phd thesis: operationalization of collaborative blended learning scripts

Operationalization of collaborative blended learning scripts: a model, computational mechanisms and

experiments

Author: Mar Pérez-SanagustínAdvisors: Davinia Hernández-Leo & Josep Blat

PhD Thesis Presentation

PhD Presentation, 1st July 2011

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Outline

1. Introduction2. Factors in the design of CSCBL scripts3. Operationalization of CSCBL scripts4. Two multicase studies5. Summary of contributions and future work


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Outline



CL scripts

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CSCL scripts

1 IntroductionOrchestration of collaboration


TYPE

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Computer Supported Collaborative Learning (CSCL)Orchestration collaboration for effective learning

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CSCBL scripts

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CSCL scripts

1 IntroductionOperationalization


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HIGH

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Abstract and technological independent definition of the

CSCL/CSCBL script (design stage)

Effective technological setting presented to the students

(enactment stage)

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1 IntroductionChallenge

New ways of communication…

…new opportunities for collaboration


7PhD Presentation, 1st July 2011

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CHALLENGEHow to organize and structure such as complex activities?

Blend of activity typesBlend of spatial locationsBlend of technologies

1 IntroductionChallenge

Teacher

…supported by different devices…

…occurring at different spatial locations…

Blending devices

Blending activity types

Blending spaces

…formal and informal activities…

CL scripts

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CSCBL scripts

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CSCL scripts

1 IntroductionOrchestration in blended learning settings


TYPE

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Blended Learning

Computer Supported Collaborative Learning (CSCL)Orchestration collaboration for effective learning

Contributions

Systematic definition of CBL and CSCBL scripts according with terminology in CSCL and to identify the factors intervening in their design

1 IntroductionObjectives and contributions

Global Contribution: A conceptual model for assisting practitioners and technicians in the design of meaningful CSCBL scripts and of the technology to suit them for operationalizing their enactment


Meaningful and innovative CSCBL scripts

Provision and evaluation of different technological mechanisms for operationalizing the orchestration of CSCBL scripts

• Revision of literature: Blended learning, CSCL and case studies with innovative uses

of ICT

• Proposing: 4SPPIces: A conceptual model for designing CSCBL scripts Computational solutions for operationalizing CSCBL scripts

• Analyzing current technologies for the operationalization of CSCBL scripts

• Evaluating of the proposals Synthetic experiments 2 multicase studies

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1 IntroductionMethodology


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Outline



2 Factors in the design of CSCBL scripts4SPPIces Model

4SPPIces: a conceptual model to assist practitioners and technicians in the design of CSCBL scripts

PhD Presentation, 1st July 2011 12

2 Factors in the design of CSCBL scripts4SPPIces Model


Learning flow

Activity

Group characteristics

Data flow

Number Participants

Profile

Location

Virtual & physical spaces

Areas

Components (Arragement, Affordance,

Mobility)

Events on Pedagogical Method

Events on Participants

Events on Space

SPACE Agent able to activate or inhibit learning by

shaping users interactions

HISTORY Flexibility Relationships between factors

A ONE UNIQUE REPRESENTATION

All the factors considered together in the design

2 Factors in the design of CSCBL scriptsThe Space and the History factors


Describes where the learning activity occurs and the elements that compose it

Virtual and physical spaces

Areas

Components (Arragement, Affordance,

Mobility)

Events on Pedagogical Method

Events on Participants

Events on Space

Describes the relationships between

the facets of a particular factor with the other

factors from the design to the enactment

Outline


PhDPresentation, 1stJuly 2011 15


Pedagogical Method operationalization Educational modelling languages such as IMS

Learning Design (Hernández-Leo (2006), Hernández-Gonzalo et al. (2008), Zarraonandia et al. (2006))

Learning platforms such as Moodle or .LRN

Participants operationalization Specifications such as IMS Learner Information Package

(Smythe et al. (2001))

Applications for group formation considering the students’ profile (Ounnas et al. (2001), Hwang et al. (2008))

