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September 13th 2010
Supporting Learning Methodologies with a Blended Peer-Assisted Learning Platform
Paulo Sampaio
Madeira Interactive Technologies Institute (M-ITI)
University of MadeiraFunchal, Madeira, Portugal
Ph.D. in Informatics and Telecomunications
Université Paul Sabatier / LAAS-CNRS - Toulouse, France
email: [email protected]: http://dme.uma.pt/psampaio
Main Interests:
Prof. Paulo Sampaio
Multimedia Systems
Multimedia and VirtualEnvironments
Edition of Multimedia and Virtual Environments
Network and QoS Simulation
University of Madeira (UMa)
Founded in 1988
B.Sc., M.Sc. and PhD courses
Around 3000 students
http://www.uma.pt
Art and Design
Biology
Educational Sciences
Medicine
Physical Education and Sports
English and German Studies
Romanic Studies
Physics
Management and Economy
Mathematics and Engineering
Psychology and Humanistic Studies
Chemistry
Nursing School
Madeira Island
Madeira Island - Portugal
Agenda
3. e-Learning: Platforms and ICT
5. Conclusions and future perspectives
2. From e-learning to e-PAL- e-Portfolios
- Blended Learning- Peer-Assisted Learning (PAL)
4. Blended PAL Learning Environments
1. Main issues and motivation
1.1. Contextualization
The Information and Communication Technologies applied to education came along due the need to:
Share information and knowledge under different modalities;
Explore the existing technological resources (network, bandwidth, etc.), and;
Optimize the learning process through the proposal of new methodologies and tools.
The Information and Communication Technologies applied to education came along due the need to:
Share information and knowledge under different modalities;
Explore the existing technological resources (network, bandwidth, etc.), and;
Optimize the learning process through the proposal of new methodologies and tools.
1.2. e-Learning
Organizational efficacy
Larger number os students
Local and temporal flexibility
Didactic quality
Utilization of other learning options
Accessing and sharing didactic material
1.4. Our contribution
This work aims at presenting:
The main characteristics of ePortfolios, Blended
learning and PAL, and;
The proposal of a generic platform for the
implementation of a Blended PAL Learning Environment.
This work aims at presenting:
The main characteristics of ePortfolios, Blended
learning and PAL, and;
The proposal of a generic platform for the
implementation of a Blended PAL Learning Environment.
Agenda
3. e-Learning: Platforms and ICT
5. Conclusions and future perspectives
2. From e-learning to e-PAL- e-Portfolios
- Blended Learning- Peer-Assisted Learning (PAL)
4. Blended PAL Learning Environments
1. Main issues and motivation
2.1. ePortfolios
State of art.
What is it?
Who will it help?
How can it help?
Types of e-Portfolios.
2.2. ePortfolios
On-line repository for work pieces Organized and planned along some period of time;
Provides a view of the learning and experience
acquired by a student, and;
Components of the development (cognitive, afective,
etc.)
On-line repository for work pieces Organized and planned along some period of time;
Provides a view of the learning and experience
acquired by a student, and;
Components of the development (cognitive, afective,
etc.)
2.3. Types of ePortfolios
Personal (Development)
Learning (Assessment)
Academic (Teacher education, College Admission,
Post-Graduate, etc.)
Proficiency
Professional (Showcase)
Personal (Development)
Learning (Assessment)
Academic (Teacher education, College Admission,
Post-Graduate, etc.)
Proficiency
Professional (Showcase)
2.4. Blended Learning
Methodologies and learning technologies combined
with the different training environments, presential and
on-line:
• Practical constraints (physical, schedule, budget,
etc.)
• Preferences / Differences among students
• Objectives and educational content
Methodologies and learning technologies combined
with the different training environments, presential and
on-line:
• Practical constraints (physical, schedule, budget,
etc.)
• Preferences / Differences among students
• Objectives and educational content
2.5. What to combine in Blended Learning?
Learning infra-structure Classrooms, Web-Based,
teleconference, tutoring, etc.
Educational media (Communication media) Face-to-Face, stand-alone (CD-ROM), Internet,
telephone, video (recorded/broadcast), book, blackboard,
etc.
Educational strategy Reading, simulation, group discussion, tutoring,
coaching, learning based on problem-solving/case study
Learning infra-structure Classrooms, Web-Based,
teleconference, tutoring, etc.
Educational media (Communication media) Face-to-Face, stand-alone (CD-ROM), Internet,
telephone, video (recorded/broadcast), book, blackboard,
etc.
Educational strategy Reading, simulation, group discussion, tutoring,
coaching, learning based on problem-solving/case study
2.6. Peer-Assisted Learning (PAL)
Knowledge acquisition through the interaction and
active assistance of persons of the same academic
level (peers)
with guidance of one or more persons of a higher
academic level.
