eCOOL eLearning combined with cooperative , open learning

andreas riepl, center of cooperative open learning, ceo gtn gmbh, ariepl@gtn-solutions.com

eCOOLeLearning combined with cooperative, open learning

Overview what is eCOOL?

working with assignments

competence based learning

individualization

eCOOL tools für Moodle

ePortfolio work & feedback

game-based learning scenarios

… based upon work from John Dewey & Helen Parkhurst

… using Dalton-Principles COOL (COoperative Open Learning) was first introduced in Upper

Secondary Schools with business-background in Austria – ages 14-20 focus at first was in classes with weak learners due to the big success it was shortly after transferred to all classes now the transfer to different school-types (schools with technical or

general focus) has been initiated

What is COOL?History

teamwork

responsibility

self-dependency

learning to cooperate, freedom, creativity, learning to be a teamplayer

free choice of when to do what (budgeting time, place of work and being responsible for individual advancement („learning-contract“)

controlled planning of projects, documentation of learning-advancement, individual activities

= cooperative, open Learning

What is COOL?

COOL Quality-Criteria

class-teacher teams with team communication (at least three meetings per semester)

COOL-course training required by at least two teachers

written assignments with precise educational objectives

freedom of choice to work on assignments within open learning phases –recommended at least 3 hours per week

class councils as a social-integrative method (3 per semester)

Must-Haves

Center of Cooperative Open Learning

main tasks cooperation / networking / information/ pr continuous development educational concepts organizing seminars http://cool.schule.at

Austrian-wide center to establish this learning-method on a broad range – an initative of the Austrian Federal Ministry of Education (bm:ukk)

Quality-Criteria COOL

COOL networking partners optional certification at

http://cool.schule.at

COOL (impulse)schools certified visitable school multiplier HQ

3-year-certifications

schools using COOL & eLearning

some logos…

certified COOL impulse-schools

HAK KlagenfurtInternational CHS Villach

BHAK/BHAS Bludenz

BHAK/BHASReutte

BHAK/BHASImst

BHAK/BHASDeutschlandsberg

BHAK/BHAS Bruck/Mur

BHAK/BHAS Oberwart

HAK/HASMödling

BHAK/BHASNeunkirchen

BHAK/BHASKirchdorf

BHAK/BHAS Laa/Thaya

WienHAK22-Donaustadt

SZ UngargasseHAS FriesgasseBHAK Neumarkt

AC SalzburgHAK Hallein

center of cooperative open learning

HLW Linz-Landwiedstr.

HLW Bregenz-Marienberg

HLW Zwettl

HLW Hartberg

eCOOL uses eLearning tools with the cooperative, open learning method

utilizing COOL method eLearning platforms

(lms systems such as MOODLE) minimizing online-phases eCOOL assignments ePortfolio-work game-based learning

definition

lms systems using collaborative & communicative elements, activities

promotion of social competences & soft skills

results of assignments as parts of ePortfolios

verbalized feedback & reflection

individualization

didactical scenarios like game-based learning

more aspects

working with assignments

goals precognition budgeting time (release & deadline) interest pockets materials tasks & learning products examination

method, choice of social-form feedback/ePortfolio/SCORM/blogging commitment, learning contract

assignments

Basic: assignments in structured form with goals, time-table, social-form assignments in word format distributed via lms upload of assignments verbalized teacher feedback

Advanced: feedback of students – electronic questionnaire downloadable in SCORM format

Expert: integration & use of ePortfolios use of social media didactical scenarios such as game-based assignments

eCOOLassignments

compentence based learning

(e)COOL-compete

competenceseCOOL

social competence (teamwork)

methodological competence

(extract, structure, reflect, ….)

eCOOL: media competence

content competence (Vienna educational standards)

competence orientation

… is done primarily by the description of educational objectives

competences are referred to with„I can…“-statements within the educational objectivesas part of assignments = descriptors for educational standards

Example: „I can present myself within a social community in a correct manner“ or „I can do calculations using an electronical spreadsheet“.

assignments

understand

analyze

develop

competence model actions (…used for competence grid)

educational objectives

teachers‘ viewpoint: by describing educational standards as goals within a given assignment

students‘ viewpoint: pre-assignment goal assessments – self-reflection

competence orientation

assignments

educational objectivesexample

educational objectivesmethodological competence - examples

„find the provided expression (i.e. what is usb?) on the web and summarize it into the MOODLE-glossary – all informationin the glossary will part of an examination“

„read the weblink provided, extract some multiple choice questionswith answers, enter them in MOODLE question creation activity“.

then: do quiz reflect results rework questions do quiz again use superbrain game with quiz and work on it at home match yourself with others – MOODLE results block

„If you can google it – don‘t teach it!“

educational objectivesmethodological competence

individualization

related to environment: school architecture, netbooks

related to time: schedule, COOL hours

related to content: individualized differences

within assignments

individualization

learning contracts (COOL assignments) consist of main topic possible subtopics several assignments

educational objectives are proposed by the student and

negotiated with the teacher (who adds or removes items).

COOLlearning contracts

With my signature I confirm that I have carefully read this assignment and that I have understood all the tasks.

