e-learning in age of google is not enough narayanan kulathuramaiyer universiti malaysia sarawak...
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E-Learning in Age of Google is Not Enough
Narayanan Kulathuramaiyer
Universiti Malaysia Sarawak
July 20, 2009
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Agenda
• State of E-Learning• Why E-Learning is not Enough• What can we do?
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State of E-Learning
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E-Learning Development
Mainstream– Teacher Centred– Mass Teaching– Generalised– Prescriptive– Just in Case– Blended Approach
Innovative– Student Centred– Focused Groups– Personalised– Adaptive– Just in Time– Inquiry Driven
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Current State of E-Learning
• Focuses more on supporting the Instructor• Blended Learning has mainly blended
modalities• Predominantly ‚Just-in-case‘ learning• Flexible Ways of Helping Students Needed• Effectively ways of measuring learning are
lacking
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Plagiarism is a serious problem
A B C D
E F GH
IPlagirarism DetectionSoftware says: Degree of Similarity: 3.1458 %
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Plagiarism Detection Techniques Cannot Solve the Problem
Task Tool
Manual Technique Search Engines [Maurer et al, 2006]
Text-based Document Similarity Detection
Dedicated Software (MyDropBox, TurnItIn), Search and Web Databases [Maurer, Zaka, 2007]
Writing Style Detection Stylometry software [Eissen, Stein, 2006]
Document Content Similarity Semantic Analysis [Dreher, Williams, 2006], [Ong, Kulathuramaiyer, 2006], [Liu et. al., 2006]
Denial of Plagiarism Cloze Procedure [Standing, Gorassini, 1986]
Content Translation Normalized Representation [Maurer, Zaka, 2006]
Multi-site Plagiarism Distributed Plagiarism [Kulathuramaiyer, Maurer, 2007]
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Power of Social Computing: Networking
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Over 60,000 citizen journalist!
Power of Social Computing:Community Engagement
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Technoratti
35.3 Million Blogs75,000 Blogs per day
Blogosphere doubling every 6 months
Content Explosion !
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Implications of Web 2.0
• Difficult to Keep Track of Contents • Difficult to establish Trust and Reliability of
content
Shallow Contents that is affecting millions:• Copy-Paste Syndrome [Weber, 2006]
Moodle1.7 million courses70 languages 196 countries
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Learning Scenarios for Learning Paradigms
Source: WBT-Master
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Facilitation of Progressive Inquiry
Source: http://www.helsinki.fi/science/networkedlearning/eng/delete.html
A Rigid Research and Inquiry Process in a Learning Environment
See [Muukonen, et, al, 2005]
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A Conceptual view for integrating Semantic technology and visualisation [Haller, 2006]
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Concept Mapping tools[Novak, Canas, 2004]
[Novak, Canas, 2006]
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E-Portfolio Tools
Source:http://www.protopage.com/eportfolios
Emerging Web Tools that are really easy to use
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Blended Learning
Mainstream– Teacher Centred– Mass Teaching– Generalised– Prescriptive– Just in Case– Blended Approach
Innovative– Student Centred– Focused Groups– Personalised– Adaptive– Just in Time– Inquiry Driven
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Why E-Learning is not Enough
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The Problem is Far Worse!
A B C D
E F GH
I
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Google Copy-Paste Syndrome„fast and easy... copying and ....abduction of passages...proliferation of plagiarism.......impeding inquiry driven scientific process....eventually endangering creative writing and thinking“
Weber
“ Most students, researchers and journalists start their work with Google and Wikipedia, and that is it. And they use information without re-checking and as they please.“ Weber
Search is Replacing Research! Brabazon,
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Addressing PlagiarismCurrent Approach:– Uses a Single Checking Tool– Performs Superficial Checking– Results of Plagiarism Detection is not Conclusive– Impossible to Verify Learning or Copying after work is
done, with no information about learning process
See Kulathuramaiyer N., Maurer, H., Fighting Plagiarism and IPR Violation: Why is so Important ?, Learned Publishing, Vol. 20. No. 4, pp. 13-19, 2007
Solution:• Integrate Detection Needed• Detection Tools should also be used to help students
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Issues far moreImportant!
Business WeekOnline Cover Story
April 7, 2007
Maurer H, Balke, T., Kappe, F., Kulathuramaiyer, N., Weber, S., Zaka, B., Report on Dangers and Opportunities Posed by Large Search Engines, particularly Google, Bundesministerium fur Verkehr, Innovation und Technologie, September, 2007
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Social and behavioural Patterns
Web Usage Log
Layered personalised Maze of intrinsic Pattern discoveries
Mining&
Analysis Tools
Media tags
Metadata
HyperLinks
Web Contents
Documents
SocialDiscourses
QueryLog
Extensive Data miningBy Search Engine
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Data Cleaning
Transaction Aggregation
Data Integration
DataTransformation
Pattern Discovery
Pattern Analysis
User Profile
Transaction Cluster-Profile
Data Cosolidation
Transformation
Pattern Discovery
Pattern Analysis
Unbounded Domaine.g. Search Log
Bounded Domaine.g E-mail Content
Interest Aggregation
Thread Aggregation
Search Pattern Modelling
User BehaviourModelling
Profile Mining
Profile Targetting
Profile Consolidation
ContentiousDiscoveries
Connecting the Dots
Kulathuramaiyer N., Maurer, H., The Implications of Emerging Data Mining, Blumauer,A, Pellegrini,T, (Eds.) Social Semantic Web, Springer Heidelberg, May 2008
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Implications of Data Control
CaptureGlobal
Consciousness
SymbolicPower over
Masses
Control Over
Vital Resources
EstablishDominant
Culture
See Kulathuramaiyer N., Balke, W.T. Restricting the View and Connecting the Dots - Dangers of a Web Search Engine Monopoly, Journal of Universal Computer Science, Vol. 12, No. 12, pp. 1731-1740, 2006 http://www.jucs.org/jucs_12_12/restricting_the_view_and
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Community Library with Internet Access
We need to ensure that Learning is actually taking Place!
