A METHODOLOGICAL FRAMEWORK FOR THE DEVELOPMENT OF VIRTUAL ENVIRONMENTS FOR COLLABORATIVE-LUDIC SCENARIOS AND THEIR INTEGRATION TO LEARNING MANAGEMENT SYSTEMS
Authors:
Cynthia G. Soto Cardinault [email protected]
Víctor H. Menéndez Domínguez [email protected]
Raúl A. Aguilar Vera [email protected]
July 7th-8th-9th, 2014
Purpose:Methodological framework for
Computer Supported Collaborative - Ludic Learning scenarios (CSCL)
Learning Managment Systems (LMS)
Identifying the computational strategies that positively influence team learning in distance learning environments.
Design ludic-scenarios in which particular forms of interaction among the students are expected to occur, which
would trigger learning mechanisms.
Propuse a methodological framework for the development of CVE based in CSCL paradigm that can be used in scenarios
that integrate collaborative strategies and ludic activities.
Linked to
Introduction
Basic Concepts
COMPUTER SUPPORTED COLLABORATIVE SYSTEMS (CSCL) AND EDUCATIONAL THEORIES
Individualization of learning scheme and competitive squeme in tradicional educational process.
Cooperative learning squeme and Collaborative learning squeme as a new approach
It’s supported primarily on psycho-educational paradigms: behavioral, cognitive.
It´s supported primarily on the paradigms: constructivism.
Collaborative Learnign ParadigmRecent research and experiments have demonstrated that the
motivation of the learner may be greater when working in groups than when studied in isolation, since in these scenarios learners
are required to explain and justify their: opinions, clearly articulate their knowledge,
and need to support each other in their learning process.
Dillenbourg says: “It’s a situation in which it is expected to occur particular forms of interaction among people, because it could to trigger learning mechanisms…” [2]
Koschmann says: CSCL paradigm focuses on the use of technology as a mediational tool within collaborative methods of instruction...” [1]
Collaborative Virtual Environments are free time and space constraints
* Imagen taken from: www.atc3.com
Computer Supported Collaborative Learning (CSCL) Paradigm
Since its inception, this paradigm used technological advances in Computer Supported Cooperative Work (CSCW) and instructional proposals for
collaborative learning (CL) linked to instructional strategies.
AREA OF KNOWLEDGE SHARED
Tools for communication and social interaction
Tools to control activities and operations.
Deployment of performance
indicators (Social Skills -
optional)
Welcome to system CSCLDesign Automata
Learning Managment SystemsLMS
LMS: Is geared to the learning, and seeks to facilitate and provide to different types of users (administrators, teachers, students, working groups and guests) mechanisms to access educational materials in order to distribute among students or share them on various courses. For instance:
Can be classified by categories of e-learning systems [3] :1. Educational Delivery Systems2. Learning Content Managment Systems (LCMS)3. Learning Managment Systems (LMS)
Systems Integration
CVE - LMS
WHY … TO THINK IN THE INTEROPERABILITY WITH LEARNING MANAGEMENT SYSTEMS ?
The design and development of a learning content high-quality.Affront the inability of that some LMS not offers the flexibility to create
them from their environment directly infrastructure.Attend the distribution and reusability of educational contents of high
quality.Finding a way to share knowledge leveraging the functionality of our
educational developments.
Interoperability ways with LMS, LCMS systemsMoodle [4] , Reload, Dokeos, kenexa and Exe-learning
SCORM Standard [5]
LTI Standard
Package the learning objects under the SCORM standard to be imported or export inside other courses or LMS systems; This type of resource has its limitations because it was created to import and export objects of static structures in the most common formats of instructional design.
Learning Tool Interoperability (LTI) is a global technical standard for application learning integration; Moodle is certified for interoperability under the LTI ™ certification, so users can integrate and present content and externally hosted applications within a single platform, without having to develop and maintain integrations to measure.
