Finding digital ( learning ) resources and various ways of using them

Finding digital (learning) resources and various ways of using them – Danish perspective

Karin Tweddell LevinsenResearch programme

Media & IT in a Learning PerspectiveDPU - Aarhus Universitet

EDRENETUni-C, 6th. October 2010

Example – Zoo animal repository for schoolsScenario

1 and 2 grade research their favorite animal onlineGroups collaborate across gradesProduce PhotoStory of the animal

SquirrelMonkeyRacoonTigerDogElephantRabbitParrot

ã Karin Tweddell Levinsen Research programme for It &Media in a learning perspective,

DPU - Aarhus University

Example – Zoo animal repository for schools

MammalsBirdsReptilesAmphibiansFishMolluscsArthropods

No tiger

No elephant

No monkeyAbe (danish)

Two cases - repositories for Schools

E-museum Expert evaluation for the Danish Cultural Heritage

DR-skole Expert walk through Re-design consultancy

EVALUERE 35 digitale undervisningsmaterialer

Purpose: Qualify future repositories

Danish Cultural Heritage Management

Expert evaluation – 36 resourcesDeep analyses – 10 resources

Development processUsers experience

Resources design for teaching and learning

Evaluation of repositories for SchoolsE-museum an evaluation

LÆRINGSPOTENTIALE - indholdsvurdering

Most resources match intended age group and official learning objectives

fællesmål matchJæa fdkla fdæafd ka

akfdæa df kldasaf

Jaæf f fda f aafd

A kafd afd af

Ajkfd afa f

A falfd afd a

Fdajldæf ar93rw3ka a

Afdlaf fidfa fdafd

LÆRINGSPOTENTIALE - indholdsvurdering

Binding resources together• Living areas through history• From farmer to city dweller - urbanisation• Textile industry• Shipping

Specific themes (prostitution, mental desease) • Large and detailed material• Cross disciplinary potential

TIDSVARENDE LØSNINGER

BLOG Wiki

Use of Google Maps and Web 2.0

Use of mobile devices

User generated contetentKnowledge sharing networks

Navigation in 360 degree images

Embedded games

Embedded media – video and sound

NIVEAUDELING efter aldersgrupper

1) Teachers manual

2) ”one size fits all” solution

3) Filtrering: Subject and grade 4) Same material – different versions

LÆRINGSPOTENTIALE - hverdagens praksis

CLOSED NAVIGATIONRESSOURCES

Forced linear navigation

GamesGame-playWinn/loseRules

NarrativesRole play RulesMultiple choice

”closes around the game”

The game overrules users interaction with content

The game control which material the learners meet

Forced order

Slow and laborious

Material only accessable during the game

Heavy preparation work load on teachers

Game and narrativer are usefulBUTProjektvision was not realis

Learning ”right and wrong” actionsto get fast/easy through the game

NO learning transfer

Subject matter and learning becomes less important

Project vision NOT realised

CLOSED NAVIGATIONRESSOURCES

OPEN NAVIGATION RESSOURCES

Free choice of navigation and route

SimulationExporative universe, eksperiments

Flat open hypertext Text-image based

Enhanced open hypertextWeb 2.0Embedded media

Map-applikationsWeb 2.0Embedded media

Rich material

Turn the learners lose

Explorative activities

Moderate work-load on teachers

”Gold mines” of information, material and media ressources

Forbavsende mange har svag navigation

Barriere for didactic use• Confusing• Difficult to find content• Difficult to rediscover content• Get lost easily