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Presenting ICARE as theanswer!
Presented as an Invited Paper in E-Learn 2007Published in National University Journal, USA, June 2008
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Basic idea of ICARE
Collaborative learning environment
Allows dozens of different learning scenarios („pedagogical models“)
Most importantly: keep track of what students are doing in a „diary“
With experts (teachers, tutors) being involved and help
„Diary“ is mainly (but not only) created by system. It helps both students and teachers
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Context of ICARE
I-CAREecosystem
Learner Management
Learning Process
Management
PersonalKnowledge
Management
CollaborativeLearning
Management
Institution
TeacherStudent
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Identify-Correlate-Assimilate-Rationalize-Express (ICARE).
• Identify: Identify key points (relevant) while reading a text document
• Correlate: Associate reading with concepts in the mind map of a learner
• Assimilate: Associate concepts learnt with prior knowledge of learner
• Rationalize: Formulate ideas based on concepts arising from student learning
• Express: Express idea in learners own words
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ICARE Ecosystem
© H. Maurer20
Learning Content Space
Learning Scenarios
Collaborative Learning
Mentoring
Guided Learning
Self-Learning
K-Maps
Personal Space
Learner’sDiary Records
Learner
LearnerProfile
Shared Space
Copy-PasteHandling
Suite
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GCPS
GuidedCopyPasteScheme
GoogleCopyPasteSyndrome
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Multiple Modes
Mode Learning by absorbing
Learning by doing
Learning by interaction
Guided Self-learning Diagnostic (formative)
Evaluative (summative)
Mentor-assisted Peer-learning
Structured Learning by Doing is Emphasized
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G-1
G-2
G-3
G-5 Goal
G-4
G-6
Annotations to Readings
MilestonesAchieved
Interactions & ContentCreation
Learner
Instructor
G-n Learning Sub-goals
Keeping track of student Learning
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keywords
keywords
keywords
Concepts Space
Text Analysis
K-Maps
Trees Mouse
Trees Mouse
bus algorithms
Community Participation/Rankings
Concepts Visualized
Shared K-Map
Similarity Detection and Data Mining are key components
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Student Portfolio
E-portfolio
Profile
Workspace
Showcase
Knowledge maps
Active Rooms
Personal Data
Published Works
Demo/Artefacts
Achievement Records
Ideas
Reviews
Papers
Mentor Records
Contributions
E-Diary
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Copy paste checking
High Degree of Similarity with R1
Overview
Diary
Groupwork
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Guiding and Checking Copy-Paste
Text
.
Original text selected by student is placed here
Pharaphrase
Copy-Paste Tutoring Session
Paraphrased text is shown here
Source of Text
See Kulathuramaiyer N., Zaka, B., Helic, D., Integrating Copy-Paste Checking into an E-Learning Ecosystem, Ed-Media 2008, Vienna, June 2008
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This paper explores the responsibility of governments in combination with the role of market forces in shaping the provision and delivery of public services. It is an attempt to show that modern Information and Communications Technology (ICT) is probably calling also for public attention to entirely new aspects. To be more specific, the reconciliation of the powers of market forces together with concerns of public welfare is a major concern in addressing emerging questions such as ‘Should access to information and knowledge discovery service not be considered a right of every citizen?’ and ‘Should search engines be left entirely at the hands of market forces ?’
Not clear!
I don‘t agree! (3)
Key point (15)
Key point (6)
ICT should be made the right of every citizen beacuse this is the
Information Age.
Degree of Similarity with Document 2: PYA: 10%
K-Map
Output from Copy-Paste system
Key point (5)
This key point is important but needs to be elaborated.Refer to Text #1
Instructor‘s Input...
Reading Room Scenario
1
2
3
Published Works in progress
Annotations fromstudents
K-Map
Response fromInstructor asannotation
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Human Centric Metrics
• Number of related diary entries, concept formulations for a given task
• Time spent on internalisation as percentage of time spent on an assignment
• Number of objectives or targets met by student• Efforts spent in knowledge creation (helping other
students answer questions)• Number of students who misunderstood topic• Number of highly ranked ideas produced
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Reducing the Reliance on Global Search Engines
• Decentralized Global Search • Dedicated Data Control Facilities • Neutralizing Web Influence
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In Conclusion
• Paradigm Shift Needed in E-Learning• Need to Re-look Education as a whole• Focus on Knowledge Worker Development
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Terima Kasih
The End of Education is Character
Baba