activity patterns in iva
Post on 18-Nov-2014
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Mart Laanpere, Kai Pata, and Vladimir TombergTallinn University, Estonia
Pedagogy-driven design of virtual learning environments
IVA LMS Empirical study Results Conclusions The next steps
Questioning “don’t-make-me-think” principle while designing LMS
Questioning pedagogical neutrality of LMS Moodle – a constructivist LMS? PowerPoint syndrome What constitutes a pedagogy-driven design?
Learning-related affordances through:◦ Pedagogical vocabulary◦ Pedagogically motivated structure of UI◦ Built-in activity templates
Open source, free software, developed in TLU in 2002 as a derivate of Finnish VLE called FLE3
Supports SCORM 2004, IMS QTI 1.2 More than 20 000 users in 23 educational
institutions in Estonia Pedagogically non-neutral (social constructivist)
foundation, based on Jonassen’s 3C model◦ meaningful and authentic Context for learning◦ tools, support, time and space for personal knowledge
Construction◦ support for Collaboration and group reflection and
production
Context
Collaboration
ConstructionKNOWLEDGE
Modeling process
Authentictasks
Apprenticeship
Situated learningCase-based problems
Multiple perspectives
Indexed meanings
Coaching Social negotiation of meaning
Articulation Reflection
Mental modelsIntentions,
expectations
Internal negotiation
Domain-specific reasoning
Invention,exploration
IVA
WebTop BookShelf WorkShops Management
Portfolio
Learning resources
Cource info
Knowledge Building
Jamming
Subgroups
User management
Subgroup management
Quiz management
Cource management Journal
CalendEvents
Event management
Stats
For teachers
only
CollaborationContext
Construction
Assignments, grading
Forum
Media workshop
Organizer
Welcome page Personal resources
Research questions:◦ Which activities tend to co-occur during a
session? ◦ Which learning paradigm related activity patterns
are used by students and teachers within IVA environment?
Data from May 2008 (only from Tallinn University): 1506 students and 57 teachers, respectively 14676 and 872 IVA sessions
Log file analysis, frequencies of http requests in each section of IVA
Correlation analysis: co-occurrence of tool use during one IVA session
Three patterns were identified:◦ Knowledge building pattern (k): involved
Knowledge-building forum, Subgroups or Workshops;◦ Knowledge testing pattern (t): involved Testing;◦ Knowledge distribution pattern (r): involved only
storing/retrieving on Webtop and Bookshelf
Although social constructivist activity patterns are dominating among IVA users, it would be difficult to attribute this fact to the pedagogy-driven design of IVA
The main difference between students and teachers is related to Knowledge Distribution pattern – students seem to socialize, communicate and collaborate in other environments
Looking for sequences (where did the student go after visiting his/her personal portfolio)
Learning activity workflow monitoring and analysis tools will be built in to IVA2 – the next-generation VLE
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