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Developing a methodology to compare and adapt e-Learning contents and evaluate the results. The presentation was held at the biannual MKWI conference in 2008 in Munich. The related paper was awarded with the 2008 e-Learning Innovation Award, granted by the SAP AG.
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A Methodology to Compare and Adapt E-Learning in the
Global Context
Jan M. Pawlowski,Thomas Richter
Multi Conference Business Information Systems Munich, 27.02.2008
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Where I work…Jyväskylä, Finland!
Source: [http://www.jyu.fi/, http://www.jyvaskyla.fi/]
Where I work…Jyväskylä, Finland!
Source: [http://commons.wikimedia.org/, http://www.jyvaskyla.fi/, http://www.laajavuori.com/]
My background!
E-Learning!Ø Integration of KM and E-
Learning !Ø Reference Models (Essen
Learning Model, ELM)!Ø Quality Management and
Assurance for E-Learning!Ø Mobile & Ambient Learning!Ø Standardization!Ø Learning Object and Learning
Design Repositories!Knowledge Management!Ø Integration Scenarios!Ø Knowledge Management
Support!E-Business!
Information Technology Research Institute (ITRI) !
Ø COSMOS: Exchange of Scientific Content!
Ø ASPECT: Open Content and standards for schools!
Ø iCOPER: New standards for educational technologies !
Ø OILI, IT-Mylly, Opinpolku, Centraali: E-Learning and IT competencies !
Ø Korean German Institute of Knowledge and Educational Excellence!
Ø Quality Initiative E-Learning in Germany!
Ø Virtual Education in Business Information Systems !
Contents !
Ø Motivation!– Introductory Scenario!
Ø Context and Culture!– Models and Approaches!– Culture and Context Metadata!– Test Methodology!
Ø Conclusion and Further Research!
A First Scenario!
Course: E-Learning Quality!Ø Target Group:
Higher Education in Korea, international use & distribution!
Ø Recent issue, rapid changes and news!
Task!Ø Develop a course for content
developers in Korea, potentially to be used in other markets /countries!
Ø Base: Existing course in English for further training in the university context!
Models to represent culture!
Hofstede’s Dimensions of Culture!Ø Power distance index (PDI): Common position to
diversities within a country and the people’s position towards authorities.!
Ø individualism-index (IVD): Degree, to which individuals in a country wish to be free from dependencies to other persons and the authorities !
Ø masculinity index (MAS): Degree to represent gender-roles as part of common norm, school, family and workplace as well as politics!
Ø Uncertainty avoidance index (UAI): How do individuals feel threatened by uncommon or insecure situations!
Ø Long term orientation (LTO): Time-orientation of a society (e.g., planning horizon)!
Models to represent culture (2)!14 Dimensions of Henderson (in the field of education / learning)!Ø Epistemology: Objectivism – Constructivism!Ø Pedagogical Philosophy: Instructivist – Constructivist!Ø Underlying Psychology: Behavioral – Cognitive!Ø Goal Orientation: Sharply-focused – Unfocused!Ø Experiential Value: Abstract – Concrete!Ø Teacher Role: Didactic – Facilitative!Ø Program Flexibility: Teacher-Proof – Easily Modifiable!Ø Value of Errors: Errorless Learning – Learning!Ø Motivation: Extrinsic – Intrinsic!Ø Accommodation of Individual Differences: Non-Existent – Multi-Faceted!Ø Learner Control: Non-Existent – Unrestricted!Ø User Activity: Mathemagenic – Generative!
– Initiated by a certain instructional activity – or created by the learners!Ø Cooperative Learning: Unsupported – Integral!Ø Cultural Sensitivity: Non-Existent – Integral!
Context Metadata (Pawlowski, Richter, 2007)!
Culture
Companies
Rules, standards and
agreements
Human actors
Financial aspects Media richness
Internet security
Demographical development
Learner satisfaction Religion
Geography & education
infrastructure
Technical infrastructure
Rights
History
Politics
State of development
Information & Knowledge
Systems
Results!
Ø Many culture representation models cannot be used for adaptation and design decisions !
Ø Level of abstraction / granularity !Ø Metadata model is adequate and can be
included in (automatic) adaptation !
Ø BUT: How can we derive and validate attributes and value spaces?!
Adaptation process!
Test methodology!
Ø Phases!– Exploration!– Qualitative tests in various setting!– Validation!– Quantitative analysis !– Derive rules!– Use as decision/adaptation support / Pre-test!
Ø Case study!– E-Learning in Higher Education!– Questionnaires in Germany, Finland and Korea!– Experiments in university settings!
Test methodology!
Ø Test class 1: How far are students able to apply learned methods to problems? - 4 test cases -!
Ø Test class 2: Do language styles influence the depth of understanding? - 2 test cases -!
Ø Test class 3: Do the students in each group simply memorize information or do they try to reflect it? How do they deal with unused presentations of contents? - 1 test case -!
Ø Test class 4: How do the students build groups and which structure can be monitored within the groups? - 1 test case -!
Ø Test class 5: How is collaborative group work practiced? What is the output? - 1 test case - !
Ø Test class 6: What kind of feedback is preferred and how do the students react on different kinds of feedback? - 1 test case -!
Test methodology (2)!
Ø Test class 7: Do the concepts of guilt and shame (west / east) have influence on the willingness to accept plagiarism as task-solution? - 3 test cases -!
Ø Test class 8: How is the relationship to authorities and do students put the learned contents into question? - 2 test cases -!
Ø Test class 9: What kind of working style do the students have and how do they react on uncertainties? - 5 test cases -!
Ø Test class 10: Which teaching style is preferred by the students and how do they react when it is not met? - 1 test case -!
Ø Test class 11: How do Koran students react when they are confronted with a German examination situation, which includes a lot of conflicting parameters (stress test)? - 1 test case -!
Sample test case!
Ø Test 1: Strictly use German way to transmit method-knowledge: Do not relate concrete methods to concrete problems !
Ø Task: Students have to decide themselves which solution they choose and discuss the decision by evaluating other methods attached to this situation. A single correct decision will not be possible!
Ø Expected result: German will solve the task but maybe argument wrong – no conflict; Conflict for Korean because they have to decide which solution is better what maybe means that the teacher taught ineffective methods!
Ø Evaluation method: Test - by analyzing the results (do they fit the task, counting numbers of result classes: correct, semi-optimal, wrong, other); questionnaire after-test (experiences of the students – do the Korean students report more difficulties concerning the choice? Result of related questionnaire aspect is Boolean, if more difficulties: yes - else, no)!
Conclusion!
ü Test methodology for (E-)Learning adaptation!
ü Providing concrete results to adapt E-Learning systems!
ü Integration in existing courses!
ü Low set-up and validation cost!
ü Usable for adaptation process and as pre-test!
? Long term validation!
? Transferability !
Contact Information ITRI!
Prof. Dr. Jan M. [email protected]!Skype: jan_m_pawlowski!!Office:!Room 523.5!Telephone +358 14 260 2596 / +358 50 443 2389!Fax +358 14 260 2544!http://www.titu.jyu.fi!!
