Title: A Framework for the Development of Online Learning Environment for Use in Design Education
1A Framework for the Development of Online
Learning Environment for Use in Design Education
- Wenzhi Chen
- Manuscript for Computers Education
- January 15, 2003
2Index
- Introduction
- Online Learning Environment
- Internet Mediated Design Course
- Developing OLE for Design Education
- Discussion and Remarks
3Introduction
- E-Learning
- The Change of Design
- Need of Design Education
- Background
- Approach
4Introduction
Introduction OLE IMDC Developing
Discussion
- E-learning The use of computer as a mediator in
instruction is changing, from being a tool for
instruction material to being a learning
environment that is real-time and interactive. - The change of design Information and technology
growth subsequently make the design practice
change. The design practice is becoming featured
in specialization, delegation, distribution, and
cooperation Haymaker et al., 2000. - The need of new design education approach How to
teach and train the students to know and practice
the new design method and environment is very
important. It is worth studying how to use
computer and Internet to mediate the design
education. - Background The Author use the Internet to
mediated the design course since 1998. In
developing virtual learning environment for
design education, the framework is build. - Approach The action research Swann, 2001
approach is adapted in this research. This paper
describes a framework for the development of OLE
for design education. It then uses this
framework to build a platform for design
education.
5Online Learning Environment
- Online Learning Environment
- Types of OLE
- OLE in Taiwan
- Guideline
- Framework
6Online Learning Environment
- Virtual Learning Environment Online Learning
Environment - I believe that the Internet is also a real
space simply an alternate space parallel to the
physical space we are accustomed to. Internet
as an on-line and not a virtual space.
Bennett, 2001 - Learning types for OLE EduCities, 2001
- Structural Knowledge learning
- Subject-base, target-base
- Task-Based Learning
- Theme-base, inquiry-base, mission-base, creative
problem solving - Community-Based Learning
7Types of Online Learning Environment
Introduction OLE IMDC Developing
Discussion
- Types There are many types and frameworks for
OLE. They can categorized by time, interaction,
communication, degree, and media dimension.
Dimension types
Time Synchronous Asynchronous
Interaction Interaction Non-interaction
Communication 1 by 1 1 to more more to 1
Degree Informational Supplemental Essential Communal immersive
Media Single multimedia (text, graphic, audio, video)
Form Lowther et al., 2000, p. 135.
8The OLE in Taiwan
Introduction OLE IMDC Developing
Discussion
- Higher education most of the higher education
school beginning to build the OLE for mediated
course, even to provide the full online course. - OLE Development by school
- National Sun Yat-Sen Cyber University
- Ceiba2 _at_ Taiwan University
- Virtual Classroom _at_ National Central University
- Net University _at_ National Kaohsiung Normal
University - Lifelong Learning University _at_ Cyber
- Package OLE
- eIDEA
- iCAN2 Plus
- e2K
- WebCT
- BlackBoard
- Lotus Domino LearningSpace
9Guideline for Developing OLE
Introduction OLE IMDC Developing
Discussion
- Issues learning theory and practice,
interactive, culture, IT, behavior, and
efficiency and so on - Frameworks
- For Build
- Hsu et al, 1999 How to design a virtual
classroom 10 easy steps to follow - Palloff Pratt 1999 The framework for
distance learning - Zwar Resnick 2000 The essential modules need
for a complete TKM system - Chen You 2001 The model for Internet
mediated design course - Carter 2002 The framework for multimedia
development - For evaluation
- Pantel 1997 The framework for comparing
Web-based Learning environment - Blair 2000 The framework for evaluation of
Web-based instruction - Factors objectives and theory, information tech,
teaching/learning theory/practice, communication
methods, cost, management, efficiency
10Framework of OLE for Design Education
Introduction OLE IMDC Developing
Discussion
Objectives
- According the literatures and experiences on
design the OLE, this framework is proposed. - There are 4 elements in OLE framework teacher,
learner, course, and internet. - Relationships between these 4 elements and IMDC
are organization, process, delivery, and access.
. Materials
Activities .
Course
Delivery
Participation
Strategy
Process
. Motivation
Pedagogy .
Organ- ization
Teacher
OLE
Learner
Performance
Access
Evaluation
. Limitation
Capability .
