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OBSERVING AN OPEN LEARNING PROCESS?

OBSERVING AN OPEN LEARNING PROCESS?. Alain MILLE. Argument. Context : Massively OPEN Online Course Observing (the learning process) for understanding and acting! L earner(s) T utor(s) Teacher(s) D esigner(s) R esearcher(s) Constructing relevant knowledge

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OBSERVING AN OPEN LEARNING PROCESS?

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  1. OBSERVINGAN OPEN LEARNING PROCESS? Alain MILLE

  2. Argument • Context : Massively OPENOnline Course • Observing (the learning process) for understanding and acting! • Learner(s) • Tutor(s) • Teacher(s) • Designer(s) • Researcher(s) • Constructing relevant knowledge • From heterogeneous and evolving situations • For very different skills and tasks • From different sources! Lyon- 16/6/2014

  3. What’s the problemfor a learner • The learnerknows: • Whathe/shedoesduring the learningactivity • What are his/herlearning goals (if any…) • The context in whichhe/shedoes the activity • The learnerdoes not know: • The epistemologicalcontext of the lesson • The didacticalcontext • The pedagogicalcontext • The implementationchoices for the activity • What are doing the others • How to assesshis/herlevel • How to ask for help ? Lyon- 16/6/2014

  4. What’s the problem for a teacher • The teacherknows: • The epistemologicalcontext of the lesson • The didacticalcontext • The pedagogicalcontext • (The productions of the learner, if he/shecanaccess to them) • The teacherdoes not know: • How the learnerdoes the activity • Whatis the goal of the learner • What are the externaleducationalresources of the learner • How the learnerworkswith the others • ... ? Lyon- 16/6/2014

  5. What’s the problem for a tutor • The tutorknows: • The didacticalcontext • The pedagogicalcontext • The content of the forums, chats, blogs, … • The tutordoes not know: • How the learnerdoes the activity • Whatis the goal of the learner • What are the externaleducationalresources • How the learnerworkswith the others • The epistemologicalcontext • … Lyon- 16/6/2014

  6. What’s the problem for a designer? • The designer knows: • The pedagocicalcontext • The generalrules for Computer Human Interactions • The logics of the proposedactivity • The designer does not know: • The learnerexperience of his/her design • The real Information Architecture (includingothertools the learner uses) • The way the learners are able to collaborate ? Lyon- 16/6/2014

  7. What’s the problem for a researcher? • The researcherknows: • Differenttheories and methodsaccording to his/herspeciality • Differentontologicalcontextaccording to his/herspeciality • How to interpretrelatively consistent data sets • The researcherdoes not know: • How to normalizedifferent data sets fromdifferentplatforms • How to normalizedifferent data fromdifferentlearners on the sameplatform • How to assess the learninglevelwhenverydifferentlearning goals are present and unknown • How to studyverydynamic and variouslearning situations ? Lyon- 16/6/2014

  8. How cantheylearnwhattheydon’t know? • For the teacher, the designer, the tutor and the researcher: • All of them = ONE team • DESIGN ORIENTED RESEARCH to share their knowledge during the design activity, and to learn from each other WWW Lyon- 16/6/2014

  9. How cantheylearnwhattheydon’t know? • For the teacher, the designer, the tutor and the researcher: • All of them = ONE team • DESIGN ORIENTED RESEARCH to share their knowledge during the design activity, and to learn from each other • During the Mooc, learner activity is interpreted through : • The INTERACTION traces! • But, how to construct interpretation knowledge for such traces? Lyon- 16/6/2014

  10. Whatis an interaction trace? • We know that: • A trace isconstructedby an « agent » on the basis of whatcanbe « observed » in the environment of an activity • The question becomes: « Whatdoesitmeans « to observe »? • How does the processbegin? • How does the process end? Doesit end? • How to understandwhat has been observed? Lyon- 16/6/2014

  11. Observing + understanding (1) Lyon- 16/6/2014

  12. Observing + understanding (2) Lyon- 16/6/2014

  13. Observing + understanding (3) Lyon- 16/6/2014

  14. 2 interpretationpaths = 2 # stories Lyon- 16/6/2014

  15. Whatis the true story? The Fox knows (surely) / its version The Jay knows (if able to testify to…), probablyanother one version Lyon- 16/6/2014

