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 a13016860@alumnos.uady.mx

Víctor H. Menéndez Domínguez mdoming@uady.mx

Raúl A. Aguilar Vera avera@uady.mx

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