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Is automated and personalized e-learning a utopia?

Is automated and personalized e-learning a utopia?. María Luisa Sein-Echaluce Dpto Matemática Aplicada Universidad de Zaragoza, Spain. MATI Montreal October 21, 2009. Zaragoza (Spain). http://www.zaragoza.es/ciudad/turismo. Content. Our group I2FM (FMI)

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Is automated and personalized e-learning a utopia?

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  1. Is automated and personalized e-learning a utopia? María Luisa Sein-Echaluce Dpto Matemática Aplicada Universidad de Zaragoza, Spain MATI Montreal October 21, 2009

  2. Zaragoza (Spain) http://www.zaragoza.es/ciudad/turismo

  3. Content • Our group I2FM (FMI) • Automated and personalized itineraries WHY? • Characteristics of MOODLE Conditionals WHAT? ... HOW? • Current experiments WHO? ... WHEN?

  4. Grupo I2FM: Investigación e Innovación en Formación Matemática http://www.unizar.es/fmi

  5. Group: Research and Innovation in Mathematical Training I2FM • Universidad de Zaragoza (UZ): • Departamento de Matemática Aplicada • E.U. de Ingeniería Técnica Industrial • Centro Politécnico Superior • Instituto de Ciencias de la Educación Universidad Jaume I de Castellón (UJI) • Departamento de Matemática Aplicada y Métodos Estadísticos

  6. Spanish collaborators Universidad Las Palmas de Gran Canaria ULPGC CICEI (Centro de Innovación para la Sociedad de la Información) Universidad Politécnica de Madrid UPM • LITI (Laboratorio de Innovación y Tecnología de la Información) • Cátedra UNESCO de Gestión y Política Universitaria • Departamento de Matemáticas y Métodos informáticos de la ETSI Minas

  7. UZ UPM UJI ULPGC

  8. When? 1999-2003 2004-2006 2007-2009 ... C3 = C2 + ULPGC+ Canada+Chile C1 = UZ + UJI + UPM C2 = C1 + CILEA + Ostrava+ Ireland Who? pps Latex/pdf MAthematica Matlab WebCT DSED … Mathematics First year student TIC Cooperation & Education Personalized learning e-LKE-EG project • Multilanguage • Conditionals • Improved quizzes • Improved contents • Competences • MOODLE • TEOREMA/e-LKG Projects • e-learning • Groupware • KMS What?

  9. First year university student Aim: reduce the gap between Secondary Education and University University Secondary

  10. Face to face classes Groupware Competences Official subjects e-learning b-learning COMI Formative weaknesses Innovation in Mathematical training Active methodologies First year university student Virtual communities Teorema project EEES New Engineering Degree E-LKG project

  11. project e-LKG Platform:A new open source platform for integrated Groupware and Knowledge Management services in e-learning. Testing and starting up Ministerio de Educación y Ciencia, Spain (2006/2008) Universities: UJI, UPM, UNIZAR. ( e-Learning, Knowledge management, Groupware) http://www.unizar.es/fmi/elkg

  12. Plataform: MOODLE (Modular Object-Oriented Dynamic Learning Environment) Open Source Flexible Big community An e-learning course in MOODLE • with better functionalities for personalization of learning paths • a big repository of mathematical resources • cooperative activities • tutorized learning process

  13. Italian collaborators Spanish & English versions of TEOREMA in Zaragoza + e-LKG (adaptation to other degrees) • CILEA • (Consorzio Interuniversitario • Lombardo per l’Elaborazione • Automatica, Milán)

  14. Unidades de aprendizaje http://teorema.cilea.it/ TEOREMA TEaching On-line pRoject for Economic MAthematics

  15. Learning Units (TEOREMA/eLKG) 1. Logic 2. Sets 3. Real Numbers 4. Algebra 5. Equations and Disequations 6. Analytic geometry 7. Trigonometry 8. Functions 9. Complex Numbers 10. Matrices and determinants 11. Derivatives 12. Primitives Repository of theoretical units and quizzes in English, Italian and Spanish (Knowledge Tree)

  16. Studies and experiments Evaluation of the entrance profile at the University: Design of the evaluation, implementation and results. Experiments with different learning units of TEOREMA/eLKG with First year university students of Engineering and Business degrees at the UJI (Castellón), UNIZAR (Zaragoza) and Italian Universities (also in the last year of Secondary School) Opinion poll

  17. WHY personalized itineraries? E-learning means… anyone, anywhere, any time BUT… what about… …different backgrounds? …students starting the online course at different times? …different progress? etc.