Lack of flexibility when applied to blended learning settings

3 Operationalization of CSCBL scriptsExisiting operationalization solutions


Operationalization of the interplay of the PM and P

The Meta-UoL: Definition of the PM on runtime according to P decisions

An adaptive UoL: Adaptive PM according to participants’ profile

The grouping tool: Adaptation of pre-defined groups of students according to intrinsic and extrinsic constraints of the PM

3 Operationalization of CSCBL scriptsProposed operationalization solutions



Adaptive UoL: workflow adaptation according to the students’ level

In the context of an Algebra course (2 teachers) Adaptation & monitoring of the students' activity

“Proof of concept” evaluations

Meta-UoL: flexibility for democratic participatory methodologies

In the context of Agora association (2 trainers)

Flexibility, guidance and storage for learning practices

“Proof of concept” evaluation

Grouping tool: Simulation (5 teachers) For complex collaborative tasks & huge

groups Monitoring of the students in class and the

final distributions Guidance supporting groups re-design on

runtime through notifications



ComponentAtomic elements of the space with independent

meaning

Physical spaceSet of components that the users are physcially

in contact with AreaSections physical space with

components and associated to a task



Operationalization of the Space Method factor for interplaying with other factors

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Space tool: Representing learning spaces

Formal and computational representation of the spaces for the integration with other factors.

“Proof of concept” evaluation

Space tool: testing the descriptive potential of the model Representation of the same learning practice occurring at two

different spaces with real participants

The final group activity of the learning flow was different and adapted to the particular characteristics of the space

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Operationalization of the History factor: modelling the relationships between the P the PM and the S

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NFC tags + Mobile phones (Ramírez et al., 2008)

+ LOG FILES: Capturing the actions of the students Adapting the learning flow according students’

actions

(Santos et al., 2010)

+ MONITORING FUNCTIONALITY Learning flows in parallel Students actions on runtime



Outline




4 Two multicase studiesExperiments

MAIN QUESTIONDoes 4SPPIces assists technicians and practitioner

designing meaningful and innovative CSCBL scripts and the technology operationalizing their enactment?


Multicase Study (Stake, 2005) cross-case analysiso Multicase study Q1: Design perspectiveo Multicase study Q2: Operationalization perspective

Mixed Method data gathering techniques (Martínez et al. 2003) Data analysis through triangulation: comparative

analysis of evidences from different resources

4 Two multicase studiesMethodology


SUB-QUESTION Q2:Do operationalization solutions based in 4SPPIces support the scripts enactment?

Q2-T1 Does the operationalization solution successfully support teachers’’ orchestration tasks?

Q2-T2 Does the operationalization solution successfully support students’ tasks?

SUB-QUESTION Q1: Does 4SPPIces assist practitioners and technicians in the design of CSCBL scripts?

Q1-T1 Does 4SPPIces assist collaboration between practitioners and technicians?

Q1-T2 Are the CSCBL scripts designed meaningful, innovative and adequate to the learning context?

4 Two multicase studiesResearch question

MAIN QUESTIONDoes 4SPPIces assists technicians and practitioner designing meaningful and innovative CSCBL scripts and the technology operationalizing their

enactment?

MULTICASE STUDY Q1 MULTICASE STUDY Q2

4 Two multicase studiesMulticase Q1

Quitain Q1: Does 4SPPIces assist technologists and practitioners when designing meaningful and innovative CSCBL scripts adapted to the needs of actual educational context?

Creating a CSCBLscript from scratch

CASE Q1-ACSCBL scripts for discoveringthe campus

CASE Q1-BDiscovering BCN

CASE Q1-C4SPPIces seminar

Extending a design with 4SPPIces

Enhancing designswith 4SPPIces

ISSUE/SDoes 4SPPIces help on designing a meaningful and motivational CSCBL script leading with the objectives of the practitioners?

ISSUE/SDoes 4SPPIces help on supporting communication among practitioners and technicians for extending an existing educational practice?

ISSUE/S1) Does 4SPPIces support

collaboration between technicians and practitioners?

2) Are 4SPPices-based design meaningful?

