developing open source web services for technology enhanced learning
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Developing Open Source Web Services for Technology Enhanced Learning. Jürgen Mangler, Renate Motschnig, Michael Derntl Research Lab for Educational Technologies University of Vienna, Faculty of Computer Science [email protected]. Goal of research and presentation. - PowerPoint PPT PresentationTRANSCRIPT
Developing Open Source Web Services for Technology Enhanced Learning
Jürgen Mangler, Renate Motschnig, Michael DerntlResearch Lab for Educational Technologies
University of Vienna, Faculty of Computer [email protected]
Goal of research and presentation
• Make learning more meaningful, effective, persistent
• Approach: – theory-guided action and design research;– basis: experience
• Presentation: – Sharing of experience– Discussion of initial, coop. framework for TEL– Discussion of challenges and open questions
Structure
• The essence in 6 slides
• Several questions, examples, experiences, reactions, and some preliminary responses and solutions
• Our initial framework for TEL
• Where to go? - Challenges for the future
Web Services: the “visible” part
• What Is an XML Web Service?– XML Web services are the fundamental building
blocks in the move to distributed computing on the Internet.
– Applications are constructed using multiple XML Web services from various sources that work together regardless of where they reside or how they were implemented.
– Open standards and the focus on communication and collaboration among people and applications have created an environment where XML Web services are becoming the platform for application integration.
Web Services
– XML Web Services expose useful functionality to Web users through a standard Web protocol (SOAP)
– XML Web services provide a way to describe their interfaces in enough detail to allow a user to build a client application to talk to them.
Open Source Web Services: the Vision
• develop a pool of highly usable support modules, based on promotive action
• others will join the effort• community for sharing of experience and
expertise
• consider levels of sharing: – web service– model/pattern
Technology Enhanced Learningthe “immediate” part
Didactic Baseline: Participative, Person-Centered
Traditional TEL (our approach )
Learning Targets
instructor participative, cooperative
Transfer Direction
instructor learnercooperative, multiple perspectives, flexible
TransferMode
lectureoffer, exchange, sharing,
interaction, forum, moderation, presentations
Instructor's
Roleexpert
facilitator, coach, mentor, mediator
Tasks constructed authentic, situative
Technology Enhanced Learning: the Vision
• Students and educators will find learning/facilitation an inspiring, meaningful, growthful experience;Basis: Person Centered Learning
• Combine facilitation of courses with research on progress, quality, added value
• Allow for active participation, self-organization, critical thinking, team work:promotive activities Rogers, 1983; Tausch/Tausch, 1998
Overview of Questions:
• What is the role of content in TEL? Will good content do the job?
• If not, what else do we need?• What is the goal of TEL (education)?• Can we make good practices explicit and
reusable? If so, how can we do it?• Course practice – platform: How to bridge the
gap?• Do we need open source Web Services?
What can they accomplish what a commercial system can‘t (yet)?
What is the role of content in TEL? Will good content do the job?
Content
• Identified as the primary factor for e-learning, but:– high drop out rates in pure e-learning– students usually lack motivation– recent study in industry (Konzett, 2005):
provision of content is not enough!– industry requires social competence,
personality and good interpersonal relationships (GetProfile, 2002)
• Consequence: pure provision of content, in general, is not enough
Content in CEWebSCooperative Environment Web
Services• Lecture Notes
• Resources
• Upload of files
• in construction: content pools based on semantic web representations and WIKIs
Bitte screenshot zu Skriptum u. Resources
• e.g. WE or PZK
• If content is not enough, what else do we need?
depends on:
• What is the goal of TEL (education)?
getProfile: Top Ten requirements from Industry
Social competencies
Ability to work in teams
Analytical thinking
Communication
Project management
Self-directed work
Customer orientation
Motivation to learn
Finding solutions,Problem analysis
Abstract thinking
Top 10 Requirements
Significant Learning
• “Significant learning combines the logical and the intuitive, the intellect and the feelings, the concept and the experience, the idea and the meaning. When we learn in that way, we are whole.” (Rogers, 1983) S. 20.