Internet
cost
11Variables of OLE elements
Objectives
Element Factors Variables
Course Objectives Single, compound
Course Materials Text, graphic, audio, video, interactive multimedia
Course Activities Lecture, discussion, presentation, practice
Teacher Strategy Project, workshop, cooperative project
Teacher Pedagogy Cooperative, constructivism
Teacher Evaluation Personal, group
Learner Motivation Degree of the intention
Learner Participant ion Present, log times, duration
Learner Performance Quality, creative, innovation, finish
Internet Cost Money, time, infrastructure
Internet Limitation Bandwidth
Internet Capability Bandwidth, information
IMDC Delivery F2F, Internet, CD ..
IMDC Organization Distributional, centralize, net, cross
IMDC Access Open, close
IMDC Process Stage, phase
. Materials
Activities .
Course
Delivery
Participation
Strategy
Process
. Motivation
Pedagogy .
Organ- ization
Teacher
OLE
Learner
Performance
Access
Evaluation
. Limitation
Capability .
Internet
cost
12Internet Mediated Design Course
- Trend Change of Education
- Design Knowledge Education
- Issues
- OLEs
- Online Design Projects
- Considerations of OLE for Design Education
13The Trend and Change of Education
Introduction OLE IMDC Developing
Discussion
- The trend of learning The geographic and
temporal independence of Internet liberates
learning from being limited to the classroom.
Students can learn anytime, anywhere. - The change of education The proliferation of
computer media and networking has the potential
of making fundamental changes in the methods,
models, and techniques employed in education. - This new learning method is full of potential in
the innovation of design education and
professional training.
From ???, 2001
the Internet will be used more and more to
deliver and communicate educational contexts in
the future, so we must prepare for this
thoroughly, responsibly and above all without
intimidation. Bennett, 2001
14Design Knowledge and the Features of Design
Education
Introduction OLE IMDC Developing
Discussion
- Based on designs special knowledge, design
education has its own features - Combination of theory and practice
knowledge-base and skill-base - Between art and science perceptual and logic
- Team work collaborative
- Sequence and hybrid precision and creative,
Lateral Vertical thinking - Multimedia text, graphic, audio, video, solid
model - The instruction strategies of design would then
be different from that of other domains. - The most frequently used instruction strategies
- Constructive learning theory and practice
- Problem-based
- Learning through design practice (learning by
doing) - Knowledge integration
- Cooperative learning.
Studies relevant to the poiesis of design
Narvaez, 2000
15The Issues and Development of OLE for Design
Education
Introduction OLE IMDC Developing
Discussion
- Specific For the special knowledge, feature, and
requirements of design education, the environment
of an online course is different from other
domains. - Collaborative The key issue in early Internet
mediated design courses was on co-design. - Media Many media, e.g. text, drawing, photos,
audio, and video, can be applied in a design
course. Therefore, the multimedia environment and
technology support is necessary in the online
design course. - Interaction The design education features
learning through doing, communication and
discussion are important and necessary. - Assessment The assessment of design learning is
also an issue in the online learning environment
Simoff Maher, 2000 . Simoff Maher 1997,
2000 suggest the use of online diary and the
data of learning history for assessment by
quantitative methods.
16OLEs For Design Education
Introduction OLE IMDC Developing
Discussion
- OLEs for design education Recently, many
researchers have pro-posed different models for
mediated design courses. - Simoff Maher 2000 combined a web-based
virtual design studio and WebCT system and
proposed an integrated web-based design education
environment to create a collaborative design
environment. They demonstrated how the record of
the communication could be used to analyze
participation and contribution to the
collaborative project. - Craig Zimring 2000 used web-based online
environment for unstructured collaboration. - Haymaker et al. 2000 proposed a method for
negotiating architectural design across domains,
filter mediated design, for generating coherence
in collaborative design. - These studies have started to discuss interaction
and environment for the online design course. - There are many OLE for design education were
development, most of them are focus on design
studio course, and most of them use the task-base
learning / creative problem solving concept to
build the OLE.
