instructional design of a highly effective blended learning course with group discussion on uml...

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Instructional Design of a Highly Effective Blended Learning Course with Group Discussion on UML Software Modeling

Susumu YamazakiUniversity of Kitakyushu

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Summary

• Our instructional design is highly effective!• Sixty-nine out of 72 learners passed the final test.• The learners’ responses supported them.

↑• Our instructional design has two features:

• numerous step-by-step exercises to read and write UML diagrams, to ensure the learners acquire the skills, and

• the use of group discussion to evaluate selected software models described by the learners, to ensure that they understand the concepts related to software modeling.

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Outline of Our Instructional Design


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UML Software Modeling

• UML (Unified Modeling Language)• is an international standard of notation of software modeling.• consists of 13 kinds of diagrams.

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e-learning テストシステム

学習者

受験する

採点する

教師

:学習者

:e-learningテストシステム :答案

e-learningテストシステム

答案

1. 受験を開始する3. 解答する

2. 試験問題を表示する5. 試験終了を通知する

4. 解答を書き込む

受験する

:教師

:e-learningテストシステム:答案

採点する1. 採点を開始する5. 採点する

2. 各学習者の答案を取り出す6. 採点結果を書き込む

3. 各学習者の答案を返す 4. 答案を表示する

成績を集計する

成績表

採点結果と成績を見る

学習者

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:成績表7. 得点を書き込む

:教師

:e-learningテストシステム:成績表

成績を集計する1. 成績集計を開始する5. 配点を調整する

2. 各学習者の得点を取り出す6. 配点を割り当てる

3. 各学習者の得点を返す7. 成績を返す

4. 成績を表示する8. 成績を表示する

:学習者

:e-learningテストシステム :答案

1. 閲覧を開始する

6. 採点結果と成績を　表示する

2. 答案を取り出す

採点結果と成績を見る

:成績表

3. 答案を返す

4. 成績を取り出す

5. 成績を返す

Use Case Diagram(describes functions)

Communication Diagram(describes interaction)

Class Diagram(describes concepts)


Problems

• To learn reading and writing UML is difficult for many students• because there are too many diagrams, notations and rules!

• There was no effective learning strategy for UML literacy.➡ Thus we’ve developed it based on instructional design!

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Instructional Design (ID)

• Based on Suzuki’s ID manuals (in Japanese) & Gagne’s ID textbook• Learning Objectives are the most important assets in ID.

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Copyright © R. Gagne et al. 2004 Principles of Instructional Design. 5th edition. Wadworth

photo by Amazon

Copyright © K. Suzuki 2002 Instructional Design Manual (Kyozai Sekkei Manyuaru). Kitaoji-shobo.

photo by Amazon

Copyright © T. Inagaki &K. Suzuki 2011 Instructional Design Manual for Teachers(JugyoSekkei Manyuaru). Kitaoji-shobo.

photo by Amazon


Learning Objectives (1-2 / 6)

1.Given paper questions about the concepts related to modeling, states their definitions and roles by writing in his/her own words. (verbal information) • Basic skills• Example: model, function, structure, behavior, ...

object, class, inheritance, encapsulation, polymorphism, ...

2.Given paper questions about UML diagrams, states their names and notations by enumerating or writing. (verbal information)• Basic skills• Example: class diagram, use case diagram, ...

class, association, generalization, use case, actor, ...

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Learning Objectives (3-5 / 6)3.Given UML diagrams for a system of a product or a service that has between one

and five features, demonstrates the semantics of the diagrams by writing in a natural language, such as Japanese. (intellectual skills: rule using) • Reading skills

4.Given descriptions in a natural language, such as Japanese, for a system of a product or a service that has between one and five features, demonstrates the models of the descriptions by writing in UML. (intellectual skills: rule using) • Writing skills

5.Given UML diagrams for a system of a product or a service that has between one and five features, demonstrates the mistakes, ambiguities, or implications of the diagrams by identifying them and revising the diagrams. (intellectual skills: rule using) • Reviewing skills

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Learning Objectives (6 / 6)

6.Always chooses trying to model everything in the real world wherever possible. (attitude) • Self-learning and self-improving skills

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Learning Strategy of the Learning Objectives (3-5 / 6)3.Given UML diagrams for a system of a product or a service that has between one

and five features, demonstrates the semantics of the diagrams by writing in a natural language, such as Japanese. (intellectual skills: rule using) • Reading skills (UML Literacy) → Numerous Step-by-step Exercises

4.Given descriptions in a natural language, such as Japanese, for a system of a product or a service that has between one and five features, demonstrates the models of the descriptions by writing in UML. (intellectual skills: rule using) • Writing skills (UML Literacy) → Numerous Step-by-step Exercises

5.Given UML diagrams for a system of a product or a service that has between one and five features, demonstrates the mistakes, ambiguities, or implications of the diagrams by identifying them and revising the diagrams. (intellectual skills: rule using) • Reviewing skills → Group Discussion

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Numerous Step-by-step Exercises:Learning Tasks for UML Literacy

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Level Diagram Notation1 Class Class & Generalization1 Class Class & Association1 Class Class & Association (Self-Referenced)

1 Use Case Use Case, Actor, Subject & Association

1 Use Case Use Case & Inclusion1 State Machine State & Transition1 Communication & Sequence Message & Object1 Activity Action (sequencial)1 Activity Action & Branch1 Package Package & Import2 Class Class, Generalization & Association

2 Use Case Use Case, Actor, Subject, Association & Inclusion

2 State Machine State (incl. composite/parallel states) & Transition

3 Combination of above-mentioned (Related concepts in the diagrams)


Posttesting for Assessing Learning Objective 4 (Final Examination of Writing Literacy)

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• Q. Describe UML diagrams of the following text:

• The Electronic Flight Reservation and Ticket Issue system has two functions: to reserve a flight ticket and to allow a passenger to board a flight.

