A Framework for the Development of Online Learning Environment for Use in Design Education - PowerPoint PPT Presentation

Loading...

PPT – A Framework for the Development of Online Learning Environment for Use in Design Education PowerPoint presentation | free to view - id: 45245d-ZDQwO



Loading


The Adobe Flash plugin is needed to view this content

Get the plugin now

View by Category
About This Presentation
Title:

A Framework for the Development of Online Learning Environment for Use in Design Education

Description:

The design practice is becoming ... Approach: The action research ... combined a web-based virtual design studio and WebCT system and proposed an integrated ... – PowerPoint PPT presentation

Number of Views:1069
Avg rating:3.0/5.0
Slides: 38
Provided by: Wenzh7
Category:

less

Write a Comment
User Comments (0)
Transcript and Presenter's Notes

Title: A Framework for the Development of Online Learning Environment for Use in Design Education


1
A Framework for the Development of Online
Learning Environment for Use in Design Education
  • Wenzhi Chen
  • Manuscript for Computers Education
  • January 15, 2003

2
Index
  1. Introduction
  2. Online Learning Environment
  3. Internet Mediated Design Course
  4. Developing OLE for Design Education
  5. Discussion and Remarks

3
Introduction
  • E-Learning
  • The Change of Design
  • Need of Design Education
  • Background
  • Approach

4
Introduction
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.

5
Online Learning Environment
  • Online Learning Environment
  • Types of OLE
  • OLE in Taiwan
  • Guideline
  • Framework

6
Online 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

7
Types 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.
8
The 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

9
Guideline 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

10
Framework 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
11
Variables 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
12
Internet Mediated Design Course
  • Trend Change of Education
  • Design Knowledge Education
  • Issues
  • OLEs
  • Online Design Projects
  • Considerations of OLE for Design Education

13
The 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
14
Design 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
15
The 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.

16
OLEs 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.

17
Online 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
18
The 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
19
Developing OLE for Design Education
  • Process
  • Planning
  • Design
  • Evaluation
  • Features

20
The Process
Introduction OLE IMDC Developing
Discussion
Design Page layout Features
Planning Objectives Functions Approach
Evaluation
21
Introduction 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.
22
Planning _ 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
23
Planning _ 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.

24
Design 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

25
Page Layout Design _ Community
Introduction OLE IMDC Developing
Discussion
Title Area
Menu Area
Main View Area
Course Inform. Area
26
Page Layout Design _ Classroom
Introduction OLE IMDC Developing
Discussion
Title Area
Menu Area
Main View Area
Chat Room Area
27
Page Layout Design _ Studio
Introduction OLE IMDC Developing
Discussion
Title Area
Net Meeting Area
Main View Area
Menu Area
Chat Room Area
28
Page 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

29
Features
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.

30
Discussion and Remarks
31
Discussion
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

32
The End Thank 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

33
The 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

34
The 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.

35
The 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.

36
The 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.

37
The 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.
About PowerShow.com