Founded by IMS Global Learning Consortium [6]
Interoperability ways with LMS, LCMS systems
Moodle, Reload, Dokeos, kenexa and Exe-learning
SCORM standard
Imagen scorm taken from: www.outstart.com
SCORM Standard really solve all interoperability problems?
Interoperability ways with LMS, LCMS systems
What if we want to integrate complex systems of teaching?
For instance: Simulations System, Artificial Intelligence and Collaborative Systems.
Interoperability ways with LMS, LCMS systems
Linked to the "external tool" resource into LMS Moodle [8]
LTI Standard
Imagen from: www.imsglobal.org
Scheme of interoperability between the resources available in a connection CSCL-LMS
Ludic Collaborative Scenario
Interaction Tools Data Collector
(Intention actions)
Other User Tools(comunication,
activities, operations)
Mirroring (performance
indicators = Grades for Moodle)
LMSMoodle
LTI StandardProtocol (IMS
Provider)
Return Grades
Launch data
External Tool(Key/Secret)
Learning Tool(Key/Secret)
Wellcome From Moodle Learner Damian
Grades BookLink your learning tool with LMS learning portals, allows improving the ability of these sending information
securely from your LMS portal (Moodle) to the learning tool, the same way that data rate can return back the
LMS, without compromising security certificates between the systems, the operation thereof.
Methodological framework for the development of CVE based in CSCL
paradigm
Combination of "CVE + Interoperability Tools" in Ludic Scenarios
Collaborative Virtual Environments(CVE) integrate a set of technological elements with elements of
pedagogical instruction, which is aimed at sharing knowledge and building together through the social interaction of the group
members
Tamaño del grupo:
Nivel educativo y genero:
Comunicación síncrona o asíncrona:
Escenario colaborativo
Herramientas de interacción social
Herramientas para control de actividades, y operaciones.
Despliegue de indicadores de
desempeño(Habilidades
sociales
Bienvenido al sistema de diseño de Autómatas
Interpretation from the "traditional collaborative learning" scheme to the "technological collaborative
learning" scheme
[7] : Soller, A., Martínez, A., Jermann, P. & Muehlenbrock, M. (2005)
Management Cycle CollaborationAdaptation of the proposed original model. [7]
Selection and collection of
interaction data
Comparing the current state vs desired state of
interaction
Control Systems and Service
Construction of a model of interaction of the collaborative
process
Stage 1
Mirroring Tools
Stage 3
Stage 4
Meta-Cognitive Tools
Guidance & Advice Tools Evaluation of the management cycle
collaboration
Stage 2
Escenario colaborativo
Herramientas de comunicación e interaccion social
Herramientas para control de
actividades y operaciones.
Despliegue de indicadores de
desempeño(Habilidades
sociales)
Bienvenido al sistema de diseño de Automatas
CSCL
Stage 5
IMPLEMENTATION OF "META- COGNITIVE INTERACTION TOOL" AT CVE
This is done through a computer model that will define the level of analysis of the collaborative process to be obtained.
Tamaño del grupo:
Nivel educativo y genero:
Comunicación síncrona o asíncrona:
Escenario colaborativo
Herramientas de interacción social
Herramientas para control de actividades, y operaciones.
Despliegue de indicadores de
desempeño(Habilidades
sociales
Bienvenido al sistema de diseño de Autómatas
Comparing the current state vs desired state of
interaction
Meta-cognitive Tool
Focusing on the perspectives of all stakeholders:, for instance:•Students
•Maestro o Tutor
•Investigadores
What about...Collaborative-Ludic Learning Scenaries
At the basic level of education, a strategy that can be integrated into the collaborative instructional dynamics, facilitating group cohesion and commitment, but above all motivation toward activity is the incorporation of ludic learning scenarios.These dynamics are stimulating and interesting for kids, plus it is a natural and satisfying human activity that is worth introducing into the classroom. [9]
A general definition of "Games", is related to entertainment or pastime, subject to rules and
penalties for non-compliance with these standards
Collaborative-Ludic Learning Scenaries
Guide to select collaborative games
Interesting and
stimulating
Help students to think how to do it.
clear objective
Unambiguous for students.