17Online Design Projects
Introduction OLE IMDC Developing
Discussion
- 1993
- Virtual Village Project
- 1994
- Li Long Housing
- Exhibition Pavilion
- 1995
- Olympic Exhibition Building, Homebush Bay
- Live/Work Project
- National Exhibition Pavilion Bellevueplatz/Ottawa
- Miyajima Island
- 1996
- Monument for 1997 Competition
- Villas Delft/Einsiedeln
- Kumamoto ArtPolis
- ?Screen2Screen
- The Tex-Mex Virtual Design Studio
- 1997
- Communicating a Sense of Place
- MIT/XeroxPARC Studio
- 1998
- ICON2
- (Spring) The Tex-Mex Virtual Design Studio
- (Fall) The Tex-Mex Virtual Design Studio
- Tokyo Readings With New Media
- Hanoi Tube Housing
- Remote Charrette
- Free Trade
- A Place2Wait
- 1999
- Internet Studio Consortium- Manhattan Piers
- Las Americas Virtual Design Studio - Hotel de
Negocios - Central-Wanchai Reclamation
- OMNIUM vds
- 2000
- Restructuring the Hub of Communication and Urban
Renewal in East Gate of Beijing - Virtual Studio Las Americas Langford
Architecture Centre - Internet Studio Consortium
- 2001
From http//www.omnium.unsw.edu.au/docs_pub/pub_
ext_studios.php
18The considerations of OLE for Design Education
Introduction OLE IMDC Developing
Discussion
Objectives
- According the framework of OLE, while design an
online design learning environment the following
factors must be considered carefully in advance
. Materials
Activities .
Course
Delivery
Participation
Strategy
Process
. Motivation
Pedagogy .
Organ- ization
Teacher
OLE
Learner
Performance
Access
Evaluation
. Limitation
Capability .
Internet
cost
19Developing OLE for Design Education
- Process
- Planning
- Design
- Evaluation
- Features
20The Process
Introduction OLE IMDC Developing
Discussion
Design Page layout Features
Planning Objectives Functions Approach
Evaluation
21Introduction OLE IMDC Developing
Discussion
Planning _ Objectives
Goal To design an integrated OLE for
Collaborative, Creative, Thinking, and
Design.In this OLE, everyone can announce,
share, exchange, submit, and administrate the
information, concepts, ideas, and works of
design.
- the learner can do design through the OLE, so the
OLE must provide the essential functions for
design process need.
the OLE can increase the creative about the
design.
- the OLE must provide the good tools for learners
and teachers to communicate with each other.
the OLE must can make the learner more thinking
about the design, and design process
it must to cultivate the sense of the community,
make the team work more tightly.
the OLE must to encourage the cooperative through
the design process.
22Planning _ Functions
Introduction OLE IMDC Developing
Discussion
- the learner and teacher must can share the data
and information need through the design process.
the learner and teacher must can share the data
and information need through the design process.
- for system adm. And teacher, the management tools
is need.
the teacher and team leader can announce the news
and information about the course.
- there still need some personal tools for maintain
the personal information and files - .
each learner can exchange the ideas, thoughts,
and information, even the drawing works
23Planning _ Approach
Introduction OLE IMDC Developing
Discussion
- Level 3
- Creative Communication for Design
- Level 2
- For Training Learning
Level 1 To Cultivate Consensus Collaborative
- The 3 levels structure use an approach of the OEL
for design education.
24Design of OLE for Design Education
Introduction OLE IMDC Developing
Discussion
- Course Functions
- Syllabus
- Bulletin
- Lecture note
- Grade
- Assignment
- Group
- Bulletin
- Share
- Discussion
- Diary
- Management Functions
- Course
- Student
- Group
- Diary
- Functions AV Conference, File Share , Chat,
E-White Board - Interactive Synchronous
- Media Text, Graphic, Photo, Audio, Video,
Multimedia
- Functions Course, Management, Administrate, Chat
- Interactive Asynchronous, Synchronous
- Media Text, Graphic, Photo, Audio, Video,
Multimedia
- Functions News, Articles, Guestbook, Forum,
Design resource Links, Job - Interactive Asynchronous
- Media Text, Graphic, Photo
25Page Layout Design _ Community
Introduction OLE IMDC Developing
Discussion
Title Area
Menu Area
Main View Area
Course Inform. Area
26Page Layout Design _ Classroom
Introduction OLE IMDC Developing
Discussion
Title Area
Menu Area
Main View Area
Chat Room Area
27Page Layout Design _ Studio
Introduction OLE IMDC Developing
Discussion
Title Area
Net Meeting Area
Main View Area
Menu Area
Chat Room Area
28Page Adjustment
Introduction OLE IMDC Developing
Discussion
- There are 4 type for page adjustment
- General title, menu, main view, and chat area
- Viewing-chat title, main view, and chat area
- Menu-chat title, menu, chat area
- Chat title, chat area
29Features
Introduction OLE IMDC Developing
Discussion
- Media
- The file type of the upload used in every
function is unlimited. - The post of discussion board in course can attach
the any type file, and provide the tree view. - Interactive and communication
- The chat room in classroom change with the course
and function change. - In studio, the attach file of the chat can see
the icon in text, and can click it to view it at
viewing frame. - Every group has announce and share function to
manage. - Interface
- The menu, communication (chat, VC), and main
viewing window are integrate into one page, its
easy to manipulate. - Private
- Every participator has own note for every course
and private. - The platform can provide the different type
course to use by different approach, ex.