Knowledge acquisition through the interaction and
active assistance of persons of the same academic
level (peers)
with guidance of one or more persons of a higher
academic level.
2.7. PAL – Advantages
Improve cohesion among students
More accurate and customized students follow-up
Students are motivated and better prepared
Students are more engaged
Group work competences
Improve cohesion among students
More accurate and customized students follow-up
Students are motivated and better prepared
Students are more engaged
Group work competences
2.10. Types of PAL
RolePlaying Training real situations
Reciprocal Teaching Learning through questions, summarizing, predictions
and problem-solving
Peer-Tutoring Tutor-tutee
Cooperative Learning Group dynamics
RolePlaying Training real situations
Reciprocal Teaching Learning through questions, summarizing, predictions
and problem-solving
Peer-Tutoring Tutor-tutee
Cooperative Learning Group dynamics
Agenda
3. e-Learning: Platforms and ICT
5. Conclusions and future perspectives
2. From e-learning to e-PAL- e-Portfolios
- Blended Learning- Peer-Assisted Learning (PAL)
4. Blended PAL Learning Environments
1. Main issues and motivation
3.1. eLearning: Platforms and ICT
Communication Synchronous: videoconference, IRC (Instant
messenger and chat rooms) and Voice Over IP (VOIP); Assynchronous: Discussion foruns, E-mail, Mailing-lists,
Wikis and RSS.
Collaboration: Repository for file exchanges, whiteboard, etc.;
Productivity: Content repository, favorites manager, agenda, creation of portfolios, wikis, off-line work followed by synchronization and help-systems;
Communication Synchronous: videoconference, IRC (Instant
messenger and chat rooms) and Voice Over IP (VOIP); Assynchronous: Discussion foruns, E-mail, Mailing-lists,
Wikis and RSS.
Collaboration: Repository for file exchanges, whiteboard, etc.;
Productivity: Content repository, favorites manager, agenda, creation of portfolios, wikis, off-line work followed by synchronization and help-systems;
3.2. eLearning: Platforms and ICT - Management
Management
System: authentication, profile/account management with different access levels and users registration on the available courses/PAL sessions;
Courses (management tools): • Courses structure and content• Questionnaires• Students follow-up and assessment• Individual and group registration (access to available content
and tests) • Collaborative timetable• etc.
Management
System: authentication, profile/account management with different access levels and users registration on the available courses/PAL sessions;
Courses (management tools): • Courses structure and content• Questionnaires• Students follow-up and assessment• Individual and group registration (access to available content
and tests) • Collaborative timetable• etc.
Agenda
3. e-Learning: Platforms and ICT
5. Conclusions and future perspectives
2. From e-learning to e-PAL- e-Portfolios
- Blended Learning- Peer-Assisted Learning (PAL)
4. Blended PAL Learning Environments
1. Main issues and motivation
4.1. Blended PAL Platform
The main idea of the platform proposal is:
The portfolio elaborated by the student should provide support to the definition of the most appropriate PAL strategy to be adopted in order to enable the learning process;
The strategy adopted will determine the set of tools to be applied in a coordinated way to fulfill its learning objectives;
The correct selection/utilization of strategies/tools will be an asset for future PAL sessions which will contribute to facilitate the learning process.
The main idea of the platform proposal is:
The portfolio elaborated by the student should provide support to the definition of the most appropriate PAL strategy to be adopted in order to enable the learning process;
The strategy adopted will determine the set of tools to be applied in a coordinated way to fulfill its learning objectives;
The correct selection/utilization of strategies/tools will be an asset for future PAL sessions which will contribute to facilitate the learning process.
4.2. Blended PAL Platform
Communication
Collaboration
Productivity
Management
Tools
Blended PAL environments
User management system
Strategies Management
System
Course ManagementSystem
GUI
Learningtracks
GoalsDiagnosisPortfolio
E-portfolios
4.3. ePortfolios: Our approach
Based on personal skills:What skills do employers look for?What skills can be used and developed in an educational context?
7 skills identified:
Communication TeamworkLeadership AdaptabilityOrganization Self-DisciplineProblem Solving
4.3. ePortfolios: Our approach
How to Assess skills?
ePortfolio entries educational, professional background, technical competences,
etc.
Questionnaires
Specific questions
4.3.1. ePortfolios: Our approach
How does it work?
1st step: Skill Inquiry/ Quiz2nd step: Answers are assessed,
granting a student a certain skill level
3rd step: Students are associated with
a learning strategy based on their
skill levels
Role-playingPeer TutoringReciprocal
TeachingCooperative
Learning
4.3.2. ePortfolios: Getting it right
There will always be a certain percentage of students in the wrong learning strategy.
skills can change with time!questionnaire may guide them wrongly!
e-Portfolio can correct those failurese-portfolio is updated periodically with students works.each work will be assessed, developing a certain skill.
assessed by teachers, peers or even by the owner.
based on this assessment, the strategy can be periodically adjusted.
