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Learner-centered learning object repositories:
personalization and interaction issues
Julià MinguillónUniversitat Oberta de Catalunya
ECEL 2009, 8th European Conference on eLearning, Bari, Italy
Table of contents• E-Learning is / is not …• Virtual Learning Environments• Learning Object Repositories• Case of study: Statistics• Improving interaction• Introducing personalization• Current project status• Summary
J. Minguillón ECEL 2009, 8th European Conference on eLearning, Bari, Italy
E-Learning is not…• …e + learning• …reproducing traditional learning• …leaving learners alone with technology• …technology replacing teachers• …delivering content through LCMS• …a collection of tools / services• …mail, chat or blog• …self-learning
J. Minguillón ECEL 2009, 8th European Conference on eLearning, Bari, Italy
E-Learning should be…• …promoting communication• …enabling deeper reflection• …technology supporting users• …personalized and adaptive• …interactive and engaging• …overcoming time / space barriers
• Learning anytime and anywhere!J. Minguillón ECEL 2009, 8th European Conference on eLearning, Bari, Italy
Adopting E-Learning• Three dimensions (Bates, 2005):
– Methodological– Technological– Organizational
• Not completely orthogonal: interconnected
• Challenge: European Higher Education Area
J. Minguillón ECEL 2009, 8th European Conference on eLearning, Bari, Italy
The “new” EHEA (I)• Methodological / organizational changes:
– ECTS– Learner centered model– Competence aimed instead of content driven
• Technological requirements:– Efficient management of educational resources– Virtual learning environments
J. Minguillón ECEL 2009, 8th European Conference on eLearning, Bari, Italy
The “new” EHEA (II)• Competence (not content) is the King:
– Evaluate already acquired competences– Competence development through activities– Activities involve the use of learning resources– Content becomes infrastructure
providing the learner with the appropriate learning environment for acquiring and developing the desired competences
J. Minguillón ECEL 2009, 8th European Conference on eLearning, Bari, Italy
Learning as a journeyDegree ≈Course ≈Activity ≈
Resource ≈Device ≈
Learning path ≈Previous experience ≈
VLE ≈Teacher ≈
ContinentCountryCityMap, guideVehicleItineraryAlready visited placesGPSExpert assistant
J. Minguillón ECEL 2009, 8th European Conference on eLearning, Bari, Italy
Virtual Learning Environments• E-Learning is de facto web-based learning• VLEs enable learner centered models
J. Minguillón ECEL 2009, 8th European Conference on eLearning, Bari, Italy
LearningProcess
LO
LO LO
LearningObject
Repository
VLE
UserInteraction
DataMining
J. Minguillón ECEL 2009, 8th European Conference on eLearning, Bari, Italy
LD+
play
er
userprofile
default itinerary
LOR
ontologies
personalized itineraries
LOs
itineraries
evidences
LearningProcess
J. Minguillón ECEL 2009, 8th European Conference on eLearning, Bari, Italy
Managing resources
Competences
Activities
Resources
Content is infrastructureLearning
ObjectRepository
J. Minguillón ECEL 2009, 8th European Conference on eLearning, Bari, Italy
Learning Object Repositories• Two main goals:
– Ensure preservation– Promote reutilization
• Other goals:– Dissemination → positioning (institutional)– Personal information management (users)
• These goals are somehow contradictory!
J. Minguillón ECEL 2009, 8th European Conference on eLearning, Bari, Italy
Key factors for LOR success (I)• Three dimensions (McNaught, 2006):
– Resources: what?– Actions: how?– Users: who?
