagogical Usability
URL:
http://www.survey.bris.ac.uk/lsbu/euro-cat
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Participation starts with enrolment into the Learning Management System, in this case Moodle, and is divided into passive and active participation. Null passive participation is defined as absence of activity; that is the online participant registers without any further actions whatsoever. Passive participation is defined as visiting and reading posts, without posting. It is categorised into three levels: low, medium and high. These levels are obtained from the number of days during the course when at least one visit is made. Low passive participation is where the average number of days is one quarter or less of the duration of the course. High passive participation is more than three quarters of the duration and medium passive participation is between these two categories.
Online active participation is defined as the presence of activity; that is, the online participant registers, reads and posts. Active participation is categorised into three levels: low, medium and high. These levels are defined by the number of posts sent by the most active e-learner. Low active participation is where the average number of posts is one quarter or less of the total posts from the most active e-learner. High active participation is more than three quarters of the posts and medium active participation falls between these two categories.
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Ergonomic AnalysisPedagogical Usability should question whether the tools, contents, interfaces, and tasks provided within the e-learning environments can support e-learners (Silius et al., 2003; Nokelainen, 2006; Zaharias, 2006; System Usability Scale, Lewis & Sauro, 2009). Pedagogical Utility is the degree to which the functionality of the system allows the learner to reach his/her learning goal (Silius et al., 2003). Lastly, Pedagogical Acceptability refers to the previous compatibility as well as the degree the system is compatible with organisational context & learners’ motivation, affects, culture and values (Tricot, 2007).
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EthnotechnologyContext: Moodle@GreekSchoolNetworkLegislation, Archives Discussions (Greek teachers associations, e-mint
online community managers)
Opinions (developers, Greek teachers, graphic designer)
Observation notes from active participation in the Community of Practice (online courses)
Surveys
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Production Line
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Examples (2004-2009)
2005-9: Visualisation Interaction Tools (Social Network Analysis )
2004-8: HySynTag(Argumentation Tags)
2007-8: Graphs & AvatarsParticipation Levels – Participation Eyeball (McDonald, 2003)Participation Avatars
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DesignThe design can be defined as an individual
and collective activity, finalized by a project to develop a physical and symbolic artefact. The artefact is rarely well defined in this step.
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What is a good externalrepresentation for learning?It is useful: – it allows the learner to reach
his/her learning goalIt is usable: – it is easy to learn to use it,
efficient, it is easy to memorize how it works, it doesn’t cause errors, it is satisfying (Nielsen, 1994)
It is acceptable: – it is compatible with the goals and the constraints of the context (time, space, organization)
– it is compatible with learner’s motivation, affects, culture, values
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Learner/User Experience
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Affordances example
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Goals for The New Computing 1) Usable: Reliable
& comprehensible
2) Universal: Diverse users & varied equipment
3) Useful: In harmony with human needs
Leonardo's Laptop: Leonardo's Laptop: Human Needs and the New Computing Human Needs and the New Computing Ben ShneidermanBen Shneiderman