orchestrating collaborative technology-enhanced ecosystems: how to support teachers with conceptual...
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Seminar at the University of Sydney, May 30, 2012TRANSCRIPT
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Orchestrating collaborative technology-enhanced
ecosystems: How to support teachers with conceptual and technological toolsProf. Yannis Dimitriadis
GSIC/EMIC research groupUniversity of Valladolid
May 30, 2012Based on work by L.P. Prieto – S.
Villagrá
University of SydneyCOCO-CHAI-LATTE Joint Seminar
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TEL/CSCL ecosystem
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Outline
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The two hats of this seminar Hat 1: Conceptual tools
A framework on orchestration Multi-level patterns as mediating tools
Hat 2: Technological tools for Learning design Flexible deployment
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The two hats of this seminar
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Personal Engineering background + Interest in
education Audience (and associated drinks …)
CHAI-LATTE and CoCo TEL research
sound pedagogy + efficient engineering Quest for sustainable innovation
good research for understanding, abstraction and evidence
effective support to actors – teachers, learners or even service and technology providers
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The two hats of GSIC/EMIC
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“Dark and bright side” in a group since 1994
Focus on CSCL: complex and innovative Support real-world actors and own action-
research Inquiry cycle (design-enactment-evaluation)
for teaching/learning and technological
support
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Hat 1: Conceptual tools
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Analyze and understand the field of orchestration in complex TEL ecosystems The “5+3 aspects” framework for
orchestration
Collect and use knowledge in terms of good practices during the CSCL cycle Multi-level patterns
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Orchestration: Moving target
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Increasing presence in literature, but what is it about? Is there a new focus?
Efforts to define the field/concept/metaphor: Stellar NoE deliverable, CSCL 2011 and
ICLS 2012 workshops, collective paper New proposal for “5+3” orchestration
framework and validation through expert panel
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Focus of orchestration on …
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Acknowledge complex ecosystems for innovative TEL/CSCL environments
Support teachers as orchestrators (and think of how to minimize-distribute the orchestration load on teachers, learners and systems)
Build on pragmatism and minimalism as keys for sustainability
Explicit emphasis on how to flexibly manage (learning time) enactment
Design for adequate orchestrating and orchestrable technologies (and conceptual tools)
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The “5+3” frameworkA diagramatic view
9http://prezi.com/aa2vighak7hh/orchestration-in-tel-cscl-as-easy-as-53/
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The “5+3” frameworkA process view
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Evaluating the frameworkThe setup
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Research questions on Completeness of common understanding Usefulness for researchers
Two panels (March – May 2012) Pilot phase: 22 Spanish researchers of low-
medium expertise (2.58) and more technological profile (16T-7E-1M)
International panel: 24 researchers of medium-high expertise (4,46), high research experience in TEL (15,8 years), more balanced profile (6T-11E-7M)
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Completeness of framework
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Quantitative and qualitative data Non-normative and inclusive Need to clarify role of actors, technology,
theory More than 4,5 (Lickert scale of 1-6) for all
items Logical: 4,78 –Comprehensive: 4,52 –
Relevant: 5,13
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Usefulness of framework
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To be referenced in papers, checklist and didactic tool for young researchers
But need for normative advice and real-world examples
Will be used in future (4.43)
Provided new insights (4.17)
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Multi-level patterns
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But the “5+3” Orchestration framework is a conceptual tool mainly for researchers
Tools (conceptual or technological) for orchestration should also support “teachers” Exploiting articulated (design) knowledge
(Pedagogical) patterns as mediating tools regarding various orchestration aspects Design and Management of learning flow,
Assessment, Adaptation … Related fields of
Learning Design, Educational Modeling, Scripting
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Collaborative Learning Flow and assessment patterns
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Learning Flow
Assessment
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Aligning both sets of patterns
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Usefulness of patterns
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Are these patterns useful for practitioners? Evidence for learning flow patterns for OER
repurposing to collaborative activities Appropriation in University (Higher
Education – HE) teachers (Professional Development - PD) workshops
But not always If not included in appropriate technological
tools Too complex (abstract) for (Primary
Education – PE) practitioners Do not take into account enactment issues
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The need for atomic patterns
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Two independent studies by GSIC and SRI using GroupScribbles in Primary and Secondary Education schools (2008-2011)
Studying enactment and disciplined improvisation
Showed that other small-scale, informal, contextual, actionable patterns emerged
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A learning design in actionin a Primary Education classroom
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Using atomic patterns in a HE PD workshop
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Atomic patterns as mediating conceptual tools
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And we need to “fill the gap”, “flesh the bones” with appropriate mediating artifacts (conceptual tools)
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Evaluation of atomic patternsin PD workshops
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Four (2 in PE, 2 in HE) PD workshops (2010-2011)
WS4 data quantitative data (scale 1 to 7): Enactment patterns useful (5,31) Feasibility (5,22) and nearness (6,06) 19 out of 22 teachers enriched design
Useful but not revolutionary Especially important for non-experienced or
pre-service teachers Need to condense and classify long list of AP What about inclusion in technological tools?
