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Architectures and experiences with design and monitorization

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matteo
28 diapositives · 416 Views · Aug 02, 2014

This presentation explores methods and technologies for evaluating ubiquitous learning by focusing on students' actions across various spaces. It introduces an orchestration framework aimed at supporting teachers in designing blended Computer-Supported Collaborative Learning (CSCL) scenarios. The presentation addresses the importance of integrating monitoring needs with pedagogical intentions, detailing architecture proposals for data gathering and integration in distributed learning environments. It highlights experiences in real-world settings and discusses ongoing work and future directions.

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  1. Architectures and experiences with design and monitorization Architectures and experiences with design and monitorization MaríaJesús Rodríguez-Triana ( chus@gsic.uva.es ) GSIC/EMIC research group Universidad de Valladolid May, 2013

  2. What is this presentation about? • EEE GO3: • To define methods and technologiestosupporttheevaluation of ubiquitouslearning, takingintoaccountthestudents’ actions in differentspaces.

  3. Index • Introduction • Proposal • Use in real settings • Adding new spaces • Work in Progress & Future work

  4. Introduction (1/3) • Orchestration framework for TEL scenarios 5 + 3 aspects [Prieto et al. 2011]

  5. Introduction (2/3) • Orchestration framework for TEL scenarios • Awareness for regulation, management and assessment 5 + 3 aspects [Prieto et al. 2011] EEE GO3 UVA SO3 EEE Global Objective 3 UVA Specific Objective 3

  6. Introduction (3/3) • Synergies may appear when the analysis is aligned with the design [Carter, 2008] [Locyer& Dawson, 2011] [Looney & Siemens, 2011] [Martínez-Monés et al., 2011] … however, theintegrationisnotstraightforward: design & technologicalproblemsmayappear[Martínez-Monés et al., 2011] Monitoring Scripting

  7. Proposal (1/7) • Provideteacherswithdesign and enactmentsupportcapable of linkingpedagogicalintentionswithmonitoringneedsfororchestratingblendedCSCLscenarios in distributedlearningenvironments Support teachers to identify and include the monitoring issues of pedagogical significance throughout the design process of CSCL scenarios. Provide teachers with coarse-grained information about the evolution of the CSCL scenario, based on the constraints obtained from the learning design. Automatize the data gathering and integration tasks in technologically distributed and heterogeneous CSCL environments. Monitoring-aware designprocess of CSCL scripts Monitoring-aware designmodel of CSCL scripts Script-awaremonitoringprocess of CSCL scenarios Architecture for data gathering & integration in DLEs

  8. Proposal (2/7) Monitoring-aware design of CSCL scripts Pattern-based design process for CSCL scripts [Villasclaras-Fernández et al., 2009] Pattern-based design process for CSCL scripts [Villasclaras-Fernández et al., 2009] [Rodríguez-Triana et al., 2012a] [Rodríguez-Triana et al., 2013a]

  9. Proposal (3/7) Script-aware monitoring of CSCL scenarios [Soller et al., 2005] Main steps for the management of collaboration

  10. Proposal (4/7) Script-aware monitoring of CSCL scenarios [Soller et al., 2005] Main steps for the management of collaboration Scripting Monitoring [Rodríguez-Triana et al., 2011a] [Rodríguez-Triana et al., 2013b]

  11. Proposal (5/7) Architecture for data gathering and integration in DLEs GLUE! – Architecture for implementing DLEs [Alario-Hoyos, et al. 2013]

  12. Proposal (6/7) Architecture for data gathering and integration in DLEs GLUE! – Architecture for implementing DLEs [Alario-Hoyos, et al. 2013] GLUE!-CAS (GLUE! - CollaborationAnalysisSupport) [Rodríguez-Triana et al., 2011b] [Rodríguez-Triana et al., 2011c]

  13. Proposal (7/7) Architecture for data gathering and integration in DLEs

  14. Use in real settings (1/10) Blended CSCL scenarios supported by VLE’s & Web tools MASUP 32 (14 students) MASUP 2013 (15 students) MASUP 23 (14 students) OyT (60 students) FPAD (170 students)

  15. Use in real settings (2/10) ENACTMENT DESIGN INSTANTIATION Monitoring configuration EVALUATION

  16. Use in real settings Monitoring-aware design process: Monitoring configuration of the activities

  17. Use in real settings

  18. Use in real settings Monitoring-aware design process: Monitoring enhancement

  19. Use in real settings

  20. Use in real settings (8/10) ENACTMENT DESIGN INSTANTIATION Monitoring configuration Deploy EVALUATION

  21. Use in real settings (8/10) ENACTMENT DESIGN INSTANTIATION Monitoring configuration Deploy EVALUATION

  22. Use in real settings (8/10) ENACTMENT DESIGN INSTANTIATION Monitoring configuration Deploy Logs Teacher observations Students feedback EVALUATION

  23. Use in real settings (9/10) Script-aware monitoring process: Monitoring reports Monitoringconfiguration + Deploy

  24. Use in real settings (10/10) “Identifying the dependences with other activities is not trivial “ “Focusing the analysis around the activity and the pattern constraints is very useful for teachers, even in situations like these where there were not many eventualities, it allows you to check whether the original idea is being verified.” “… information from face-to-face activities was helpful for the evaluation purposes. An overview of the whole learning situation facilitates the review of the learning process.“

  25. Adding new spaces • Thesameproblemsappearagain: [Martínez-Monés et al., 2011] • Design problems: • Which tools provide awareness information? There are not many choices • Technological problems: • Data gathering issues: • Some tools do not register any kind of data about the user activity • Does not exist a standard format to store information from user’s interaction • Tools do not provide documentation explaining how the information can be obtained • Data interpretation issues: • Some applications do not provide ready to use data • Many applications do not store data for analysis purposes but for others such as debugging. • Need of taking into account the monitoring requirements when designing and developing ICT tools [Carter, 2008]. • Data integration issues: • Data synchronization • User identities • It’s necessary to identify teacher’s awareness needs in each space: • http://www.encuestafacil.com/RespWeb/Qn.aspx?EID=1520807

  26. Work in progress & Future work • [WIP] Adapt GLUE!, GLUE!-PS, GLUEPS-AR to better provide awareness information • [WIP] Integration of AR data sources • [WIP] Analysis of teacher’s awareness needs ------------------------------------------------------------------------------- • [FW] Integrate the monitoring-aware design process with authoring tools • [FW] Provide an integrated view of the different data sources • [FW] Student’s awareness needs

  27. Questions, doubts? ?

  28. GSIC-EMIC research group Universidad de Valladolid, Spain THANK YOU!For further information, please contact chus@gsic.uva.es