guidebooks up2uml method guidebook structure delphi study delphi results panel input 4 guidebook...
TRANSCRIPT
Sabine Moebs Stephan WeibelzahlNora-Anne Dowling
Guidebooks
Up2UML
Method
GuidebookStructure
Delphi Study
Delphi Results
Panel Input 4 Guidebook
Summary
1
Supporting Facilitators of Blended Learning
with Guidebooks
{smoebs, sweibelzahl}@ncirl.ie
Sabine Moebs Stephan WeibelzahlNora-Anne Dowling
Guidebooks
Up2UML
Method
GuidebookStructure
Delphi Study
Delphi Results
Panel Input 4 Guidebook
Summary
2
Why do we need Guidebooks?● Instruction for course facilitators● Contain different syllabi based on the
same material Vary in proportion of self-paced and face-to-
face activities Vary in pedagogical approach
● Prescribe the setting and possible usage of material
● Aim to guarantee a certain standard for the course across facilitators
Guidebooks
Sabine Moebs Stephan WeibelzahlNora-Anne Dowling
Guidebooks
Up2UML
Method
GuidebookStructure
Delphi Study
Delphi Results
Panel Input 4 Guidebook
Summary
3
What is UML and Up2UML?
Up2UML
● UML Non-proprietary modelling and specification
language Used by software developers To describe functionality, structure and
behaviour of software systems● Develop new content and training
material for UML 2 Syllabi for different target groups Innovative training concepts Partners from Bulgaria, France, Germany, Romania
Sabine Moebs Stephan WeibelzahlNora-Anne Dowling
Guidebooks
Up2UML
Method
GuidebookStructure
Delphi Study
Delphi Results
Panel Input 4 Guidebook
Summary
4
Method● UML2 Course Development● Guidebook Development● Delphi Study “Blended Learning for Small
and Medium-Sized Enterprises” What works best in blended learning?
Method
Sabine Moebs Stephan WeibelzahlNora-Anne Dowling
Guidebooks
Up2UML
Method
GuidebookStructure
Delphi Study
Delphi Results
Panel Input 4 Guidebook
Summary
5
Mindmap L1
Guidebook Structure
Sabine Moebs Stephan WeibelzahlNora-Anne Dowling
Guidebooks
Up2UML
Method
GuidebookStructure
Delphi Study
Delphi Results
Panel Input 4 Guidebook
Summary
6
Mindmap L2
Guidebook Structure
Sabine Moebs Stephan WeibelzahlNora-Anne Dowling
Guidebooks
Up2UML
Method
GuidebookStructure
Delphi Study
Delphi Results
Panel Input 4 Guidebook
Summary
7
Guidebook StructureCourse StartCourse Execution
TrainingCombination of:Self-paced preparationCollaborative activities: analysis, synthesisProject: judgement about value of ideas/materials
Problem-Based LearningProblem:Background, task, available resources, anticipated
solution, required feedback
Course EndSummary, different types of assessments
Guidebook Structure
Sabine Moebs Stephan WeibelzahlNora-Anne Dowling
Guidebooks
Up2UML
Method
GuidebookStructure
Delphi Study
Delphi Results
Panel Input 4 Guidebook
Summary
8
Guidebook in XML• Structure of Guidebook can be
described in XML• Enables more varied use &
formats of guidebook
• <!ELEMENT blend (coursestart, courseexecute+, courseend)>• <!ELEMENT coursestart (purpose, learningtool, communicationtool*)>• <!ELEMENT courseexecute (training | pblproject)>• <!ELEMENT training (wbt+, (discussion | exercise)*, project)>• <!ELEMENT discussion (#PCDATA)>• <!ATTLIST discussion• topic CDATA #REQUIRED• prerequisite CDATA #REQUIRED• duration CDATA #REQUIRED>• <!ELEMENT exercise (exercisebackground, exercisescenario,
exercisetask, exercisematerial?, exercisesolution, exercisefeedback)>
• Structure of Guidebook can be described in XML
Guidebook Structure
Sabine Moebs Stephan WeibelzahlNora-Anne Dowling
Guidebooks
Up2UML
Method
GuidebookStructure
Delphi Study
Delphi Results
Panel Input 4 Guidebook
Summary
9
Participants Delphi Study
Delphi Study
SMEs IT sector
mean 7.6 yrs experience
Managing DirectorOwnerHR ManagerTechnical StaffSoftware Developer
Sabine Moebs Stephan WeibelzahlNora-Anne Dowling
Guidebooks
Up2UML
Method
GuidebookStructure
Delphi Study
Delphi Results
Panel Input 4 Guidebook
Summary
10
Participants Delphi Study
SMEs Tourism industry
mean 18.8 yrs experience
OwnerManaging DirectorProject Manager
Delphi Study
Sabine Moebs Stephan WeibelzahlNora-Anne Dowling
Guidebooks
Up2UML
Method
GuidebookStructure
Delphi Study
Delphi Results
Panel Input 4 Guidebook
Summary
11
Participants Delphi Study