4.3.3. Relating skills to learning strategies
Gather informationabout the four learning strategies
Linking skills
based on the gathered information, viewing which skills are necessary to a certain strategySkills can be weak; basic; intermediate; strong; very strong; irrelevant to a certain strategy
4.3.4. Relating skills to learning strategies (cont´)
RoleplayingRoleplaying
Communication - strong (min. 6) Teamwork – intermediate (min. 4)Leadership – irrelevant (-10 to 10) Adaptability – strong (min. 6)Organization – irrelevant (-10 to 10) Self-Discipline – intermediate (min.
4)Problem Solving – intermediate (min.
4)
RoleplayingRoleplaying
Communication - strong (min. 6) Teamwork – intermediate (min. 4)Leadership – irrelevant (-10 to 10) Adaptability – strong (min. 6)Organization – irrelevant (-10 to 10) Self-Discipline – intermediate (min.
4)Problem Solving – intermediate (min.
4)
Reciprocal TeachingReciprocal Teaching
Communication - intermediate (min. 4)
Teamwork – intermediate (min. 4)Leadership – basic (min. 0) Adaptability – intermediate (min. 4)Organization – intermediate (min. 4) Self-Discipline – intermediate (min.
4)Problem Solving – strong (min. 6)
Reciprocal TeachingReciprocal Teaching
Communication - intermediate (min. 4)
Teamwork – intermediate (min. 4)Leadership – basic (min. 0) Adaptability – intermediate (min. 4)Organization – intermediate (min. 4) Self-Discipline – intermediate (min.
4)Problem Solving – strong (min. 6)
Cooperative LearningCooperative Learning
Communication - strong (min. 6) Teamwork – strong (min. 6)Leadership – intermediate (min. 4) Adaptability – intermediate (min. 4)Organization – intermediate (min. 4) Self-Discipline – strong (min. 6)Problem Solving – intermediate (min.
4)
Cooperative LearningCooperative Learning
Communication - strong (min. 6) Teamwork – strong (min. 6)Leadership – intermediate (min. 4) Adaptability – intermediate (min. 4)Organization – intermediate (min. 4) Self-Discipline – strong (min. 6)Problem Solving – intermediate (min.
4)
Peer Tutoring (tutee)Peer Tutoring (tutee)
Communication - basic (min. 0) Teamwork – basic (min. 0)Leadership – irrelevant (-10 to 10) Adaptability – basic (min. 0)Organization – basic (min. 0) Self-Discipline – basic (min. 0)Problem Solving – basic (min. 0)
Peer Tutoring (tutee)Peer Tutoring (tutee)
Communication - basic (min. 0) Teamwork – basic (min. 0)Leadership – irrelevant (-10 to 10) Adaptability – basic (min. 0)Organization – basic (min. 0) Self-Discipline – basic (min. 0)Problem Solving – basic (min. 0)
4.3.5. Relating skills to learning strategies (cont´)
Each strategy (except Peer Tutoring) has certain skills that are an essential part of that strategy, and won’t work efficiently without them.
Role-Playing – Adaptability & Communication Cooperative Learning – Teamwork & Communication Reciprocal Teaching - Problem-Solving Peer Tutoring - None
4.3.6. Relating skills to learning strategies (cont´)
Alberto Carmo Inquiry Results
R. Teaching P. Tutoring C. Learning R. Playing
Communication Weak - -1 - -
Teamwork Interm. X X -1 X
Leadership Basic X X -1 X
Adaptability Basic -1 X -1 -
Organization Interm. X X X X
Self-Discipline Basic -1 X - -1
Problem-Solving Basic - X -1 -1
2nd step: Does the students skills match the strategies essential skills?
Problem-Solving is an essential skill in R. Teaching, and this student does not match the skill level required by this strategy (Strong)
Communication and Adaptability are essential skills in R. Playing, and this student does not match the skill levels required by this strategy (Strong in both)
Communication and Teamwork are essential skills in C.Learning. The student doesn’t match the required Communication skill levels required, and misses the Teamwork skill by one level.
Strategy the student fits into: Peer Tutoring1
4.3.7. Relating skills to learning strategies (cont´)
Alberto Carmo Inquiry Results
R. Teaching P. Tutoring C. Learning R. Playing
Communication Weak - -1 - -
Teamwork Interm. X X -1 X
Leadership Basic X X -1 X
Adaptability Basic -1 X -1 -
Organization Interm. X X X X
Self-Discipline Basic -1 X - -1
Problem-Solving Basic - X -1 -1
Why don’t we improve the students weakest skills?
Instead of potentiating the students strong skills
3rd step: Another way of looking at the problem
2 Best strategy to improve Communication: Role Playing
4.3.8. Relating skills to learning strategies (cont´)
What strategy does the
student fit into?Peer Tutoring
What strategy will help
the student improve his
weak skills?Role Playing
The final choice of what strategy to follow is always up to the student (and to his tutor).
