Virtual Project Environment for Research ViPER Taxonomy

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Virtual Project Environment for Research (ViPER)
Taxonomy

• Anthony Skip BasielICLML/NCWBLP Research
  Fellowwww.iclml.mdx.ac.uk/research/viper/ViPERpro
  file.htmPROS_at_mdx.ac.uk (m)07771 99 87 99

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Outline

• Sponsor acknowledgements
• Personal background
• Problem statement
• Taxonomy defined
• Paper-based 3D taxonomy
• Virtual 3D taxonomy
• Survey / focus group discussion

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Research Sponsors

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Personal details

• Researcher _at_ Middlesex University London,
  UKSchool of Lifelong Learning and Education
• PhD candidate in e-learning
• Part-time lecturer and distance learning
  author/reviewer in Computing Science
• Proud new father (8 months)

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Problem statement
  Academic institutions and corporate trainers
are faced with the growing trend towards online
instruction and research. A mediation tool is
needed to aid the online instructional designer
and the subject matter expert-research supervisor
to support communication during the conversion
process of traditional face-to-face teaching to
web-based delivery.
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What is a taxonomy?

• A 'taxonomy' is a scheme of classification
  (Oxford Dictionary 1996), or in this study, a
  matrix that is defined as a situation that aids a
  person (or society) grow and develop. This
  presentation argues that the ViPER taxonomy
  supports the online learning and development
  process. As applied to this study, the definition
  of an educational taxonomy can be refined to 'A
  general sequence in the growth of the structural
  complexity of many concepts and skills that may
  be used to guide the formulation of specific
  targets or the assessment of specific outcomes.'
  (Longman 1996)

• The ViPER taxonomy is a framework or structure
  that helps to organise a complex subject,
  identifying relationships between parts and
  relating the areas in which further research and
  development is required (Duncan W. 2002).

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Paper-based 2 - 3D taxonomy

• Three VLE elementsgt learning strategy, gt
  interactivity,gt feedback
• Levels low, medium, high

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Paper-based 3D taxonomy

• Cell - 1 This is the lowest example of a
  learning environment.
• ttraditional mass-lecture model
• no interactivity between the students and/or
  tutor
• fact-based information is presented through one
  media. (i.e. - , the lecturer may speak with no
  visual support such as an overhead projector
  (OHP). No opportunity given for Q A.
• A web-based form of Cell-1 is the posting of
  lecture notes on the lecturer's home page.

• Cell - 9 The last cell is a problem solving
  seminar-based environment that encourages
  argumentation and collaboration using a narrative
  approach.
• multimedia is used to appeal to various learning
  styles
• feedback opportunities are embedded throughout
  the system using fixed (questionnaire) and open
  (interview) response
• on-line tools (e-mail, e-mail survey, HTML forms,
  Javascript and video conferencing) support
  synchronous (live) and asynchronous (delayed)
  communication between peers and tutor and VLE
  system support.

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Paper-based 3D taxonomy

• Tactile mediation tool
• Expandable by adding sides to the base of the
  pyramid

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Virtual 3D taxonomy Navihedra

• Virtual autonomy values
• geographic location,
• telepistemology,
• cognitive types,
• tutor-student role
• curriculum.
• 1 low 2 medium3 high

www.navihedra.com
www.iclml.mdx.ac.uk/research/viper/ViPERprofile.ht
m
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Virtual 3D taxonomy Chart

• VAVs go into the JavaScript chat to produce a
  total value represented graphically.

• Adapted from Javascript.com

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Virtual 3D taxonomy Web models

• Score 5
• Content-Support Model
• Lecture notes FAQ /email support
• Score 610
• Wrap-around Model
• Activity-based Small group discussion
• Score 11- 15
• Integrated Model
• Collaborative problem-solving
• Peer review
• (Mason R. 1998)

• Apply the total range to the generic online
  models for appropriate online tools and
  protocols.

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Virtual 3D taxonomy Web model 1
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Virtual 3D taxonomy Web model 2
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Virtual 3D taxonomy Web model 3
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Virtual 3D taxonomy Conversion

• Parallel model
• Fixed model
• Open choice model

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Web conversion Parallel model

• one-to-one transference of what occurs in the
  pedagogical design of the classroom to the
  web-based VLE. (If the teaching strategy has a
  lecture and seminar once a week, the same would
  occur online.)
• no time constraint if the lecture content and the
  seminar discussion were done asynchronously.
• Difficulty arises when there is not a direct
  match between the live instructional event and
  a corresponding online tool to simulate the
  process. (A web-cast presentation is restricted
  to a static single speaker. A moving group, such
  as a sports event, would need more sophisticated
  equipment and a production crew.)