3) Are 4SPPIces-based designs descriptive?

Mobiles, NFCMoodle .LRNIMS+GSI

Campus ‘09

Campus ‘10

241 students31 students

31students2 teachers

Mobiles GPSQuesTInSituMoodle

Discovering BCN

11 practitioners2 technicians

Mobiles GPSQuesTInSituMoodle

4SPPIces seminar



4 Two multicase studiesData from case Q2

Assertion Q1-2: 4SPPIces is a good assistance for designing meaningful and innovative CSCBL scripts or for extending existing practices particularized to a learning context

Assertion Q1-1: 4SPPIces is a good assistance for communities of practitioners and technicians to share knowledge when designing CSCBL scripts for extending and enhancing existing practices

CASE Q1-ACSCBL scripts campus



I, II, III, IV

V, VI, VII VII, VIII, IX, X, XI

XII, XIII, XV XII, XIII, XIV


4 Two multicase studiesAssertions Multicase Q1

Meaningful differences between designs created with and without 4SPPIces 4SPPIces-based designs make explicit the

constraints of the activity that cannot be varied during the enactment [Comparative of the designs]

4SPPIces-based designs make explicit the different locations where the activities take place and their characteristics [Comparative of the designs]

Usefulness of 4SPPIces from the designers’ perspective “( the model) has helped me to consider

unexpected situations and think about alternatives” [Designers Quest-d2]


Enhancing designswith 4SPPIces

ISSUE/S1) Does 4SPPIces support

collaboration between technicians and practitioners?

2) Are 4SPPices-based design meaningful?

3) Are 4SPPIces-based designs descriptive?

11 practitioners2 technicians

Mobiles GPSQuesTInsituMoodle

4SPPIces seminar


4 Two multicase studiesExample: case studie Q1-C

4 Two multicase studiesMutlicase Q2


CASE Q2-CDiscovering the campus 2010

ISSUE/SDoes 4SPPIces help on identifying the operationalization requirements for enacting a CSCBL script focussed on the integration of activities across spatial locations?

ISSUE/SDoes 4SPPIces help on identifying the operationalization requirements for enacting a CSCBL script focussed on supporting the monitoring of the participants across spatial locations on runtime?

ISSUE/S Does 4SPPIces help on identifying the operationalization requirements for enacting a CSCBL script focussed on the integration of activities across spatial locations and the adaptability of the activity on runtime?

Mobiles, NFCMoodle .

Campus ‘09

241 students3 teachers


Mobiles GPSQustInsituMoodle

Discovering BCN

Quintain Q2: Does 4SPPIces-based operationalization solutions successfully support the enactment of a CSCBL script?

S-focussedOperationalization

S&P-focussedOperationalization

S&P&PM-focussedOperationalization

Campus ‘10

Mobiles NFCIMS + GSI.LRN


CASE Q2-ADiscovering the campus 2009



4 Two multicase studiesData multicase Q2

Assertion Q2-2: 4SPPIces supports the desing of technolgical solutions with different operationalization degrees that successfully support students’ tasks during the CSCBL script enactment

Assertion Q2-1: 4SPPIces suppots the design of technolgical solutions with different operationalization degrees that succesfully support teachers’ tasks during the CSCBL script enactment

CASE Q1-ADiscoveringCampus 2009


CASE Q1-CDiscovering Campus 2010

I, III

V, VI, VII, VIII V, VII, VIII

IX, X, XI, XIII X, XII, XIV

II, IV


4 Two multicase studiesAssertions Multicase Q2

ISSUE/SDoes 4SPPIces help on identifying the operationalization requirements for enacting a CSCBL script focussed on the integration of activities across spatial locations?