ATTLS-questionnaire to gain information related to the types of learners (connected knower vs. seperate knower)

electronical assignments with educational objectives and

individualized subtasks (obligatory/voluntary)

self-assessment with additional tools (rubrics)

ePortfolio-upgrade – competence-grid

individualization

eCOOL tools for MOODLE

exabis student review for MOODLE

exabis ePortfolio block for MOODLE

exabis flashgames for MOODLE

eCOOLtools

eCOOL ePortfolio work

Usage of ePortfolios within eCOOL concept

document management self-reflection & trainer-feedback (blogging) publishing-aspect (i.e. one‘s best work) documentation of learning progress

ePortfolio work

exabis ePortfolio block

internationally certified1

freely available/opensourced integrateable into Moodle as a block downloadable via moodlekurse.org easy start into ePortfolio work easily exportable and transferrable

ePortfolio data via SCORM export1 – first internationally certified third-party-tool for Moodle

viewsexabis ePortfolio block

exabis ePortfolio blockSCORM-export

eCOOL reflection & review

reports for students aggregated from different teachers based on variable time period verbalized feedback rating on COOL scale

(teamwork, responsibility, self-dependency) printable customizable version

exabis student reviewfacts

exabis student reviewmask

exabis student reviewreport

eCOOL game-based learning

game-based learning

there are many games around, but…

they are usually not developed by/for teachers

cannot be manipulated by teacher

are not integrateable into platforms

usually don‘t have a didactical concept

introductory thoughts

game-based-learning – categorization of serious games1:

knowledge-oriented contents questions glossary memory …

operative competence and systematical context virtual worlds role-playing games simulations

1simplified illustration from Mayer/Seufert, 2003

game-based learningsystematics

The games-module of Moodle combines simple games with contents of courses: questions, quizzes, glossary…

games: hangman, crossword, cryptex, millionaire, sudoku, "Snakes and Ladders", "Book with questions" and "The hidden picture"

game-based learningMOODLE games

Do you think it is useful to use games as part of class work?Would you use games to learn certain subjects?How should a game work so it will be accepted by students? Re: Game Based Learning2

Yes, I think that games are useful for class work. They are fun and can simplify learning. A game has to be fun and thrilling for students!

Re: Game Based LearningNice game – even though it does not quite come up to Warcraft III. It can be used for learning in class because it is good for a change. I would however prefer multi-player games so I can match myself with classmates.

2students asked were age-group 15-18

game-based learningstudent feedback – snakes & ladders

Re: Game Based LearningIn my opinion it is very innovative to use games during classes. They can help teachers make courses more interesting and simplify learning. Re: Game Based LearningI think that this game is way too boring – there is no benefit for me to play this game. All you do is climb up a ladder and after finishing nothing really happens. A game should be exciting, challenging and also useful for learning. It might be a good start but there is still a lot to do ;)

game-based learningstudent feedback – snakes & ladders ctd.

game-based learningexabis flash games

so far: superbrain game

combinable with results block

future

business simulation „start-up“

new game: click and unhide

full integration of gamelabs.at

http://www.moodlekurse.org/course/view.php?id=61

didactical setting communicates

with MOODLE challenge-aspect

downloadable at:www.moodlekurse.org

game-based learningsuperbrain game

Where is the connection between eCOOL and game-based learning?

usage of games using eCOOL-assignments:

using different social-forms (individual work, group-work, partner-work)

assignments with work packages

individualized knowledge acquirement

interdisciplinary work

development of media competences

eCOOLgame-based learning

game category assignment time aspects

Superbrain-game quiz read articles make questions/answers enter questions into lms give test reflect play superbrain-game

2-4 hrs

motivationalindividualizedchallenge

Startup simulation introduction into subject produce scenario play game reflection of results do alternative scenarios

2-4 hrs

simulationmanipulation of scenarios

Museum Online adventure use different subjects develop storyboard with students use software/editor other students play adventure reflection and correction

8-10 hrs

interdisciplinaryhigh level of student-involvement

eCOOLgame-based learning scenarios with micro games

eCOOLgame category assignment time aspects

The movies simulation getting acquainted with the game creative process: find ideas, develop storyboardIndividualized development of

dialogs actors scenes audio-sequences film

12-16 hrs

high level of individualization strengthening of media competences interdisciplinarymotivational

Rockband rythm-game

group of students become band develop marketing-concept develop virtual identities play game business-aspects: management competition „Battle of the bands“

12-16 hrs

challengesocial competence multimedia competence interdisciplinary

scenarios with complex games

eCOOLI wanna be a rockstar

eCOOLI wanna be a rockstar – evaluation criteria

cooperative project between teachers (provide professional contents) students (provide ideas for games, concepts) and developers (professional output).

game-based learning scenarios and gaming concepts should be developed and published using

game development engines (i.e. for making of adventures) and individually produced games (i.e. during school-projects).

eCOOLgamelabs.at

game category assignment time aspects

gamelabs text-based adventure with background-graphics

develop a game idea write a storyboard develop dialogs with questions and answers define scenarios create the game online integrate into MOODLE-courses challenge others

12-16 hrs

high level of individualization emphasis on social competences strengthening of media competences interdisciplinarymotivational

eCOOLgamelabs.at

play games register as a teacher create online-adventures integrate games in Moodle challenge others

eCOOLgamelabs.at

Future project

social communities

communication

act in a community

intercultural

differences strategies for solving

problems can be extended by

adding new tasks

eCOOLcommunity game „little green planet“

COOL-Trailer:http://www.youtube.com/watch?v=cbDFfjz39Qc

eCOOL-Trailer:http://www.youtube.com/watch?v=vXSfVPWAqnw

DVD:http://cool.schule.at

Thank you!

information regarding COOLhttp://cool.schule.at

communication-platform for COOL-teachers

www.cooltrainers.at/moodle

eCOOL-assignments &exabis-MOODLE-modules

www.moodlekurse.org

my company: elearning, social media, cms

twitter: http://twitter.com/gtnsolutions mail: ariepl@gtn-solutions.com

web: www.gtn-solutions.com

eCOOL eLearning combined with cooperative , open learning

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