In this case, he is free to choose between a strategy that boosts his strong skills,
or one that improves his weaknesses, or he may even choose another one!
Our goal is to guide the student, without limiting his choices!
1 2
4.3.9. ePortfolio Management System
www.eguide.netii.net
4.2. Blended PAL Platform
Communication
Collaboration
Productivity
Management
Tools
Blended PAL environments
User management system
Strategies Management
System
Course ManagementSystem
GUI
Learningtracks
GoalsDiagnosisPortfolio
E-portfolios
4.4. Blended PAL: The Moodle Approach
4.4.1. Blended PAL: The Moodle Approach
Adopted Strategy: Peer Tutoring
Teacher modules Tutor Modules Tutee Modules
4.4.2. Blended PAL: The Moodle Approach
Teacher modules
Session Configuration (Main Module) Group Management Groups Follow-Up Content Management Session Guide Manager Assessment Manager
4.4.4. Blended PAL: The Moodle Approach (cont´)
Teacher: Session Configuration (Main Module)
4.4.4. Blended PAL: The Moodle Approach (cont´)
Teacher: Group Management
4.4.4. Blended PAL: The Moodle Approach (cont´)
Teacher: Groups Follow-Up
4.4.4. Blended PAL: The Moodle Approach (cont´)
Teacher: Content Management
4.4.4. Blended PAL: The Moodle Approach (cont´)
Teacher: Session Guide Manager
4.4.4. Blended PAL: The Moodle Approach (cont´)
Teacher: Assessment Manager
<?xml version="1.0" encoding="ISO-8859-1"?><?xml-stylesheet type="text/xsl" href="assessment.xsl"?><assessment>
<question_answer><question>
<question_id>1</question_id>
<question_text></question_text>
</question><answer>
<answer_text></answer_text></answer>
</question_answer></assessment>
4.4.3. Blended PAL: The Moodle Approach
Tutor modules
Session Configuration (Main Module) Group Management Assessment Manager
Tutee modules
Session Configuration (Main Module) Group Management Assessment Manager
4.4.4. Blended PAL: The Moodle Approach (cont´)
Tutor/Tutee: Session Configuration (Main Module)
4.4.4. Blended PAL: The Moodle Approach (cont´)
Tutor/Tutee: Group Management
4.4.4. Blended PAL: The Moodle Approach (cont´)
Tutor/Tutee: Assessment Manager
4.4.4. Blended PAL: The Moodle Approach (cont´)
Tutor/Tutee: Interaction Space
4.4.4. Blended PAL: The Moodle Approach (cont´)
Tutor: Interaction Space (ICT)
4.4.5. Blended PAL: The Moodle Approach (cont´)
Utilization of the Blended PAL platform can be customized Teacher, Tutors and tutees can combine the utilization of
the developed modules according to their needs (course, content, etc.):
Session Configuration + Group Management + Groups Follow-Up
Session Configuration (Main Module) + Groups Follow-Up + Session Guide Manager
Session Configuration (Main Module) + Groups Follow-Up + Assessment Manager
…
Agenda
3. e-Learning: Platforms and ICT
5. Conclusions and future perspectives
2. From e-learning to e-PAL- e-Portfolios
- Blended Learning- Peer-Assisted Learning (PAL)
4. Blended PAL Learning Environments
1. Main issues and motivation
5.1. Conclusions
This work presented different approaches which foster the learning process based on ICT (e-portfolios, Blended Learning and PAL);
Proposal of a generic architecture for the implementation of Blended PAL learning environments. Integration of several e-learning paradigms;
The main advantages of the presented platform are: Generation of an individual e-portfolio for the student; Definition of the most appropriate PAL strategy/tools for
enabling the learning process.
This work presented different approaches which foster the learning process based on ICT (e-portfolios, Blended Learning and PAL);
Proposal of a generic architecture for the implementation of Blended PAL learning environments. Integration of several e-learning paradigms;
The main advantages of the presented platform are: Generation of an individual e-portfolio for the student; Definition of the most appropriate PAL strategy/tools for
enabling the learning process.
5.2. Perspectives
Prototypes under current validation => final beta version
Carrying out Pilot Project to validate prototypes in a larger scale;
Refine the developed strategies and implement the remaining ones.
Prototypes under current validation => final beta version
Carrying out Pilot Project to validate prototypes in a larger scale;
Refine the developed strategies and implement the remaining ones.
Thank you for your
attention!
September 13th 2010
Supporting Learning Methodologies with a Blended Peer-Assisted Learning Platform
Paulo Sampaio
Madeira Interactive Technologies Institute (M-ITI)
University of MadeiraFunchal, Madeira, Portugal