weaving the web weinberger hadas cohen-vaks dan_brunel2010

Dr. Hadas Weinberger, Dan-Kohen-Vacs

Department of Instructional Systems,

Holon Institute of Technology, Israel

E-mail: [hadasw[@]hit.ac.il]

Agenda

� Instructing collaborative learning with Google Wave

�Theoretical framework

��GWaCoLGWaCoL – Google Wave-based ��GWaCoLGWaCoL – Google Wave-based collaborative learning at a glance

� The architecture

� Extracts from an example scenario

� Further development goals

Weinberger & Kohen-Vacs, Brunel, UK, 2010 2

The vision

� In Tribute to:

� “..The original


� “..The original design and ultimate destiny of the World Wide Web..”

Dynamic, adaptive learning


http://twitter.com/GrahamAttwell

Mashup opportunities

� GWave a serves as an umbrella application – facilitating and hosting an integrated approach to Web 2.0 tools:

� social networking, podcasting, wikis, blogging (e.g., Bloggy), video sharing, screencasting, dynamic survey (e.g., Polly) via robots & open API-based embedded gadgets Polly) via robots & open API-based embedded gadgets

� Integrating Web services into: courses, education & beyond

� A window of opportunity for domain independent online communities – knowledge sharing and reuse:

� Enabling the provision of Web-based cooperative learning, e.g., realizing pedagogical scenarios; design & development of Learning Objects


Instructing Collaborative learning

with G-WaveProject’s goals:

� Encouraging ease-of use & service oriented approach to the use of Web 2.0 tools

� An upper-level ontology of pedagogical scenarios, � An upper-level ontology of pedagogical scenarios, learning goals & learners’ types

� Run-time embedded plugin in GWave environment

� A model and a skeletal methodology for the management of a learning scenario (i.e., that is integrated in the GWave architecture)

� Instantiation of this model demonstrated by example scenarios


Modelling: an architecture of

upper-level ontologies

� Following notions from:

� An ontology of Organizational Memory (Weinberger, Te`eni and

Frank, 2008)

� HCI Research notions of user’s role in online � HCI Research notions of user’s role in online communities, the user as a reader, contributor and a leader (Preece & Shneiderman, 2009)

� Designated ontologies of G-Wave-enabled technologies and of pedagogical concepts (collaborative models , CSCL scripts, learning activities, learner types & goals)


Example classes in a Script Ontology*

� Constructs

� Means: tools activities and procedures

� Activities: e.g., editing, writing, searching

� Procedures: e.g., group partition, role assignment

� Content: on-going content development � Content: on-going content development

� Resources : e.g., Digital Libraries (Project Gutenberg, Google Book Search, the Internet Archive, the World Digital Library)

� Search engines BP

� Data Bases: E.g., MERLOT

� Actors – by role (e.g., Social Structure Definition)


*following: Weinberger et al., 2009

CSCL motivation� Structure collaborative learning

� foster the emergence of knowledge-productive interactions such as argumentation, explanations and mutual regulation

� suggesting a pedagogical model for the design of � suggesting a pedagogical model for the design of designated scripts

� Chronological documentation of the inquiry process

� Graphical Representation of Content and activities

� User-friendly (easily accessible) collaborative editing –inquiry and reflection


GWaCol – at a glance:

The Methodological core � Determining the learning goal

� Mapping the learning goal to the appropriate pedagogical model –

� Enacting a collaborative pedagogical script –� Enacting a collaborative pedagogical script –

� Applying a series of rules that help assess the collaborative learning script in accordance with the learning goals.


GWaColGWaCol at a glance: The Architecture

GWAVE Environment

Wave HCI:

Applications’ information GWaCol AS3* Gadget


XML Activity

Directory

Embedding Activity

*Action Script 3

Ontology-driven architecture

Stages 1 - n

Embedded API, e.g.,

Yahoo Maps

Example scenario – stage 1

Pedagogical perspective:

Collaborative learning

Compliant with Compliant with pedagogical scripts

Technological perspective:

Embedded API

Using a host of Web-based applications


Further development goals

� System-technological perspective:

� Pursuing the applications’ opportunities – embedding current services- features

� Theory- ontological perspective:

Following ontology guidelines – enhancing activity � Following ontology guidelines – enhancing activity opportunities

� Pedagogical perspective:

� Developing Interaction & scenarios’ features; following pedagogical scenario s (e.g., role-play, group inquiry, problem solving, competition, reaching to agreement, etc.)

� Advising Best practices


Towards an ontology of Learner

types


Pursuing the applications’

opportunities


Pursuing the applications’

opportunities (2)


Google Search

Google Results

Use instructions

WikyBot

Query

Result form Wikipedia

� Activities:

� Question answering;editing and responding

� Google wave collaborative features:

� Semi-structured Interface

GWaCol features and options

by example

editing and responding to questionnaires,

� Discussing, writing,editing documents

� Reading, editing & writing wiki,

� Lecturing (ppt), using video

� Graphical representation of task and objects

� Forming groups

� Representation of interaction

� Providing feedback

� Scripting the collaboration


G-Wave Open API: a window of

opportunities API Name Languages Description

Robot java, python A robot is an automated participant on wave.

A robot can read the contents of a wave in

which it participates, modify the wave's

contents, add or remove participants, and

create new blips and new waves.

Gadgets xml, can be used with any other application

that creates xml. Can be either action script or

even .net

Gadgets have emerged as the standard way to

embed non-trusted code in Google web

applications.

Embed javascript Developers can enhance their existing web

applications by embedding Google Wave

directly in their application

Extension Embedded in the wave environment Extension manifests are XML files that define

how extensions hook into the Google Wave

Client and how they behave.

Extensions installer can install the gadgets

that are created in the wave.


‘Find the Treasure’ Scenario –indicating With technologies, learner types and activities

1. Instructor opens new Google Wave (GW) for each group of students [using Google Wave environment].

2. Instructor inserts Learning Gadget [using Add Gadget by URL] into the GW and sends to students.

3. Students of each group enter the GW, check in [using checkboxes], and watch instructions movie.instructions movie.

4. Students receive new riddle to read.

5. Students search for answers [using Google Search Gadget; Wikybot] {Learner Type: {Learner Type: creative learner}creative learner}| Activities: rediscover theories, self-inquiry, experiments, research, build model |

6. Students deliberate about found answers to decide on final answer [using GW blips/chat; shared google document via iFrame Gadget] {Learner Type: social learner} {Learner Type: social learner} | Activities: group work, deliberation, investigation rationale |

7. Students type answer in the Learning Gadget. If true – the map shows location and new riddle appears. If false – a message appears to encourage re-consulting the group about the solution.

Contextualized Tag Cloud


http://www.pontydysgu.org/

Acknowledgements

This research builds on our experience with a project conducted at the department of Instructional Systems at HIT, Israel. We wish to thank all participating students: Basmat Cohen, Yaniv Hemi, Tal Goldenberg-students: Basmat Cohen, Yaniv Hemi, Tal Goldenberg-Keren and Maya Mintz for their cooperation and motivation.


Thank you


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