• LOR design should include them all
• Top-down vs bottom-up approaches
J. Minguillón ECEL 2009, 8th European Conference on eLearning, Bari, Italy
Key factors for LOR success (II)• Genuine need of a community• Enthusiastic promoters• Clear direction and focus• Feedback from the community• Good management processes• Open access• Easy addition of new resources• Critical mass• Suitable granularity
J. Minguillón ECEL 2009, 8th European Conference on eLearning, Bari, Italy
Critical issues of LOR design• Methodological:
– Learning is more than just content• Technological (back-end + user interface):
– Learning is more than just accessing LOs• Organizational:
– Workflow– Licenses– Metadata– Policies
J. Minguillón ECEL 2009, 8th European Conference on eLearning, Bari, Italy
Traditional repositories• Library centered:
– Books, journals, works, … (mostly textual)• Everything has a unique title• Everything has one or more authors• Everything has a creation date• Almost everything is a PDF file
• Main goal: easily finding a resource by using a minimum set of common descriptors
J. Minguillón ECEL 2009, 8th European Conference on eLearning, Bari, Italy
Learning Object Repositories• LOs are diverse:
– Exercises PDF, QTI, …– Examples PDF, PPT, ODP, …– Multimedia elements JPEG, MP3, MOV, …– Simulations Applets, Flash– Source code C, Java, …– Data XLS, SPSS, …– Other (equations, …) LaTeX, MathML, …
• Title, author and year are not enough and useless
J. Minguillón ECEL 2009, 8th European Conference on eLearning, Bari, Italy
Ideal LOR• Basic premise: the act of browsing and/or
searching for resources should be a learning experience in itself– Contents are not isolated pieces– “Traveling” requires knowing “from” and “to”– Users should be able to organize contents– Connectivism (Siemens, 2005)
• Ideal UI: conceptual map + “social layer”J. Minguillón ECEL 2009, 8th European Conference on eLearning, Bari, Italy
What users want from a LOR• More exercises and examples (55.7%)• More simulations and interactive LOs (36.7%)• Submitting questions about a LO (50.6%)• Ranking LOs (43.0%)• Correcting small mistakes (41.8%)• Adding the LO as favorite (36.7%) by using:
– delicious (11.4%)– Other (51.9%)– None (26.6%)
• Just browsing and searching (16.4%)
J. Minguillón ECEL 2009, 8th European Conference on eLearning, Bari, Italy
System architecture
J. Minguillón ECEL 2009, 8th European Conference on eLearning, Bari, Italy
Sociallayer
PIM
InstitutionalLOR
PIM
PIM
UI
DSpace pros and cons
• Pros:– Solid, stable– Large community– Persistent handles– Preservation– Customizable– OAI PMH
• Cons:– Ugly user interface– 1.0 philosophy– Dublin Core– Multilingualism– Intricate– Mainly for e-prints
J. Minguillón ECEL 2009, 8th European Conference on eLearning, Bari, Italy
• Why DSpace? → already in use at UOC
Enhancing DSpace• Main idea:
– Use DSpace as an invisible back-end– Access LOs through persistent handles– Create a new user interface– Add 2.0 functionalities– Gather usage data
• Goal: allow learners to take control over LOs without using DSpace directly
J. Minguillón ECEL 2009, 8th European Conference on eLearning, Bari, Italy
Case of study: LOR on Statistics• Why Statistics?
– Basic competences for the Information Society– Compulsory course for several degrees– Thousands of students each semester (≈ 4000)– Large collection of heterogeneous resources
• Known problems:– “There are too many resources”– “I don’t know how to start”– “I can’t link concepts and tools”
J. Minguillón ECEL 2009, 8th European Conference on eLearning, Bari, Italy
Improving interaction
• Avoid Google-like searches• Contextualized browsing• Refine search results while being built• Return only a few relevant LOs• Visualize related LOs• Allow learners to use web 2.0 services• Widget-ize available services
J. Minguillón ECEL 2009, 8th European Conference on eLearning, Bari, Italy
• Three complementary elements:– List of competences– Tag cloud of keywords– Visual taxonomy
• Additional filters:– Resource type– Language
Competences
TaxonomyKeywords
LO
LO
New user interface
J. Minguillón ECEL 2009, 8th European Conference on eLearning, Bari, Italy
Ontology
LO
Introducing personalization
• Don’t constrain, always recommend• Tag cloud parameters:
– Which keywords– Sorting– Color– Size
• Context-aware (right-button pop-up)• Web 2.0 services: delicious, annorate, …
J. Minguillón ECEL 2009, 8th European Conference on eLearning, Bari, Italy
J. Minguillón ECEL 2009, 8th European Conference on eLearning, Bari, Italy
• To compare twoproportions• To select the righttest and hypothesis• To design a survey• To estimate theparameters of anunknown population• To create graphicsfrom data
mean
Competences Taxonomy Keywords
Filtering Results
test
variance
proportion
LO LO
LOLOLO
Student’s t test
box-plot
Type
Language LO
Current project status (I)
• DSpace repository online http://oer.uoc.edu• 200 resources (500 soon, >1000 expected)• Pilot course with 400 students (CS degree)• List of specific competences for Statistics• Visual taxonomy created with prefuse• Tag cloud created with tagcrowd• First stages of user-centered design
J. Minguillón ECEL 2009, 8th European Conference on eLearning, Bari, Italy
Current project status (II)
• But:– Different technologies (Java, PHP, HTML, …)– Complex process for adding resources– Our learners (and teachers) are not so “2.0”– Engaging activities must be designed– Accessibility issues
• Ideas, money and students are welcomed!!!
J. Minguillón ECEL 2009, 8th European Conference on eLearning, Bari, Italy
Summary
• LOs cannot be isolated pieces• Learners need to contextualize LOs• Learners need to “adopt” LOs• LORs cannot be just lists of LOs• LORs = back-end + front-end• DSpace as back-end: the “pyramid”• UI as front-end: the (personal) “museum”
J. Minguillón ECEL 2009, 8th European Conference on eLearning, Bari, Italy
Thank you!
• Contact information:
Julià Minguilló[email protected]
J. Minguillón ECEL 2009, 8th European Conference on eLearning, Bari, Italy