High-quality elearning with open-source software
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1 High-quality elearning with open-source software Peter Reimann University of Sydney Overview Technological Trends: what is to come? Pedagogical models: What works? Open source tools: How to make it happen? Open source: Enabler for participatory educational software development? Oct, 2005 (c) Peter Reimann, Univ. Sydney 2 1
2 Tomorrow s Choices: Technology Trends Trend 1: Mobile technology, wireless networks Wireless networks will become more common than wired networks Laptops and tablet PCs will become widespread among students, at least in the senior classes. Small mobile devices that integrate phone and computing will gradually replace laptops Wearable systems begin to catch on (driven by the sports and entertainment sector) Oct, 2005 (c) Peter Reimann, Univ. Sydney 3 Trend 2: Interface Technologies Dramatic improvements in voice and handwriting recognition and speech production will lead to new killer applications in education. Advanced visualisation technologies (Virtual Reality, Augmented Reality) will become available in schools New forms of electronic books and electronic paper will change the way students work with documents Oct, 2005 (c) Peter Reimann, Univ. Sydney 4 2
3 Trend 3: Interoperability and Learning Management Learning Objects (self-contained media assets, accessible through the Web, described by meta-data, that can be configured by teachers) will become widely available Learning Management Systems and portals will enable effective management of learning assets School management systems (for student, staff, time, and resource management) will be in general use. Oct, 2005 (c) Peter Reimann, Univ. Sydney 5 Overview Technological Trends: what is to come? Pedagogical models: What works? Open source tools: How to make it happen? Open source: Enabler for participatory educational software development? Oct, 2005 (c) Peter Reimann, Univ. Sydney 6 3
4 Elements of IT-based Learning Environments Enabling Contexts Resources Scaffolding Communication Tools Tools for Searching & Representing Oct, 2005 (c) Peter Reimann, Univ. Sydney 7 Five Pedagogical Frameworks Problem- and case-oriented Inquiry-oriented Construction-oriented (incldg. Design and modeling) Knowledge-building oriented Immersive Oct, 2005 (c) Peter Reimann, Univ. Sydney 8 4
5 1. Problem/Case-Oriented Problem solving Feedback Remedial teaching Multiple represen- Tations Adaptive Oct, 2005 (c) Peter Reimann, Univ. Sydney 9 Language Teaching Example Oct, 2005 (c) Peter Reimann, Univ. Sydney 10 5
6 Authentic Problems Oct, 2005 (c) Peter Reimann, Univ. Sydney Inquiry Environments Oct, 2005 (c) Peter Reimann, Univ. Sydney 12 6
7 Visualisation & modelling Oct, 2005 (c) Peter Reimann, Univ. Sydney 13 Computer as Learning Partner Making science visible Making thinking visible Learn from each other Lifelong learning WISE KIE CLP (Berkeley) Oct, 2005 (c) Peter Reimann, Univ. Sydney 14 7
8 3. Construction Environments Programming environments Modelling environments Building physical models Improvability Incremental Oct, 2005 (c) Peter Reimann, Univ. Sydney Knowledge-building environments Belief Mode : Agree or disagree with an idea, based on evidence Design Mode: how useful is an idea? How adequate? How can it improved? Knowledge as designing conceptual artefacts Oct, 2005 (c) Peter Reimann, Univ. Sydney 16 8
9 Building upon ideas Collapse a number of ideas and take it further from there. Oct, 2005 (c) Peter Reimann, Univ. Sydney Immersive Learning Environments Oct, 2005 (c) Peter Reimann, Univ. Sydney 18 9
10 Mixed Reality The trick is not to turn experience into abstractions with a computer, but to turn abstractions like laws of physics into experiences (disessa, 1986, 208). Oct, 2005 (c) Peter Reimann, Univ. Sydney 19 Five Pedagogies Problem Solving Inquiry Construction Immersion Knowledge Bldg. Oct, 2005 (c) Peter Reimann, Univ. Sydney 20 10
11 Overview Technological Trends: what is to come? Pedagogical models: What works? Open source tools: How to make it happen? Open source: Enabler for participatory educational software development? Oct, 2005 (c) Peter Reimann, Univ. Sydney 21 Learning Management Systems A typical LMS combines Student and course management and reporting tools Assessment tools (multiple choice variants) Tools do display and exchange documentoriented artefacts Tools for computer-mediated communication (cmc) Oct, 2005 (c) Peter Reimann, Univ. Sydney 22 11
