Methodological Framework for Virtual Environments in Collaborative-Ludic Scenarios and Their Integration to Learning Man

1. A METHODOLOGICAL FRAMEWORK FOR THE DEVELOPMENT OF VIRTUAL ENVIRONMENTS FOR COLLABORATIVE-LUDIC SCENARIOS AND THEIR INTEGRATION TO LEARNING MANAGEMENT SYSTEMS Authors: CynthiaG. Soto Cardinaulta13016860@alumnos.uady.mx Víctor H. Menéndez Domínguez mdoming@uady.mx Raúl A. Aguilar Vera avera@uady.mx July7th-8th-9th, 2014

2. Purpose:Methodological framework for Computer Supported Collaborative - Ludic Learning scenarios (CSCL) LearningManagmentSystems (LMS) Linkedto Identifying the computational strategies that positively influence team learning in distance learning environments. Design ludic-scenarios in which particular forms of interaction among the students are expected to occur, which would trigger learning mechanisms. Propuse a methodological framework for the development of CVEbased in CSCL paradigm that can be used in scenarios that integrate collaborative strategies and ludicactivities.

3. Introduction Basic Concepts

4. COMPUTER SUPPORTED COLLABORATIVE SYSTEMS (CSCL) and educational theories Individualization of learning scheme and competitive squeme in tradicional educational process. Cooperative learning squeme and Collaborative learning squeme as a new approach It´s supported primarily on the paradigms: constructivism. It’s supported primarily on psycho-educational paradigms: behavioral, cognitive.

5. CollaborativeLearnignParadigm Recent research and experiments have demonstrated that the motivation of the learner may be greater when working in groups than when studied in isolation, since in these scenarios learners are required to explain and justify their: opinions, clearly articulate their knowledge, and need to support each other in their learning process. Koschmann says: CSCL paradigm focuses on the use of technology as a mediational tool within collaborative methods of instruction...” [1] Dillenbourg says: “It’s a situation in which it is expected to occur particular forms of interaction among people, because it could to trigger learning mechanisms…” [2]

6. Collaborative Virtual Environments are free time and space constraints * Imagen takenfrom: www.atc3.com

7. Since its inception, this paradigm used technological advances in Computer Supported Cooperative Work (CSCW) and instructional proposals for collaborative learning (CL) linked to instructional strategies. Welcome to system CSCL Design Automata Computer Supported Collaborative Learning (CSCL) Paradigm Tools to control activities and operations. AREA OF KNOWLEDGE SHARED Deployment of performance indicators (Social Skills - optional) Tools for communication and social interaction

8. LearningManagmentSystemsLMS Can be classified by categories of e-learning systems [3] : Educational Delivery Systems Learning Content Managment Systems (LCMS) Learning Managment Systems (LMS) LMS: Is geared to the learning, and seeks to facilitate and provide to different types of users (administrators, teachers, students, working groups and guests) mechanisms to access educational materials in order to distribute among students or share them on various courses. For instance:

9. SystemsIntegration CVE - LMS

10. Why … to think in the INTEROPERABILITY WITH LEARNING MANAGEMENT SYSTEMS ? • The design and development of a learning content high-quality. • Affront the inability of that some LMS not offers the flexibility to create them from their environment directly infrastructure. • Attend the distribution and reusability of educational contents of high quality. • Finding a way to share knowledge leveraging the functionality of our educational developments.

11. InteroperabilitywayswithLMS, LCMS systems Moodle[4], Reload, Dokeos, kenexaand Exe-learning Package the learning objects under the SCORM standard to be imported or export inside other courses or LMS systems; This type of resource has its limitations because it was created to import and export objects of static structures in the most common formats of instructional design. SCORMStandard [5] Learning Tool Interoperability (LTI) is a global technical standard for application learning integration; Moodleis certified for interoperability under the LTI ™ certification, so users can integrate and present content and externally hosted applications within a single platform, without having to develop and maintain integrations to measure. LTI Standard Founded by IMS Global Learning Consortium [6]

12. InteroperabilitywayswithLMS, LCMS systems Moodle, Reload, Dokeos, kenexaand Exe-learning SCORM standard Imagen scormtakenfrom: www.outstart.com

13. InteroperabilitywayswithLMS, LCMS systems SCORM Standard really solve all interoperability problems? What if we want to integrate complex systems of teaching? For instance: Simulations System, Artificial Intelligence and Collaborative Systems.

14. InteroperabilitywayswithLMS, LCMS systems LTI Standard Linked to the "external tool" resource into LMSMoodle[8] Imagen from: www.imsglobal.org

15. Scheme of interoperability between the resources available in a connection CSCL-LMS WellcomeFromMoodleLearnerDamian LudicCollaborativeScenario LearningTool (Key/Secret) OtherUser Tools (comunication, activities, operations) LTI Standard Protocol (IMSProvider) Launch data Mirroring (performance indicators = Grades forMoodle) Interaction Tools Data Collector (Intentionactions) Return Grades LMS Moodle ExternalTool (Key/Secret) Grades Book Link your learning tool with LMS learning portals, allows improving the ability of these sending information securely from your LMS portal (Moodle) to the learning tool, the same way that data rate can return back the LMS, without compromising security certificates between the systems, the operation thereof.