Large Companies
mean 6.6 yrs experience
IT, Automotive, Contact Center, Telecommunication ProviderBank
Delphi Study
Sabine Moebs Stephan WeibelzahlNora-Anne Dowling
Guidebooks
Up2UML
Method
GuidebookStructure
Delphi Study
Delphi Results
Panel Input 4 Guidebook
Summary
12
Participants Delphi Study
Providermean 9.9 yrs experience
Head of Product DevelopmentHead of Education ManagementLearning Design ManagerTechnical staffOwnerProject ManagerManaging Director
Delphi Study
Sabine Moebs Stephan WeibelzahlNora-Anne Dowling
Guidebooks
Up2UML
Method
GuidebookStructure
Delphi Study
Delphi Results
Panel Input 4 Guidebook
Summary
13
Participants Delphi StudyTrainer
Mean 11.1 yrs experience
ITGeneral Education
Delphi Study
Sabine Moebs Stephan WeibelzahlNora-Anne Dowling
Guidebooks
Up2UML
Method
GuidebookStructure
Delphi Study
Delphi Results
Panel Input 4 Guidebook
Summary
14
Participants Delphi StudyResearchersBlended Learning as didactical conceptEvaluation of TELAccess to LearningDigital Learning StylesSocial MediaOpen Educational ResearchContent SharingBusiness models e-Learninge-Learning standards
Delphi Study
Sabine Moebs Stephan WeibelzahlNora-Anne Dowling
Guidebooks
Up2UML
Method
GuidebookStructure
Delphi Study
Delphi Results
Panel Input 4 Guidebook
Summary
15
Methodology Delphi Study Round 1
● Online – Questionnaire● 5-10 aspects considered important● One panel list
Round 2 (in progress)● Consolidated list from all participants over all
panel● Participants select 20 most important ● Results within subpanels
Round 3 (July 2007)● List of Top20 from previous round● Ranking of items within subpanels
Delphi Study
Sabine Moebs Stephan WeibelzahlNora-Anne Dowling
Guidebooks
Up2UML
Method
GuidebookStructure
Delphi Study
Delphi Results
Panel Input 4 Guidebook
Summary
16
Online-Questionnaire
Delphi Study
Sabine Moebs Stephan WeibelzahlNora-Anne Dowling
Guidebooks
Up2UML
Method
GuidebookStructure
Delphi Study
Delphi Results
Panel Input 4 Guidebook
Summary
17
1st Round Delphi Study
Assessment of learning progress
Efficiency Method Mix Fun
Team Collaboration
Group dynamics Teamwork Interaction
Problem Based Learning Support Mechanisms
Multimedia Mixing of Styles New Skills Acquisition
Social Binding Real World Examples
Study Groups Applicable to the Workplace
DelphiResults
Sabine Moebs Stephan WeibelzahlNora-Anne Dowling
Guidebooks
Up2UML
Method
GuidebookStructure
Delphi Study
Delphi Results
Panel Input 4 Guidebook
Summary
18
Course Start
• SMEs– Direct contact with
the tutor– Answers to
individual questions– Self-paced learning– Accessibility of
tutor, learning material, IT
• Trainer– Interaction at
different levels through different media
– Mixing of teaching styles
– Scalability– Support
mechanisms– Team collaboration
Panel Input4 Guidebook
Sabine Moebs Stephan WeibelzahlNora-Anne Dowling
Guidebooks
Up2UML
Method
GuidebookStructure
Delphi Study
Delphi Results
Panel Input 4 Guidebook
Summary
19
Course Execution - Training
• SMEs– Study groups– Group dynamics– Labs
• Trainer– Inter student
interaction– Interactive; taking
student through a number of learning routes
– Practice what you learn
– Provide access to lots of related material to build student enthusiasm
Panel Input4 Guidebook
Sabine Moebs Stephan WeibelzahlNora-Anne Dowling
Guidebooks
Up2UML
Method
GuidebookStructure
Delphi Study
Delphi Results
Panel Input 4 Guidebook
Summary
20
Course Execution - PBL
• SMEs– Efficiency
Learning to be done in short time-span and immediately applicable
• Trainer– Applicable to
workplace– Beneficial to learner
benefit– Customizable structure– Interactive– Practice– Real World Examples– New Skills Acquisition
Panel Input4 Guidebook
Sabine Moebs Stephan WeibelzahlNora-Anne Dowling
Guidebooks
Up2UML
Method
GuidebookStructure
Delphi Study
Delphi Results
Panel Input 4 Guidebook
Summary
21
Summary● Structure supports completeness of
guidebooks● XML structure enables more varied use● Basic structure of self-paced and guided
activities caters for the request of group dynamics and study groups
● Clear focus form SME learners on end of course activities
● Clear focus from trainer panel on course execution, particularly PBL
Summary