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Web conversion Fixed model

• A fixed model is a pre-established pedagogical
  model that may, (or may not) match the
  face-to-face (f2f) classroom structure. Two
  important aspects of this model that must be
  addressed
• Staff acceptance of the model
• Stakeholders induction

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Conversion Fixed model Staff acceptance

• Staff acceptance of the model
• If the implementation team, who are creating the
  VLE, have a short time to for production, this
  may be an appropriate model. However,
  stakeholders should have an opportunity to voice
  their opinions about the model before it is
  generally accepted. A good management approach
  gives the participants, particularly the subject
  matter experts, a pro-active role. If a focus
  group or committee can establish the fixed model
  there is a better likelihood of acceptance by the
  stakeholders. The term fixed model does not
  imply that it is not flexible. Rather, it
  suggests the group uses an overall template for
  all learning units. The design should be reviewed
  periodically for improvement. All face-to-face
  courses may not easily convert to the fixed model
  template.
•  

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Conversion Fixed model Induction

• Stakeholders induction
• An initial orientation or induction is a
  necessary step to initiate the stakeholders in
  use of the system and accessing the content. The
  induction can be done face-to-face (f2f) or
  online using an interactive multimedia
  walk-through. Sometimes a combination of the two
  methods is possible with an initial meeting in
  person and an online follow-up.

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Conversion Fixed model Samples 1
Horton (2000 p. 193-4) offers a number of fixed
model sample designs for web-based training

• Web-casts Online multimedia lectures are
  presented to many distributed learners.
• Presentation sequence Learners are given
  step-by-step multimedia instructions
• Drill-and-practice Students get repeated
  practice of a specific knowledge or skill.
• Scavenger hunts Information is found by
  searching the web.

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Conversion Fixed model Samples 2
Horton (2000 p. 193-4) offers a number of fixed
model sample designs for web-based training

• Guided research Learners gather, analyse and
  report on information.
• Guided analysis Data is analysed to evaluate its
  validity, spot trends and infer principles.
• Team design Teams coordinate to produce a design
  or solve a complex problem.
• Brainstorming Creative solutions are generated
  in an open discussion.

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Conversion Fixed model Samples 3

• Case studies Meaningful examples of real-world
  events, processes or systems are abstracted to
  useful concepts and principles.
• Role-playing Simulations are conducted which
  involve interpersonal interaction.
• Group critiquesPeer review is conducted of
  colleagues work.
• Virtual laboratories Simulated lab equipment is
  used to conduct experiments.
• Hands-on activity Real tasks are done
  face-to-face using online instructions.
• Learning games Computer games are the metaphor
  for accomplishing online instruction.

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Conversion Fixed model Example

• Middlesex University
• Computing Science
• Global Campus Projectgt ICARE (Introduction,
  Connect/content, Activity, Reflect and Extend)
  system (Hoffman and Ritchie 2001)

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Web conversion Open model

• The open choice model does not confine the
  student and instructor to a fixed pedagogy. This
  resource-based approach offers a wide variety of
  online tools to support content presentation,
  communication and assessment.
• The instructional design may vary from
  unit-to-unit or by module. In his way, the nature
  of the knowledge domain directs the teaching
  strategy. The advantage of this system is the
  student-centred design. The learner makes the
  choice of the various tools available. The
  downside is an over abundance of choice. This may
  be intimidating to the novice to VLEs.
• The Transitional Autonomy Model (TAM) is the
  telepistemology developed in this research to
  deal with this issue. (Basiel 2000)

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Web conversion Open model-example

• The ViPER (Virtual Project Environment for
  Research) System
• http//www.iclml.mdx.ac.uk/pros/operatio.htm

The PROS project (promoting researchers
online supervision) gt WebCT as the VLE
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Check the QAA guidelines

• Be sure the online course meets accreditation
  criteria for you system
• www.qaa.ac.uk/public/dlg/guidelin.htm

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Complete the online survey

• www.iclml.mdx.ac.uk/research/viper/ViPERprofile.HT
  Msurvey
• Feedback Gladly accepted