• Our goal: Significant, technology enhanced learning (PCeL)
Person-Centered Learning (Rogers 1983)
• Can unfold itself best, if facilitator provides a working climate based on:– openness, transparency, realness– acceptance, respect– understanding, empathy
Expressions of PC core conditions (Motschnig)
• Realness authentic problemsopen, shared reflection, multiple perspectivestransparent communication and processes
• Acceptancelearner participation in all aspects of courseself-initiated learning goals and processesblended evaluation of students‘ projects
• Understandingcourse design takes whole situation into accountindividual & group; active listening, co-create meaning
Examples of Expressions of Person-Centered core conditions in
TEL
• Reaction sheets,
• Authentic problems – learning contracts
• Team workspaces
• Peer and self evaluation
screenshot with reaction sheet submission from Web Engineering
screenshot with reaction sheets
• facilitator view, e.g. KNM/2 WS04/05 2nd reaction english part
Display of reaction sheets from Person-Centered Comm.
Authentic problems from Web Engineering - Context
• Goal: competence in WB-systems design– technically – soft skills
• Platform usage:– Lecture Notes on homepage, – Student‘s projects on homepage, forum, ,
learning contracts, peer-evaluation, – team workspaces– reaction sheets
Web Engineering Learning Licence WELL-contract
• about 84% (of about 330 students)
• topic to suit the theme and the interest of the team as well as group of learners
• blended evaluation
• knowledge bases via topic maps
WELL Contract StructureGroup / team number:
Instructor:
Team members with e-mail address:
Topic:
Goals:
Activities and documents:
Significant changes and their dates:
Intermediate version accepted on:
Final version due:
Signature team representative:
Signature instructor:
screenshot(s) zu WELL submission
• Group– Team
• files per team• ...
screenshot for peer evaluation
results from online survey on WELL
2.2%
0.7%
1.5%
4.4%
9.6%
10.3%
22.8%
11.8%
50.0%
30.9%
14.0%
41.9%
0% 10% 20% 30% 40% 50% 60%
I consider the requiredtime investment in a
WELL contractcompared to learning
for a conventional examas (n=136)
I consider the long-termlearning effect from a
WELL contractcompared to a
conventional exam as(n=136)
much highersomewhat higherequalsomewhat lowermuch lowerno response
Evaluation of WE module
...correlate with students' motivations to participate
comprehensive evaluations are available at http://elearn.pri.univie.ac.at/pca/research
Motivation due to Course Style
3.59
4.05
3.66
3.18
3.19
1 2 3 4 5
Expected(n=131)
Instructor 1(n=38)
Instructor 2(n=36)
Instructor 3(n=32)
Instructor 4(n=25)
(1 = low ... 5 = high)
Response behavior, Person-Centered attitudes, and competence in Web Engineering
4.29
4.80
4.67
4.49
4.16
4.21
4.72
4.44
4.05
4.38
3.77
4.20
4.33
3.98
3.35
3.15
3.81
4.11
3.59
2.11
1 2 3 4 5
ResponseBehavior
Transparency
Acceptance
EmpathicUnderstanding
ProfessionalCompetence
Instructor 1
Instructor 2
Instructor 3
Instructor 4
• Can we make good practices explicit and reusable? If so, how can we accomplish this? Visual Models, Patterns
Meeting
{online}
«Pattern»
Blended EvaluationGeneric
Evaluation
«Pattern»
«derive»
Meeting /discussion on
evaluations
{optional}
Self-Evaluation
«Pattern»
Instructor-Evaluation
«Pattern»
Instructor: evaluationreview & summary
Peer-Evaluation
«Pattern»
Publish
«Pattern»
«use»
Web Engineering Scenario
Web Engineering Scenario
Project-based Learning
WELL Patterns
• Course practice – platform: How to bridge the gap?
??
Blended Learing System Structure (BLESS)
Layer 5:
Learning Platforms
Layer 1:
Blended Learning
Courses
Layer 2:
Course scenarios
Layer 3:
Blended Learning
Patterns
Layer 4:
Web Templates
«Pattern»
Peer-Evaluation
Participants: evaluatepeers based on targets
Instructor: defineevaluation targets
Instructor: publishevaluations
{optional}
Evaluation
«Pattern»
Are evaluation targets assigned?