  16. More formally… Lyon- 16/6/2014

  17. Modeled Trace Lyon- 16/6/2014

  18. Managing M-Traces (TBMS) Trace Based Management System (RDF lib) http://liris.cnrs.fr/sbt-dev/tbs/doku.php?id=public:ktbs Lyon- 16/6/2014

  19. OBSERVING A MOOC • The learner get an ID and logs in (User-ID) • From the platform • (With an Open ID) • The learner selects a learning activity (Activity-ID) • On the platform -> choosing a course • (by defining its proper activity) • The learner asks to be traced • His trace is identified by [User-ID]+[Activity-ID] • His trace is stored in an independent repository, gathering server information and client information • The user can see and manage his M-Trace • Learners can “give” their traces to the teacher, manager of the learning activity for tutoring, managing, …, other purposes Lyon- 16/6/2014

  20. Illustration (Lyon’sexperiment) Browser (client) Platform Server Platform DB Platform Listener Platformpage Logs U_1 Lyon- 16/6/2014

  21. Illustration (what we do/server side) Browser (client) Platform Server Platform DB Platform Listener Platformpage Logs + trace listener kTBS– users / (platform) U_1 Trace Based Management System Lyon- 16/6/2014

  22. Illustration (what we did/server side) Browser (client) Platform Server Platform DB Platform Listener Browser Extension Platformpage Logs + trace listener + browser listener kTBS– users / platform U_1 Trace Based Management System Lyon- 16/6/2014

  23. Illustration (trace based assistance/ navigator side) Browser (client) Platform Server Platform DB Browser Extension Platform Listener M-trace Assistant Platformpage Logs + trace listener Browser (client) parameterized Obsels collection kTBS Requests kTBS– users / platform U_1 Lyon- 16/6/2014

  24. Whatdoesit change? (1) 1) AugmentedReflexivity on the Learning Activity Both server and navigatoreventstogether Lyon- 16/6/2014

  25. Whatdoesit change? (2) 2) Indicators engineering DesigningIndicators -> trace transformation Computingindicators -> new transformed traces Getting, sharing indicators -> store of indicators Lyon- 16/6/2014

  26. Whatdoesit change? (3) 3) Collaborative interpretation of the learningactivity Primary trace (trace model + obsels) Lyon- 16/6/2014

  27. Whatdoesit change? (3) 3) Collaborative interpretation of the learningactivity Transformed trace (sharedwith the teacher) Transformed trace (for sharing with the teacher) A A Primary trace (trace model + obsels) Lyon- 16/6/2014

  28. Whatdoesit change? (3) 3) Collaborative interpretation of the learningactivity Transformed trace (sharedwith a peer) Transformed trace (sharedwith the teacher) Transformed trace (for sharing with a peer) Transformed trace (for sharing with the teacher) A A A A B Primary trace (trace model + obsels) Lyon- 16/6/2014

  29. Whatdoesit change? (3) 3) Collaborative interpretation of the learningactivity Transformed trace (sharedwith a peer) Transformed trace (sharedwith the teacher) Transformed trace (for sharing with a peer) Transformed trace (for sharing with the teacher) A A A A B Primary trace (trace model + obsels) Lyon- 16/6/2014

  30. Whatdoesit change? (4) 4) Explainingthe interpretation o1, o2, o3, …, ot, …, ol T2 tb T1 o1, o2, o3, …, ot, …, om ta o1, o2, o3, …, ot, ok…, on T0 Lyon- 16/6/2014

  31. Whatdoesit change? (4) 4) Explainingthe interpretation o1, o2, o3, …, ot, …, ol T2 Why do yousaythatOtistrue in T2? tb T1 o1, o2, o3, …, ot, …, om ta o1, o2, o3, …, ot, ok…, on T0 Lyon- 16/6/2014

  32. Whatdoesit change? (4) 4) Explainingthe interpretation o1, o2, o3, …, ot, …, ol T2 Why do yousaythatOiistrue in T2? tb Because of tb(o2,oi)/T1 T1 o1, o2, o3, …, ot, …, om ta o1, o2, o3, …, ot, ok…, on T0 Lyon- 16/6/2014