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Approach for multi-level patterns
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And the way to elicit and use multi-level patterns
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Hat 1: Wrap-up
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Knowledge regarding orchestration for researchers: “3+5 Aspects” framework Approach for multi-level patterns Atomic pattern catalogue and LD
representation Support teachers too with conceptual tools:
Classroom norms for participation, discourse moves for discussion, decision rules for contingent teaching (SRI)
Multi-level patterns Use in PD workshops Role playing and
learning design enrichment using cards (GSIC)
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Hat 2: Technological tools
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But TEL is not only about Conceptual tools (patterns, moves, …)
It is also about enacting learning in TEL complex
ecosystems especially in HE distributed learning
environments where VLE/PLE are combined with third-party tools
And also support teachers (and learners) with technological tools when orchestrating TEL/CSCL ecosystems (less
orchestration load for teachers – more for tools)
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Learning Design tools
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Articulate/exploit the knowledge of patterns and support the learning design process
Create a model or representation of a learning design (unit of learning, script, scenario, etc.) That allows understanding and reflecting
on the pedagogy, making the learning design explicit, sharing it with others
Through the Web Collage tool Or other Learning tools by the Stellar
Learning Design Grid Theme Team http://www.ld-grid.org/home
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Web Collage: Learning & Assessment flows
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Teacher
Select and work individually in a
subproblem
Support individual work
Students
Work in expert groups of students
with the same subproblem
Form Jigsaw groups and explain each other the different
subproblems
Support expert group work
Support jigsaw group work
Write activity report
Review report
Work in expert groups of students
with the same subproblem
input for…
provide feedback…
http://pandora.tel.uva.es/wic2
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A learning design(HE teacher in a PD workshop)
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Web Collage:Evolution and evaluation
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Evolution of the Collage tool since 2005 Towards a more stable and user-friendly
Web-based tool that includes learning and assessment patterns, as well as support for instantiation
Extensive use and evaluation using mixed methods Multi-case studies in authentic settings and
PD workshops with HE teachers Wide acceptance of the pattern-based
design process
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The deployment gap
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But teachers wanted to complete the cycle deploy their design in their TEL
environment, especially their institutional VLE (e.g. Moodle)
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Alternatives for deployment
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Have the learning design “in mind” and then go through the VLE/PLE interface and struggle to “translate” the design to a course/lesson plan
Use a single system (LAMS) to do both design and deployment in the same environment
Use an LD Tool (LDSE) to create the interpretable script and then deploy it to one environment
But there are many LD tools and VLEs: Provide intermediary to connect them:
Glue!-PS
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Glue!-PSAn architectural view
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Glue!-PS:A functional view
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Glue!-PS Validation
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Proof of concept validations using the Planet Game (ICALT 2006) scenario Two LD languages: LDL + IMS-LD Two Learning Environments: Moodle +
MediaWiki Design and deployment
by GSIC researchers of 36 learning designs created using pen and paper at two HE PD workshops (Sep-Nov 2011)
by 24 teachers in a follow-up PD workshop (Feb 2012) Immediate use in real life: 6,19 (scale 1
to 8)!
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Glue!-PS and atomic patterns
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Atomic patterns are especially important for flexible orchestration
University teachers suggested embedding atomic patterns in technological tools
Initial evidence of use in Glue!-PS Implementation of a subset of atomic
patterns without architectural changes as e.g. AP: Spontaneous use of additional IT Actions: Add and synchronize in real-
time resources in an activity Feasibility evidence in 2 cases (Mar-Apr
2012)
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Hat 2: Wrap-up
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Technological tools to support orchestration Patterns (that reflect good educational
practices) guide a flexible design and deployment process
Glue!-PS allows to bridge the deployment gap in distributed learning environments time-efficient and less error-prone allows sustainable migration to new VLE
and connection to various LD tools More naturalistic evaluation is necessary Important role of PD workshops for innovation
and feedback to research
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Hat 2 (cont.): More tools to …
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Regulate through monitoring and the detection of critical aspects of the learning designs (GLUE!-CAS)
Find and select appropriate tools and include them in learning designs (SEEK)
Integrate third-party tools in learning designs directly through the VLE interface (GLUE!)
Design evaluation of CSCL case studies and generate multimedia reports (CSCL-EREM)
….
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Hats 1 and 2: wrap-up
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Support bits and pieces but also the complete cycle of orchestration flexibly and sustainably
Design for orchestration to show added value of TEL innovative pedagogies using old and new
technologies Integrate conceptual and technological tools
for researchers, teachers and students
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And many open questions
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Do researchers need an orchestration theory and framework and should it be normative?
Is the proposed approach for pattern elicitation sustainable? (crowd-sourcing ….)
How can we support co-orchestration with students and integrate efficiently PLE?
How various (Web, 3D worlds, augmented physical) spaces can be orchestrated?
Is there a way to solve the ethical and security problems that are involved?
…
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Some links
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Publications http://www.gsic.uva.es/public.php?lang=en
&list_public=all GSIC/EMIC channel at YouTube:
http://www.youtube.com/user/gsicemic?feature=watch
WS on orchestration at ICLS2012 (July 3) https://sites.google.com/site/iclsorchestrati
on2012/