12 Learning Management Systems Large campus-wide systems, one stop solutions Example: WebCT Overview of some features _demo_webinars Open source alternatives: Learning Portals Moodle DotLearn: Plone: plone at Usyd: Oct, 2005 (c) Peter Reimann, Univ. Sydney 23 Moodle Oct, 2005 (c) Peter Reimann, Univ. Sydney 24 12
13 dotlrn Oct, 2005 (c) Peter Reimann, Univ. Sydney 25 Plone (LrnLab) Oct, 2005 (c) Peter Reimann, Univ. Sydney 26 13
14 Web Conferencing Oct, 2005 (c) Peter Reimann, Univ. Sydney 27 Web Conferencing With Web-Conferencing Tools Example: Marcromedia Breeze Affordable blended learning solutions: Blending face-to-face teaching with remote presence - with desktop web conferencing tools such as Breeze Blending synchronous with asynchronous communication Oct, 2005 (c) Peter Reimann, Univ. Sydney 28 14
15 Flash Comm Server Oct, 2005 (c) Peter Reimann, Univ. Sydney 29 Digital Materials Live Teaching Instructional (Media) Design Development Assets & Learning Objects Repository Exchange w. External Partners Access via FileSystrem/LAN/Web Synchronous Asynchronous Deployment Lecturing LMS Web App Server Video Server Seminars WebCT Dynamic WebPages Video VideoConference Blackboard Webservices Rich Internet Apps Oct, 2005 Mobile Devices Webconference Mobile Devices (c) Peter Reimann, Univ. Sydney 30 15
16 Instructional (Media) Design Development Assets & Learning Objects MySQL + Video Server ZOPE/Plone (Access via Web) Synchronous Asynchronous Lecturing OSXVideo Server Plone Services Deployment Seminars Flash Comm Server Coldfusion Doc Spaces BBS Wiki Surveys Rich Internet Apps Flash Webservices Dynamic WebPages Oct, 2005 (c) Peter Reimann, Univ. Sydney 31 The Wiki Way In the Hawaiian context: Wikiwiki (stative verb). Fast, speedy; to hurry, hasten; quick, fast, swift. In the Web context: A web server concept; a freely expandable collection of interlinked Web pages ; a hypertext system for storing and modifying information; a database, where each record is easily editable by any user with a forms-capable Web browser client. Invented by Ward Cunningham ( Oct, 2005 (c) Peter Reimann, Univ. Sydney 32 16
17 Important Features No client software or applets required - works in any browser (with forms). User is invited to contribute to any page. (Text) contributions are extremely easy Users contribute not only content, but contribute also towards the organisation of contributions Link creation is extremely easy New pages are automatically created and existing pages are shown A good wiki site is not a carefully drafted reading experience, but seeks to involve the visitor in the process of co-construction. Oct, 2005 (c) Peter Reimann, Univ. Sydney 33 How is it done Technically? Any Browser Software costs: 0,- Twiki Pearl Scripts HTML Apache Web Server Linux Server (Redhat) Oct, 2005 (c) Peter Reimann, Univ. Sydney 34 17
18 Examples From a Graduate Course EDPC5002 A seminar with a classical structure build on individual contributions EDPC5003 A seminar with a project-oriented, open Structure involving team effort Oct, 2005 (c) Peter Reimann, Univ. Sydney 35 What My Students Found Hard They had concerns about privacy. The seminar wikis were made access-controlled. They did not use the hyper-linking functionality a lot (initially). They did not built automatically on each others contributions. When asked to design a useful resource for others, they thought web presentation, not inviting new contributions. Oct, 2005 (c) Peter Reimann, Univ. Sydney 36 18
19 Recommendations Better for the small seminar or classroom (5-50) than the big lecture. Needs time for multiple cycles on one topic; restructuring is essential. The group product needs to be evaluated in addition to individual contributions. Teacher must learn to seed and let it grow, not to spell it all out. Great for groups of teachers that see themselves as a community of practice. Oct, 2005 (c) Peter Reimann, Univ. Sydney 37 Typical Applications Teaching/Learning CoWeb at Georgia Tech (in Spring CoWebs running in various courses) The Open Source community: Software Engineering Encyclopedia Projects: Companies: Project Teams (e.g., software engineering) Oct, 2005 (c) Peter Reimann, Univ. Sydney 38 19
20 Oct, 2005 (c) Peter Reimann, Univ. Sydney 39 Overview Technological Trends: what is to come? Pedagogical models: What works? Open source tools: How to make it happen? Open source: Enabler for participatory educational software development? Oct, 2005 (c) Peter Reimann, Univ. Sydney 40 20
21 To be completed Oct, 2005 (c) Peter Reimann, Univ. Sydney 41 21
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