  18. Different itineraries have become necessary for the following reasons: • They are widely demanded in the user community • They allow to customize the learning process • They allow curricular diversification • They allow automize some tutor task

  19. What to do with personalized paths? • Identify prior knowledge of students and condition the activities and resources by obtained results. • Set different learning paths by applying conditional activities • Keep track of the course structure • Follow the students’ progress during the course • Establish flexible groups for each activity. • Research the use of different options (styles, background, paths, etc...). • Improve the managing of courses which are always open to enrolment.

  20. Developers of Conditional Activities in MOODLE • CICEI • (Centro de • Innovación para la • Sociedad de la • Información) Univ. Las Palmas de Gran Canaria

  21. HOW to make the itineraries? Conditioning activities in MOODLE: • Choice: whether the student answered and what their answer was • Forum: Topics started, number of messages, success (number of answers to a specific message) and grade • Glossary: Entries added and the number of comments made • Quiz: Rating and answers of the questions • Task: whether the student sent it and its grade • Wiki: Number of times edited • For any resource: whether the student accessed • etc

  22. You can also condition on: • Elapsed time (in days) since the course was first entered by the student • Elapsed time (in days) since the official beginning of the course • Elapsed time (in days) from a certain date • Student language • Student country

  23. Who?and ... When? After the previous studies of entrance profiles of students and the experiments with mathematical resources ...we are carrying out... Implementation, evaluation and quality control of TWO courses with different path design Engineering and Business Degrees At three Spanish Universities (Castellón, Las Palmas de Gran Canaria and Zaragoza) Academical year 2009-2010

  24. FIRST COURSE: • Four mathematical units • Units will be opened depending on the questions answered correctly in the initial test. • Activities: All theories, quizzes and a general forum for each unit, final opinion poll.

  25. SECOND COURSE: • One mathematical unit • Sections are divided in two groups (elementary and advanced) • The mark and the questions answered wrongly in the Initial Test will establish the different paths. • Activities: theories and quizzes are organized in two versions (complete and “light”). Q&A forums. Tasks. Final opinion poll.

  26. Aplication and evaluation of a prototypeFacts and proposals  DEFINITION OF PATHWAYS The result of the initial test (TI) establishes the path proposed to the student If the initial test (TI) <5, the complete version will be done If 5<=Test Inicial (TI) <=10, the path depends on the answers Section 2. P5 and P10 of IT: Both correct  Answer on a Q&A forum Only one wrong  Do the “light” version of the contents Both wrong  Seguir la versión completa de los contenidos Section 3. P1, P6 and P9 of IT: All correct  Do a simplification task Only one wrong  Versión Light Two or more wrong  Complete version Section 5:do the complete version in any way In case of IT=10, depending on the TUTOR

  27. Wikis Learning tests Theoretical Units Opinion poll Selfevaluation tests Open answer questions Blogs Forums Tasks

  28. Internationalization I2FM, Zaragoza 1 UPM, Madrid 2 LITI, Madrid 3 UJI, Castellón 4 Institute of Technology Sligo 5 CILEA, Milano 6 Università degli Studi Milano Bicocca 7 Università Cattolica el Sacro Cuore, Milano 8 CICEI Univ. Las Palmas Gran Canaria. 9 Technical University Ostrava 10 Scienter, Bologna y más... 4 9 6 7 5 I2FM 10 1 2 3 8

  29. Cooperation with Italy • CILEA • Repository of mathematical contents • Implementation of Conditionals from CICEI • Management of multilanguage courses in MOODLE (platform and content). • Universities in Milano • Scientific supervision of mathematical material (theories and quizzes)

  30. Cooperation with other foreign groups • Ireland • Revision of English contents • Use of the TEOREMA/eLKG course • Comparison of results • Cooperative tasks • Czech Republic In addition... • Possible translation into Czech • Activities 2.0 • Canada (Université de Montreal) • “Drill-and-practice” integrated in Moodle

  31. Cooperation with foreign groups We expect... • Translation into other languages • Experiments with our courses (without or with Conditionals) • New mathematical topics...

  32. Contact: María Luisa Sein-Echaluce mlsein@unizar.es

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