Participants:choose targets
Instructor: assign targets
{optional}
yes
«use»
«derive»
«use»
no
Publish
«Pattern»
Instructor. publish peer-evaluation details Publish
«Pattern»
«use»
Project-Based Learning Course
PreliminaryPhases
«Pattern»
Project-BasedLearning
«Pattern»
AssessmentPhases
«Pattern»
«Pattern»
Publish
Selectrecipient(s)
Choosedelivery type
Initiate/performdelivery
«Pattern»
Self-Evaluation
Participants: evaluation basedon assigned targets
Instructor: assignevaluation targets
Instructor: publishevaluations
{optional}
«use»
«derive»
«use»
Evaluation
«Pattern»
Publish
«Pattern»
Visualization,Modeling
Modularization,Decomposition
Selection,Implementation
Instantiation,Application
Application
Design,Composition
TECHNOLOGY
LEARNING THEORY
Features
Support
TECHNOLOGY
LEARNING THEORY
platform-independent
platform-dependent
• Do we need open source Web Services?What can they accomplish what a commercial system can‘t (yet)?
Characteristics of Open Source Web Services for TEL
• Independence on platform vendor• Cooperative, distributed development and
application• Highly modular structure, open
architecture, tool and platform integration• Flexibility, adaptability, customization• Derivation from actual practice: intent and
pedagogy drive technology and not vice versa
CEWebS Applicationssome numbers
• In use for the 5 th term
• Proven design – scalable and stable– courses with more than 300 students – Avg. of 500 students per semester– > 1 GB of Data accumulated > 20 GB transfered
• 18 functional components (WS‘s), parts distributed over 3 OS‘s
• Praktická pezentace v sekci D3 (SCO) v 15h
getProfile on Learning
What is you major source of learning? Select 0 to two fields. (208)
15 %books
20 %courses, workshops
39 %colleagues, teamwork
4 %others
22 %Internet: tutorials, forum, etc.
Goal: Improve (learning) processes by employing techology
Intellect
Social Skills
Personality, Dispositions
Summary: Initial Framework for Technology Enhanced Learning
Test and EvaluationInstruments
………………………………………………………………………………………………………………….………………………………………………………………………………………………………………….
………………………………………………………………………………………………………………………………………….………………………………………………………………………………………………………………….
Antwortverhalten allgemeinDer Lehrveranstaltungsleiter oder die Lehrveranstaltungsleiterin gibt:O destruktive, demotivierende AntwortenO ineffektive, überhebliche AntwortenO minimal effektive AntwortenO Antworten, die merklich zum Weiterkommen beitragenO Antworten, die einem Mut zusprechen, förderlich sind und in hohem Maß zum Weiterkommen beitragen
Visual Models of Scenarios &Repository Organization
Platform
Web Services
Knowledge Management
Object Technology
Courses
Adaptation of Theoriesfrom Soft Sciences
StaffDevelopment
Strategies
Action Research Cycles
Test and EvaluationInstruments
………………………………………………………………………………………………………………….………………………………………………………………………………………………………………….
………………………………………………………………………………………………………………………………………….………………………………………………………………………………………………………………….
Antwortverhalten allgemeinDer Lehrveranstaltungsleiter oder die Lehrveranstaltungsleiterin gibt:O destruktive, demotivierende AntwortenO ineffektive, überhebliche AntwortenO minimal effektive AntwortenO Antworten, die merklich zum Weiterkommen beitragenO Antworten, die einem Mut zusprechen, förderlich sind und in hohem Maß zum Weiterkommen beitragen
Test and EvaluationInstruments
………………………………………………………………………………………………………………….………………………………………………………………………………………………………………….
………………………………………………………………………………………………………………………………………….………………………………………………………………………………………………………………….
Antwortverhalten allgemeinDer Lehrveranstaltungsleiter oder die Lehrveranstaltungsleiterin gibt:O destruktive, demotivierende AntwortenO ineffektive, überhebliche AntwortenO minimal effektive AntwortenO Antworten, die merklich zum Weiterkommen beitragenO Antworten, die einem Mut zusprechen, förderlich sind und in hohem Maß zum Weiterkommen beitragen
Visual Models of Scenarios &Repository Organization
Visual Models of Scenarios &Repository Organization
Platform
Web Services
Knowledge Management
Object Technology
Courses
Adaptation of Theoriesfrom Soft Sciences
Adaptation of Theoriesfrom Soft Sciences
StaffDevelopment
Strategies
Action Research Cycles
Overview on research context
Challenges for Organizational Development
Strategies on how to specify, achieve and assess added value and how to propagate it.