• When a passenger reserves a flight ticket, (1) the passenger begins a reservation, (2) the system asks date, time, and departure and arrival place and shows flight options, (3) the passenger selects a flight, (4) the system prompts conformation of the flight, (5) the passenger confirms it, and (6) the system reserves the flight and informs the passenger.

• When a passenger board a flight, (1) the passenger downloads the ticket to his or her mobile phone, (2) the system sends the ticket to the mobile phone, (3) the passenger swipes it over the boarding gate, (4) the gate asks the ticket information to the system, (5) the system checks whether the ticket is valid and sends OK to the gate, (6) the gate opens, (7) the passenger passes the gate, and (8) the gate closes.

搭乗ゲート

電子航空券予約発券システム

乗客

航空券を予約する

搭乗する

:乗客

:航空券予約発券システム

1.予約を始める3.利用する航空便を指定する5. 予約を確定する

2. 日時・発着空港を尋ねる4. 予約内容を確認する6. 予約完了を伝える

航空券を予約する

:乗客

:航空券予約発券システム

1.予約した搭乗券を　ダウンロードする4. 携帯電話を　搭乗ゲートに　かざす

搭乗する

電子航空券予約発券システム

搭乗ゲート乗客

携帯電話

搭乗ゲート

携帯電話

2.予約した搭乗券を　ダウンロードする

3. 搭乗券を　携帯電話に　送信する

5. 搭乗券の　　情報を　送信する

6. 搭乗券の情報を　照合する

7. 照合OKを　送信する

ゲート閉ゲート開

照合OK

j乗客通過

Answer




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Blended Learning

• Face-to-Face Lessons with Moodle LMS

• A lesson on the UML literacy includes

1.Pre-testing2.Informing of the Objective3.Learning Guidance 4.Exercise and Post-testing5.Feedback• 1,4 paper questions• 2,3,5 e-learning & presentation

• Based on Gagne’s Instructional Events

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Group Discussion

• Purpose• To facilitate learners acquiring

UML reviewing skills• A session includes

1.(Instructor) Displays a UML diagram including mistakes

2.(Learner) Discusses the diagram (for 10 minutes)

3.(Learner) Explains findings4.(Instructor) Comments

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Learning Effectiveness

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Level Learning-TaskNumber of

kind of UML diagrams

Number of relationships in a UML diagram

Instructional Strategy

Acceptanceratio

(Number of successful /

total learners)

3

Given itemized descriptions of requirements of a system,demonstrates the models of the descriptions by writing some kinds of UML diagrams

2~

2Given itemized descriptions with some kinds of relationships,demonstrates the model of the description by one UML diagram

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Given a description with one kind of relationship, demonstrates the model of the description by one UML diagram

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1~ Combination of diagrams

0.96(69/72)

2~ Combination of notations

1.00(72/72)

1 10 basic patterns

1.00(72/72)


Learner’s Satisfaction

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Do you understand this class as a whole?

Do you have interests on this class as a whole?

Do you think this class is good for your future?

Do you gain confidence after this class?

Do you satisfy this class?

Do you think the structure of this class is good?

Do you acquire the attitude of modeling?

Do you understand the relationship among function, structure, behavior and UML?

Do you think software development requires modeling?

Do you think it is good to begin learning basic ten patterns?

Do you think it is good to learn the composites of notations gradually?

Do you think it is good to exercise much with many samples?

Do you think the instructor follows up your learning?

Do you understand the relationship between modeling and programming?

Do you think the discussion is good?

0% 25% 50% 75% 100%

7 6 5 4 3 2 1

very much not at all


Learner’s Satisfaction

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Do you understand this class as a whole?

Do you have interests on this class as a whole?

Do you think this class is good for your future?

Do you gain confidence after this class?

Do you satisfy this class?

Do you think the structure of this class is good?

Do you acquire the attitude of modeling?

Do you understand the relationship among function, structure, behavior and UML?

Do you think software development requires modeling?

Do you think it is good to begin learning basic ten patterns?

Do you think it is good to learn the composites of notations gradually?

Do you think it is good to exercise much with many samples?

Do you think the instructor follows up your learning?

Do you understand the relationship between modeling and programming?

Do you think the discussion is good?

0% 25% 50% 75% 100%

7 6 5 4 3 2 1

very much not at all

Understood

Motivation(ARCS)

Satisfactionon Course Design

Learners are almost satisfied


Summary & Future Work

• We have presented the instructional design and implementation of our course, focusing on UML literacy and review abilities.

• The assessment results on the effectiveness of and learner satisfaction with our course are notable because almost all learners passed the final examination of intellectual skills, and supported our instructional strategy.

• In future work, we will endeavor to improve the effectiveness of our course by:(1) improving the efficiency of instruction for UML literacy, especially the

cost of instructors, and(2) redesigning the instructional strategy for the group discussion to

define all of the learning tasks required for UML review ability.

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Question?

• Please contact me:

• by e-mail: [email protected]

• by

• My blog:ZACKY’s Software Education Laboratory http://zacky-sel.blogspot.jp(Sorry, written in Japanese ... )

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zacky1972

mailto:[email protected]

mailto:[email protected]

http://zacky-sel.blogspot.jp

http://zacky-sel.blogspot.jp

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