Knowledge-base course for content and lecture
oriented, skill-base course for demo and practice
oriented, and design professional oriented course
for share, exchange, creative, and discussion.
30Discussion and Remarks
31Discussion
Introduction OLE IMDC Developing
Discussion
- Virtual or reality
- Mediated or full online course
- The design process and methods
- The preparation of the learner and instructor
- The evaluation of the OLE for design education
32The EndThank You for your Listening and
Suggestions
- Email wenzhi_at_mail.cgu.edu.tw
- Wenzhis Wonderful World http//id.cgu.edu.tw/we
nzhi - CoCreaThink Design Community http//thinkdesign.
cgu.edu.tw - Alai Design Research Group http//Alai_DRG.idv.s
t
33The considerations of OLE for Design Education _
Course
Introduction OLE IMDC Developing
Discussion
- Design Course there are many differences course
in design education, knowledge-base lecture type,
skill-base practice type, and integration type
Chen You, 2002. - Objectives objectives are difference according
the course type Carr Duchastel, 2000
Nuccitelli, 1994. - Materials the materials are multimedia and
abound. Include the text, graphic, drawing, real
3d model, and virtual model - Activities there many types activities used in
design course, ex. lecture, discussion,
presentation, practice, self-thinking
34The considerations of OLE for Design Education _
Teacher
Introduction OLE IMDC Developing
Discussion
- Teacher Design has its own special knowledge and
technique. The teaching strategies of design
should reflect the specialty of the discipline
Blair, 2000 Hsu et al., 1999 Oxman, 1999
Simoff Maher, 2000 . - Strategies the cooperative learning, problem
base learn, learning by doing, and team work are
strategies that design instructor use frequently. - Pedagogies the select of pedagogy depend on
course type. Lecture pedagogy used in
knowledge-base course, practice pedagogy used in
skill-base course, discussion and presentation
pedagogies are used in design practice course. - Evaluation evaluation is a big problem in design
education. Its difficult to evaluation the
design works by one person without subject bias,
so group evaluation usually used in design course
evaluation.
35The considerations of OLE for Design Education _
Learner
Introduction OLE IMDC Developing
Discussion
- Learner The students of design must be
sensitive, curious for novel things, and have the
abilities for analysis, syntheses the data about
the design Blair, 2000 Oxman, 1999 Simoff
Maher, 2000 . - Motivation motivation is the key factor
influence the learning performance. More self
control students will have more performance. How
to increase the motivation of student to involve
the OLE is important. - Participation the participation of student is
hard to control in VEL, so the record of
participation is an good method to encourage the
student to join the online course. - Performance the performance of design student is
very important, it make the student feel success
then make they more contributions.
36The considerations of OLE for Design Education _
Internet
Introduction OLE IMDC Developing
Discussion
- Internet The Internet provide the protocol and
interface for running the online learning
environment. Its capability and limitation, cost
will influence the design and use of OLE
Benetazzo et al., 2000 Erden et al, 2000
Harasim, 1999 Kumar et al., 1994 Latch-man et
al., 1999, Maher, et al., 1999 Narvaez, 2000 . - Capabilities the capability of Internet is
increase speedy with the bandwidth. - Limitations except for bandwidth, the stability
of Internet also important. - Cost for using the Internet to mediated design
course, the cost of the equipments and the fee of
the use of the Internet must be considered.
37The considerations of OLE for Design Education _
OLE
Introduction OLE IMDC Developing
Discussion
- The relations between the OLE and elements
teacher, learner, course, Internet - OLE the good OLE must provide the appropriate
interface to service the relate elements. - Delivery for course, the suitable delivery
method is important, that can make the course
materials and activities easy to deliver to
learner, and achieve the objectives of the
course. - Organization for teacher, the good organization
of the function and interface, make the
management of the course materials and students
easier. - Process for learner, the process of the OLE is
make the learning more easier, and more self
control. It can make the student more active in
OLE. - Access for Internet, the access is important.
It influence the stability and the reliability of
the OLE usage.