BLESS A Layered Blended Learning Systems Structure

1. BLESSA Layered Blended Learning Systems Structure I-KNOW’04 – Hybrid LearningGraz, Austria June 30, 2004 Michael Derntl, Renate Motschnig Department of Computer ScienceUniversity of Vienna michael.derntl@univie.ac.at I-KNOW'04 -- Hybrid Learning Track (michael.derntl@univie.ac.at)

2. Background • Blended Learning activities at the CS Department • Computer science and business informatics courses (BSc, MSc, PhD) • Stepwise, “piecemeal” introduction of ICTs • HOW TO... ...capture these experiences? ...share these experiences,make them available for reuse? ...understand different effects of different course designs? ...decompose complexity inherent in blended educational scenarios? I-KNOW'04 -- Hybrid Learning Track (michael.derntl@univie.ac.at)

3. Blended Learning Dimensions • Two orthogonal dimensions • Structure: learning theory / technology gap • Dynamics: evolution of research & practice Learning Theories DYNAMIC evolution STRUCTURALcomplexity Learning Technology I-KNOW'04 -- Hybrid Learning Track (michael.derntl@univie.ac.at)

4. Structural Dimension • Gap between learning theories / didactic baseline and learning technologies – • What lies between? • How can we project learning theories onto learning platforms in a situated way? • How to employ technologies to enrich learning processes? • Current state of research • Phase of experimentation: scattered among experience reports, surveys, opinions,… • A myriad of issues is addressed (technical, didactical, hypermedia, usability, …)  Lack of integrative investigation I-KNOW'04 -- Hybrid Learning Track (michael.derntl@univie.ac.at)

5. Dynamical Dimension • Change induced by learning theories and technology • Learning theory as primary driver • Learning technology as primary enabler • Research methodology employed for • Design • Evaluation • Incremental improvement, coping with complexity I-KNOW'04 -- Hybrid Learning Track (michael.derntl@univie.ac.at)

6. BLESS – Introduction • Models have long tradition (not only) in Computer Science  Primary means of conceptualizing real world • Origin • Visual models of learning activity flows in courses • Identification & description of general or recurrently ‘successful’ patterns  Targeted support of blended learning patterns on learning platforms  Targeted evaluation of blended learning patterns I-KNOW'04 -- Hybrid Learning Track (michael.derntl@univie.ac.at)

7. Layer 0: Learning Theory & Didactic Baseline LEARNING THEORY LEARNINGTHEORY Application Improvement Layer 1: Blended Learning Courses Visualization, Modeling Application Layer 2: Course scenarios Modularization, Decomposition Design, Composition Layer 3: Blended Learning Patterns Selection, Implementation Support Layer 4: Web Templates platform-independent platform-dependent Features Instantiation,Application Layer 5: Learning Platforms TECHNOLOGY TECHNOLOGY BLESS: Blended Learning Systems Structure I-KNOW'04 -- Hybrid Learning Track (michael.derntl@univie.ac.at)

8. Layer 0: Learning Theory • General: influence on ... design / arrangement of learning activities ... potential use of learning technology • Person-Centered e-Learning • Active participation • Supportive learning environment • Facilitation of self-directed learning processes  “whole-person learning” • Use of learning technology • For online interaction if possible / appropriate • To minimize pure lecturing  focus on interaction in F2F phases I-KNOW'04 -- Hybrid Learning Track (michael.derntl@univie.ac.at)

9. Layer 1: Blended Learning Courses • General: • Application of learning theories (layer 0) • Usage of learning technology (layer 5) • Example: Web Engineering Lab Course(summer term 2003) I-KNOW'04 -- Hybrid Learning Track (michael.derntl@univie.ac.at)

10. Layer 2: Course Scenarios • Conceptually visualizing and modeling courses (layer 1) at learning activity level I-KNOW'04 -- Hybrid Learning Track (michael.derntl@univie.ac.at)

11. Preliminary Phases Project Proposals Project-Based Learning Layer 3: Blended Learning Patterns I-KNOW'04 -- Hybrid Learning Track (michael.derntl@univie.ac.at)

12. Project-Based Learning Collect Feedback AssessmentPhases I-KNOW'04 -- Hybrid Learning Track (michael.derntl@univie.ac.at)

13. Layer 4: Web Templates • Visual specification of Web-based support of BL patterns • Different views: • Participant • Administration • Report • Example:Team Building (participant view) I-KNOW'04 -- Hybrid Learning Track (michael.derntl@univie.ac.at)

14. Layer 5: Learning Platforms & Technology • Web-based support of patterns • Data-intensive learning scenarios (e.g., evaluations, contracts, etc…) • Distributed and/or online scenarios • In our case: CEWebS • Web service based, modular architecture • Each Web service implements the Web templates of a pattern • see J. Mangler @ 16:15 I-KNOW'04 -- Hybrid Learning Track (michael.derntl@univie.ac.at)

15. Layer 5: Learning Platforms & Technology I-KNOW'04 -- Hybrid Learning Track (michael.derntl@univie.ac.at)

16. Conclusions • Structural & dynamical framework • Reducing complexity & fostering understanding • Guiding research and development • Integrating bottom-up and top-down approaches • Modelingand describing blended learning patterns enables… • Visual analysis and design • Shared vocabulary & experience • Uniform representation  search, comparison, etc. • Specification of required ICT support • Evaluation of specific scenarios I-KNOW'04 -- Hybrid Learning Track (michael.derntl@univie.ac.at)

17. Vielen Dank! The Pattern Web http://elearn.pri.univie.ac.at/patterns Additional resources http://elearn.pri.univie.ac.at/pca Our learning platforms http://www.pri.univie.ac.at/courses Contact us: michael.derntl@univie.ac.at I-KNOW'04 -- Hybrid Learning Track (michael.derntl@univie.ac.at)