  33. Whatdoesit change? (4) 4) Explainingthe interpretation o1, o2, o3, …, ot, …, ol T2 Why do yousaythatOiistrue in T2? tb Because of tb(o2,oi)/T1 T1 o1, o2, o3, …, ot, …, om ta o1, o2, o3, …, ot, ok…, on T0 Lyon- 16/6/2014

  34. Whatdoesit change? (5) 5) Building normalized traces fromdifferent sources MoocDB Trace (anyplatform) Transformed-Trace Transformed-Trace Transformed-Trace Transformed-Trace Transformed-Trace Transformed-Trace Transformed-Trace Transformed-Trace Transformed-Trace Primary-Trace (Edx) Primary-trace (Claroline) Primary-trace (Coursera) Gathering information Gathering information Gathering information Log trace (Claroline) Log trace (EDx) Log trace (Coursera) Data (Coursera) Data (EDx) Data (Claroline) Lyon- 16/6/2014

  35. Whatdoesit change? (…) • 6) Replay in a new context • 7) Building patterns of good practices • 8) Mapping Trace Models to ontologies • 6-1) To build ontologies fromsharedexperience • 6-2) To build Trace Modelsaccording to a precise • semantics • 9) Discovering « learning patterns » • 7-1) Batch -> preparing traces to bemined • 7-2) Interactively -> for diagnosis and remediation • 10) Building automatafrom traces • 8-1) Interactively to manage missing data • 8-2) For simulation, prediction, … Lyon- 16/6/2014

  36. Whatdoesit change? -> the web! • Think WEB • Anyinterestingthingshouldbeaccessedthrough an URL • ID information • Traces • Store of indicators • EducationalResources • … • Learnerdashboard = set of widgetsconectedtogether • Linked data • ThinkSemanticWeb • Addingsemantics to the description of the activity • Enablingreasoning on the activity • Making possible trace modelsmapping • … Lyon- 16/6/2014

  37. Main challenges • Technical challenges • Performance (RDF) -> Web Semantic question (*) • Privacy (Auth2) (*) • Normalization? • Research challenges • User experience (traces) (*) • Capitalizing and sharing experience (level, protocols, mechanisms, …)(*) • Fine grained sharing -> new privacy questions • « Interactive » learninganalytics (*) • Managingnegociationsduringthe interpretationprocess • How to assist the collaborative interpretationbetweendifferentactors/ traces? • Connecting local semantics (trace model) to sharedsemantics (ontologies) Lyon- 16/6/2014

  38. Otherreadings and references • Research questions and methods on the MOOCs What's new? (withsurveys’ references) • Traced Experience Based Reasoning (otherexamples of using M-Traces for learning) • https://www.zotero.org/groups/coat_cnrs (a collaborative bibliography) • The GitHub of the kTB(M)S • The GitHub of TraceMe • The publications of SILEX Lyon- 16/6/2014

  39. One other story? Lyon- 16/6/2014

  40. Discussion… • Thankyou for your questions! Lyon- 16/6/2014

  41. Illustration with « TRACE-ME » (1) Lyon- 16/6/2014

  42. Illustration with « TRACE-ME » (2) Lyon- 16/6/2014

  43. Illustration with « TRACE-ME » (3) Lyon- 16/6/2014

  44. Illustration with « TRACE-ME » (4) Lyon- 16/6/2014

  45. Illustration with « TRACE-ME » (5) Lyon- 16/6/2014

  46. Illustration with « TRACE-ME » (6) Lyon- 16/6/2014

  47. Illustration with « TRACE-ME » (7-1) Lyon- 16/6/2014

  48. Illustration with « TRACE-ME » (7-2) Lyon- 16/6/2014

  49. Illustration with « TRACE-ME » (7-3) Lyon- 16/6/2014

  50. Illustration with « TRACE-ME » (8) https://chrome.google.com/webstore/detail/moluti/eibmcehgadjapieaijmmdbgoblacgpii Lyon- 16/6/2014

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