16. Methodological framework for the development of CVE based in CSCL paradigm Combination of "CVE + Interoperability Tools" in Ludic Scenarios

17. Collaborative Virtual Environments (CVE) integrate a set of technological elements with elements of pedagogical instruction, which is aimed at sharing knowledge and building together through the social interaction of the group members Tamaño del grupo: Bienvenido al sistema de diseño de Autómatas Escenario colaborativo Herramientas para control de actividades, y operaciones. Nivel educativo y genero: Interpretation from the "traditional collaborative learning" scheme to the "technological collaborative learning" scheme Comunicación síncrona o asíncrona: Despliegue de indicadores de desempeño (Habilidades sociales Herramientas de interacción social

18. Bienvenido al sistema de diseño de Automatas Herramientas para control de actividades y operaciones. Escenario colaborativo Management Cycle Collaboration Despliegue de indicadores de desempeño (Habilidades sociales) Herramientas de comunicación e interaccion social Adaptation of theproposed original model. [7] Mirroring Tools Stage 2 Construction of a model of interaction of the collaborative process Meta-Cognitive Tools Stage 3 Comparing the current state vs desired state of interaction Selection and collection of interaction data Stage 1 CSCL Control Systems and Service Stage 4 Stage 5 Guidance & Advice Tools Evaluation of the management cycle collaboration [7] : Soller, A., Martínez, A., Jermann, P. & Muehlenbrock, M. (2005)

19. IMPLEMENTATION OF "META- COGNITIVE INTERACTION TOOL" AT CVE Tamaño del grupo: Bienvenido al sistema de diseño de Autómatas Escenario colaborativo Herramientas para control de actividades, y operaciones. Nivel educativo y genero: • Focusing on the perspectives of all stakeholders:, forinstance: • Students • Maestro o Tutor • Investigadores Comunicación síncrona o asíncrona: Despliegue de indicadores de desempeño (Habilidades sociales Comparing the current state vs desired state of interaction Herramientas de interacción social Meta-cognitiveTool This is done through a computer model that will define the level of analysis of the collaborative process to be obtained.

20. What about...Collaborative-LudicLearning Scenaries At the basic level of education, a strategy that can be integrated into the collaborative instructional dynamics, facilitating group cohesion and commitment, but above all motivation toward activity is the incorporation of ludic learning scenarios. These dynamics are stimulating and interesting for kids, plus it is a natural and satisfying human activity that is worth introducing into the classroom. [9] A general definition of "Games", is related to entertainment or pastime, subject to rules and penalties for non-compliance with these standards

21. Collaborative-Ludic Learning Scenaries Guide to select collaborative games Interesting and stimulating Actively enrolled throughout the game • Help students to think how to do it. • In a collaborative way clear objective Have precise operation Easy to understand • To enable children to evaluate their own success • Unambiguous for students. • To a level suitable for individuals

22. Methodological framework for the development of CVE based in CSCL paradigm HELP GUIDE Combination of "CVE + Interoperability Tools" in Ludic Scenarios

23. Methodological framework for the development of CVE based in CSCL paradigm HELP GUIDE InstructionalDesign Constructivistapproach Stage 1: Defining the purpose of EVC EVCwithoutIT Analysis of the product of collaboration EVCwithInteractiveTool Analysis of groupinteraction Stage 2: (optional) Define the tool interaction level Define the level of intervention that will assist tool interaction Guiding System Mirroring Tool MetacognitiveTool Stage 3: Architectural and structural design of EVC Designing the EVC according to the specifications of step 1 and 2

24. Methodological framework for the development of CVE based in CSCL paradigm HELP GUIDE: STAGE 1 Step First: Definition of an educational objective and appropriate instructional design focused on collaborative situations.

25. Methodological framework for the development of CVE based in CSCL paradigm HELP GUIDE: STAGE 2 Step two: Involves deciding the level of analysis that apply during this process, according to the proposal of the management cycle of collaboration, there are three possibilities for analysis: Mirroring Tools, Meta-cognitive Tools and Guidance Tools, we recommend have decided the level of analysis to implement in your EVC before continuing designing your collaborative environment, thus avoid lots first redoing work or no prior preparation conditions during analysis.

26. Methodological framework for the development of CVE based in CSCL paradigm HELP GUIDE: STAGE 3 Stepthree: All initial conditions must have being decided before start preparing your environment, hereafter you must combine the instructional strategy and the analysis strategy, in the same environment; Give place to the space of collaborative game, tools for interaction and place for displaying performance indicators or control system. Another factor that will initially integrate either directly or indirectly is to define roles, rules, actions or operations that the user performing anger during your activity.

27. Methodological framework for the development of CVE based in CSCL paradigm Plus... As an additional element although not explicitly plotted, we recommend to reflexion that, the life of their application will be mediated not only by their efficiency and functionality, but also for their ability to reusability and sharing, reasons why, we recommend the distribution system LTI (interoperability tools), that somehow facilitate the link between LMS and third-party systems without modifying important technological aspects during the process.

28. References: • Koschmann, T. (1996) Paradigm Shifts and Instructional Technology: An Introduction. In T. Koschmann (Ed) CSCL: Theory and Practice of an Emerging Paradigm. Laurence Erlbaum Associates Publishers. pp 1-23 • DillenbourgP. (1999) What do you mean by collaborative learning?. In P. Dillenbourg (Ed) Collaborative-learning: Cognitive and Computational Approaches. Oxford: Elsevier. pp. 1-19. • J R. Jackson, “Web Based Learning”, 2001 • Moodle (2012) Org. https://moodle.org/ • ADL, “Scorm. Advanced Distributed Learning”, 2009 • IMSGlobal Learning Consortium (2001-2014) Learning Tools Interoperability http://www.imsglobal.org/lti/ (April 2014) • Soller, A., Martínez, A., Jermann, P. & Muehlenbrock, M. (2005) From Mirroring to Guiding: A Review of State of the Art Technology for Supporting Collaborative Learning. Int. J. Artif. Intell. Ed. 15, 4 (December 2005), 261-290. • Moodle(2012) About Moodle Docs LTI Provider. http://docs.moodle.org/22/en/LTI_Provider (November 2012) • ConstanceKamii y Rheta De Vries (1988) Juegos Colectivos en la primera enseñanza: Implicaciones de la