September 13th 2010 Supporting Learning Methodologies with a Blended Peer-Assisted Learning Platform...

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

psampaio@uma.pt

Ph.D. in Informatics and Telecomunications

Université Paul Sabatier / LAAS-CNRS - Toulouse, France

email: psampaio@uma.pturl: 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

psampaio@uma.pt