BLESS A Layered Blended Learning Systems Structure

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BLESS A Layered Blended Learning Systems
Structure
I-KNOW04 Hybrid LearningGraz, Austria June
30, 2004

• Michael Derntl, Renate Motschnig
• Department of Computer ScienceUniversity of
  Vienna
• michael.derntl_at_univie.ac.at

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Background

• Blended Learning activities at the CS Department
• Computer science and business informatics courses
  (BSc, MSc, PhD)
• Stepwise, piecemeal introduction of ICTs
• HOW TO...
• ...capture these experiences?
• ...share these experiences,make them available
  for reuse?
• ...understand different effects of different
  course designs?
• ...decompose complexity inherent in blended
  educational scenarios?

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Blended Learning Dimensions

• Two orthogonal dimensions
• Structure learning theory / technology gap
• Dynamics evolution of research practice

Learning Theories
DYNAMIC evolution
STRUCTURALcomplexity
Learning Technology
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Structural Dimension

• Gap between learning theories / didactic baseline
  and learning technologies
• What lies between?
• How can we project learning theories onto
  learning platforms in a situated way?
• How to employ technologies to enrich learning
  processes?
• Current state of research
• Phase of experimentation scattered among
  experience reports, surveys, opinions,
• A myriad of issues is addressed (technical,
  didactical, hypermedia, usability, )
• ? Lack of integrative investigation

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Dynamical Dimension

• Change induced by learning theories and
  technology
• Learning theory as primary driver
• Learning technology as primary enabler
• Research methodology employed for
• Design
• Evaluation
• Incremental improvement, coping with complexity

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BLESS Introduction

• Models have long tradition (not only) in
  Computer Science
• ? Primary means of conceptualizing real world
• Origin
• Visual models of learning activity flows in
  courses
• Identification description of general or
  recurrently successful patterns
• ? Targeted support of blended learning patterns
  on learning platforms
• ? Targeted evaluation of blended learning
  patterns

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BLESS Blended Learning Systems Structure
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Layer 0 Learning Theory

• General influence on
• ... design / arrangement of learning activities
• ... potential use of learning technology
• Person-Centered e-Learning
• Active participation
• Supportive learning environment
• Facilitation of self-directed learning processes
• ? whole-person learning
• Use of learning technology
• For online interaction if possible / appropriate
• To minimize pure lecturing ? focus on interaction
  in F2F phases

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Layer 1 Blended Learning Courses

• General
• Application of learning theories (layer 0)
• Usage of learning technology (layer 5)
• Example Web Engineering Lab Course (summer
  term 2003)

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Layer 2 Course Scenarios

• Conceptually visualizing and modeling courses
  (layer 1) at learning activity level

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Layer 3 Blended Learning Patterns
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Layer 4 Web Templates

• Visual specification of Web-based support of BL
  patterns
• Different views
• Participant
• Administration
• Report
• Example Team Building (participant view)

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Layer 5 Learning Platforms Technology

• Web-based support of patterns
• Data-intensive learning scenarios (e.g.,
  evaluations, contracts, etc)
• Distributed and/or online scenarios
• In our case CEWebS
• Web service based, modular architecture
• Each Web service implements the Web templates of
  a pattern
• see J. Mangler _at_ 1615

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Layer 5 Learning Platforms Technology
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Conclusions

• Structural dynamical framework
• Reducing complexity fostering understanding
• Guiding research and development
• Integrating bottom-up and top-down approaches
• Modeling and describing blended learning patterns
  enables
• Visual analysis and design
• Shared vocabulary experience
• Uniform representation ? search, comparison, etc.
• Specification of required ICT support
• Evaluation of specific scenarios

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Vielen Dank!

• The Pattern Web
• http//elearn.pri.univie.ac.at/patterns
• Additional resources
• http//elearn.pri.univie.ac.at/pca
• Our learning platforms
• http//www.pri.univie.ac.at/courses
• Contact us
• michael.derntl_at_univie.ac.at