How to capture, communicate, expand wisdom from TEL experience?
Longer term staff development strategies and valuing of facilitation efforts are required for moving forward!
First step towards international cooperation; virtual community: PCA/HE: http://elearn.pri.univie.ac.at/pca
Appendix:Current CEWebS Architecture:
CEWebS: Sample architecture at the Universtiy of Vienna
DKE
MIS
SMILE + SVGPlayground
LOM Editor
BISSematic WebTutor
RPD/SSMModelling
Business ProcessVisualizer
QA PracticalExample
XML Tools
The course/container ist filled with components from different locations, scattered over the organisation.
For the students and the facilitator the systembehaves transparent.
Surveys,Questionaires
TeamBuilding
CourseInformation
CommonRepository
Administration & Reports
Some learnings from practiceFrom a technical point of view:
• First: Web Computing infrastructure• Now: elements of Grid Computing
(Blackboard Messaging System)• The services cooperate transparently
(exchange pieces of information) Platform Platform
Service Service Service
Blackboard Messaging
From a users point of view – KISS:• Simplification of the activities involved in certain tasks
• One step to submit a contribution – the contribution is placed automatically in the correct container
• Focus on the workflow of a course – aggregated views of the progress
• Efficient UI – only relevant parts visible• Reports - qualitative and quantitative analysis
Feedback
Evaluation
General
Project-Based Learning
Course Types
Assessment
Interactive Elements
Reaction Sheets
«Pattern»
Questionnaire
«Pattern»
Feedback Forum
«Pattern»
Collect Feedback
«Pattern»
AlternatingPhases
«Pattern»
(from General)Collect
«Pattern»
(from General)
Feedback Phase
Evaluation
«Pattern»
Self-Evaluation
«Pattern»
Peer-Evaluation
«Pattern»
Instructor-Evaluation
«Pattern»
GenericEvaluation
«Pattern»
BlendedEvaluation
«Pattern»
Examination
«Pattern»
Alternating Phases
«Pattern»
(from General)
Self-Examination
«Pattern»
Instructor-Examination
«Pattern»
AchievementAw ard
«Pattern»
AlternatingPhases
«Pattern»
PreliminaryPhases
«Pattern»
Publish
«Pattern»
StaffMeeting
«Pattern»
Diary
«Pattern»
Collect
«Pattern»
InitialMeeting
«Pattern»
PresentationPhases
«Pattern»
TeamW orkspaces
«Pattern»
Course
«Pattern»
M eeting
«Pattern»
(from Interactive Elem ents)
Exchange ofContributions
«Pattern»
(from Interactive Elem ents)
Project-BasedLearning
«Pattern»
Project Milestone
«Pattern»
Learning Contracts
«Pattern»
Alternating Phases
«Pattern»
(from General)
Know ledge BaseConstruction
«Pattern»
InteractiveLecture
«Pattern»
Lab Course
«Pattern»
Project-BasedLearning Course
«Pattern»
Seminar
«Pattern»
Course
«Pattern»
(from General)Assessment
Phases
«Pattern»
Elaborate Goalsand Expectations
«Pattern»
TheoryElaboration
«Pattern»
Interactive Element«Pattern»
Brainstorming«Pattern»
OnlineDiscussion
«Pattern»
Consultation«Pattern»
Approval«Pattern»
Market«Pattern»
M eeting«Pattern»
Proposal«Pattern»
TeamBuilding
«Pattern»
ConsiderConventional
Style
«Pattern»
Tutorial«Pattern»
W orkshop«Pattern»
InformationGathering
«Pattern»
Chat«Pattern»
ProblemProposals
«Pattern»
Alternating Phases
«Pattern»
(from General)
Computer-M ediatedCommunication
«Pattern»
Exchange ofContributions
«Pattern»