Surprisingly many have got a weak navigation structure

OPEN NAVIGATION RESSOURCES

LÆRINGSPOTENTIAL - hverdagens praksis

Teaching space Space for exercise

Space for explorative

Game 5 ~ 0,5 mil pr stk

Narratives 3 ~ 0,3 mil pr stk

Simulations 2 ~ 0,3 mil pr stk 2 2

Flat open hypertext 6 ~ 0,3 mil pr stk 6 5

Enhanced open hypertext 18 ~ 0,3 mil pr stk 18 18

Map-based ressources 3 ~ ? 3 3

Paradox

ØKONOMISK VURDERING

Undervisningsrum Træningsrum Studierum

spil 5 ~ 0,5 mil pr stk

Narrativer 3 ~ 0,3 mil pr stk

Simulationer 2 ~ 0,3 mil pr stk 2 2

Flad åben hypertekst 6 ~ 0,3 mil pr stk 6 5

Udvidet, åben hypertekst 18 ~ 0,3 mil pr stk 18 18

Kort-baserede ressourcer 3 ~ ? 3 3

Economic evaluation

Expencive

Not expencive

Well functioning

Balance BetweenProductAnd economy

Not expencieve

Didactic weak

Weak navigation strong material

Total9 8 8 7 3

Total price7 mil. 1.6 mil 3.2 mil 1, 5 mil Ca. 980.000

Price pr. projet ~ 750.000 ~ 200.000 ~ 400.000 ~ 215.000 ~ 329.000

9 projects with problems – 7,0 mil10 projects with problems – 2,4 mil19 projects with problems – 9,4 mil 16 good projects – 4,8 mil

LÆREREN som gatekeeper

Pedagogy responsible informant:”No, we didn’t think about the teachers as users and I don’t think any of the producers did ...”

The e-museum portal

Time consuming to find materialLack flexible search- and filtering toolsNot possible to search across categories ( eg. Learning goals and subject)

Teachers as gate keepers

ANBEFALINGER

Conclusions

1. Stronger demands to the proposals 2. Stronger demands to the project management3. User-centered design4. Iterative lifecycle approach5. Stucturing follow-up on economy and project progress6. Maintenance and updates 7. Support on interaction design

Evaluation of repositories for SchoolsE-museum an evalutation

Evaluation of repositories for SchoolsDR-skole - Expert walk through

Once you find a media clip

It is easy to manipulate and use

Explorer

firefox

Small interface

Fixed-size interface

Difficult to overview content

Evaluation of repositories for SchoolsDR-skole - Expert walk through Use menu - scenario

Choice = youth

A teacher wants:• Cross disciplinary theme• Young at different times• Social science, history and the

present• 7th. Grade

Material shows more about childhood than youth

Most material of youth is related to war

Unclear distinction between childhood and youth

I get lost in small interface No filtering - Click through hierarchy

Under 1990 - mediaclip about Youth and knives

Strange because theme is CHILDHOOD

Now I want to change strategy

Interface looks easy

Search; “YOUTH” AND “VIOLENCE” no results

Seach: ”YOUTH” AND ”KNIVES” no results

Seach: “CRIMINALITY” AND ”YOUTH” no results

Search ” young people carry knives ” BINGO

Search META DATA (producer, date, title, participants) BINGO

Use search function - scenario

PARADOXIt is easy NOT to find anythingBUTIt is difficult to produce information overload

HOW are the material categorized? WHO’s logic rules?

It is not a user’s logic or a user’s needs

Inside-out design focus = supports senders professionel conceptual model Librarian structure and order

Supports rational search-strategy• Finding something specific

No support for outside – in browsing approach = most users’ mentale models for search-strategies messy and unpredictable:

• Looking for something in the manner of … • Browsing to get inspired by …

Repositories – typical traits

Repository thinking seems to lack behindInformation systems generations

Repositories – typical traits

Generation focus action

1 - generic Archive Storing in order

2 - generic Knowledge management Filtering the orderFinding the specific

3 – generic /contextualized Decision support systems Filtering the contentFinding what we need

4 – generic /contextualized from web 2.0 to fluid in the cloud

Decision support systemsDataminingFolksonomy

Filtering the contentFinding what we needAnnotating our findingsSharing

REPOSITORIES

Weak tradition forUser involvement in generalUser centred design approaches (HCI)

Mapping search strategiesAddabtability into user’s everyday practiceIntuitive User interface designOffering User interface affordance

Challenge from the cloud – feasability studies

Repositories – quick and dirty web search

Who needs repositories and why?

Karin Tweddell LevinsenResearch programme

Media & IT in a Learning PerspectiveDPU - Aarhus Universitet

Thank you for listening

Questions?

Repositories – quick and dirty web search

Finding digital ( learning ) resources and various ways of using them

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