Mobiles, NFCMoodle

Campus ‘09

241 students3 teachers

S-focussedOperationalization

CASE Q2-ADiscovering the campus 2009

Successful aspects of the CSCBL space-focussed operationalization “You know the campus better because you can follow

the mobile phone indications” [Students Exploration Questionnaire]

“The combination of formal and informal activities help students to get familiar with the university methodologies” [Students Exploration Questionnaire]

Weak points of the CSCBL script space-focussed operationalization “The most time demanding and difficult part was to

organize the groups depending on the students’ activity registered in the log files and the preferences answered in the questionnaires” [Teachers final Questionnaire]


4 Two multicase studiesExample: case Q2-A


Evaluation

Multicase study Q1

A cross case analysis of 3 case studies

Multicase study Q2

A cross case analysis of 3 case studies

Synthetic experiments

Testing the computational mechanisms for operationalizing 4SPPIces factors

4 Two multicase studiesContributions and evaluation

Contributions• Definition of CBL and

CSCBL scripts• 4SPPIces model: for

supporting the design of CSCBL scripts

• 3 IMS LD based operationalizationsolutions supporting the flexible adaptation of the interplay between P and PM

• Considering the History in third tool applications: NFC kit and QuesTInSitu

• Specification of the space factor

• 3 CSCBL scripts and associated operationalization systems

• 4SPPIces-based CSCBL designs by practitioners in media education

Outline



5 Summary of contributions and future workContribution 1

Contribution 1. Systematic definition of CBL and CSCBL scripts according with terminology in CSCL and to identify the factors intervening in their design

Modeling operationalized CSCBL scripts for blended learning settings Definition of CBL and CSCBL scripts according to the terminology

in CSCL Operationalization framework for organizing approaches in CSCL 4SPPIces model: for supporting the design of CSCBL scripts

Journal of Computer Assisted Learning (JCAL, conditionally accepted) (JCR) IEEE Multidisciplinary Engineering Education Magazine, 2009 (history factor) Two ICALT papers, 2009 (participants factor)


CONTRIBUTION 2. Provision and evaluation of new usage meaningful and innovative CSCBL scripts


Novel educational experiments 3 CSCBL scripts and operationalization systems with different

operationalization degrees 1 seminar with 4SPPIces and real educational practitioners in media

education

Journal of Network and Computer Applications (2011) (JCR); International Journal of Computer Supported Collaborative Learning (ijCSCL) (JCR,

conditionally accepted)


CONTRIBUTION 3. Provision and evaluation of technological mechanisms for operationalizing the orchestration of CSCBL scripts


Computational mechanisms facilitating the design and enactment of orchestrated collaborative blended activities 2 operationalization solutions based in IMS LD to support an

operationalization focussed on the adaptation of the PM method An operationalization solution for managing participants on runtime and

recommends adaptations according to the contextual situations Influence in the development of NFC kit and QuesTInSitu Formal representation of the space factor

International Journal of Emerging Technologies in Learning (iJET) (2008); Book chapter in “Studies in computational intelligence”, Springer (in press) (extended

version of conference paper INCOS 2009); ECTEL (2010) Book chapter (under revision) (extended version of conference paper INCOS 2010);


4SPPices as an organizational framework for suggesting the technological solutions

Include 4SPPIces into existing CSCL existing tools Propose new operationalization solutions for the different

factors`

Extend IMS LD with the specification of the Space Model

Extract patterns or guidelines of the CSCBL experiments to facilitate the enactment of similar experiences

CSCBL scripts as a particular type of ubiquitous learning scenarios

Operationalization solutions as a link between spaces


5 Summary of contributions and future workFuture work


Publicationso 2 international journal papers (iJET 2008, JNCA, 2010) + 2

under revision positivelyconsidered for publication(JCAL, ijCSCL)

o 1 book chapter (Springer) + 1 under revision (Springer) o 7 international conference papers (ICALT09 (2 contributions),

INCOS09, INCOS10, ECTEL10, TENCompetenceOpenWorkshop 2009, CSCL2009)

o 1 magazine (IEEE Multidisciplinary Engineering Education Magazine)

Projects

o European projects: TENCompetenceo Spanish Ministry of Education and Science projects: Learn3

5 Summary of contributions and future workRelated publications

Thank you

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http://www.marps.info


phd thesis: operationalization of collaborative blended learning scripts

Education

operationalizing cscbl

learning activity

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mediated4phd presentation

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learning platforms

conceptual model