Easy to understand
To a level suitable for individuals
Have precise
operation
To enable children to evaluate their own
success
Actively enrolled
throughout the game
In a collaborative way
Methodological framework for the development of CVE based in CSCL paradigm
Combination of "CVE + Interoperability Tools" in Ludic Scenarios
HELP GUIDE
Instructional DesignConstructivist approach
EVC with out ITAnalysis of the product of
collaboration
EVC with Interactive ToolAnalysis of group
interaction
Mirroring Tool
MetacognitiveTool
Guiding System
Stage 1: Defining the purpose of EVC
Define the level of intervention that will assist
tool interaction
Stage 2: (optional) Define the tool interaction level
Designing the EVC according to the specifications of
step 1 and 2
Stage 3: Architectural and structural design of EVC
Methodological framework for the development of CVE based in CSCL paradigm
HELP GUIDE
Step First: Definition of an educational objective and appropriate instructional design focused on collaborative situations.
Methodological framework for the development of CVE based in CSCL paradigm
HELP GUIDE: STAGE 1
Step two: Involves deciding the level of analysis that apply during this process, according to the proposal of the management cycle of collaboration, there are three possibilities for analysis: Mirroring Tools, Meta-cognitive Tools and Guidance Tools, we recommend have decided the level of analysis to implement in your EVC before continuing designing your collaborative environment, thus avoid lots first redoing work or no prior preparation conditions during analysis.
Methodological framework for the development of CVE based in CSCL paradigm
HELP GUIDE: STAGE 2
Methodological framework for the development of CVE based in CSCL paradigm
HELP GUIDE: STAGE 3
Step three: All initial conditions must have being decided before start preparing your environment, hereafter you must combine the instructional strategy and the
analysis strategy, in the same environment; Give place to the space of collaborative game, tools for interaction and place for displaying performance indicators or control system. Another factor that will initially integrate either
directly or indirectly is to define roles, rules, actions or operations that the user performing anger during your activity.
As an additional element although not explicitly plotted, we recommend to reflexion that, the life of their application will be mediated not only by
their efficiency and functionality, but also for their ability to reusability and sharing, reasons why, we recommend the distribution system LTI
(interoperability tools), that somehow facilitate the link between LMS and third-party systems without modifying important technological aspects
during the process.
Methodological framework for the development of CVE based in CSCL paradigm
Plus...
References:
(1) Koschmann, T. (1996) Paradigm Shifts and Instructional Technology: An Introduction. In T. Koschmann (Ed) CSCL: Theory and Practice of an Emerging Paradigm. Laurence Erlbaum Associates Publishers. pp 1-23
(2) Dillenbourg P. (1999) What do you mean by collaborative learning?. In P. Dillenbourg (Ed) Collaborative-learning: Cognitive and Computational Approaches. Oxford: Elsevier. pp. 1-19.
(3) J R. Jackson, “Web Based Learning”, 2001(4) Moodle (2012) Org. https://moodle.org/ (5) ADL, “Scorm. Advanced Distributed Learning”, 2009(6) IMS Global Learning Consortium (2001-2014) Learning Tools Interoperability
http://www.imsglobal.org/lti/ (April 2014)(7) Soller, A., Martínez, A., Jermann, P. & Muehlenbrock, M. (2005) From Mirroring to Guiding: A
Review of State of the Art Technology for Supporting Collaborative Learning. Int. J. Artif. Intell. Ed. 15, 4 (December 2005), 261-290.
(8) Moodle (2012) About Moodle Docs LTI Provider. http://docs.moodle.org/22/en/LTI_Provider (November 2012)
(9) Constance Kamii y Rheta De Vries (1988) Juegos Colectivos en la primera enseñanza: Implicaciones de la