E-Learning in Age of Google is Not Enough

1. E-Learning in Age of Google is Not Enough Narayanan Kulathuramaiyer Universiti Malaysia Sarawak nara@fit.unimas.myJuly 20, 2009

2. Agenda • State of E-Learning • Why E-Learning is not Enough • What can we do?

3. State of E-Learning

4. E-Learning Development Mainstream • Teacher Centred • Mass Teaching • Generalised • Prescriptive • Just in Case • Blended Approach • Innovative • Student Centred • Focused Groups • Personalised • Adaptive • Just in Time • Inquiry Driven

5. Current State of E-Learning • Focuses more on supporting the Instructor • Blended Learning has mainly blended modalities • Predominantly ‚Just-in-case‘ learning • Flexible Ways of Helping Students Needed • Effectively ways of measuring learning are lacking

6. Plagirarism Detection Software says: Degree of Similarity: 3.1458 % Plagiarism is a serious problem A B C D E F G H I

7. Task Tool Manual Technique Search Engines [Maurer et al, 2006] Text-based Document Similarity Detection Dedicated Software (MyDropBox, TurnItIn), Search and Web Databases [Maurer, Zaka, 2007] Writing Style Detection Stylometry software [Eissen, Stein, 2006] Document Content Similarity Semantic Analysis [Dreher, Williams, 2006], [Ong, Kulathuramaiyer, 2006], [Liu et. al., 2006] Denial of Plagiarism Cloze Procedure [Standing, Gorassini, 1986] Content Translation Normalized Representation [Maurer, Zaka, 2006] Multi-site Plagiarism Distributed Plagiarism [Kulathuramaiyer, Maurer, 2007] Plagiarism Detection Techniques Cannot Solve the Problem

8. Power of Social Computing: Networking

9. Power of Social Computing: Community Engagement Over 60,000 citizen journalist!

10. Content Explosion ! Technoratti 35.3 Million Blogs 75,000 Blogs per day Blogosphere doubling every 6 months

11. Implications of Web 2.0 Moodle 1.7 million courses 70 languages 196 countries • Difficult to Keep Track of Contents • Difficult to establish Trust and Reliability of content • Shallow Contents that is affecting millions: • Copy-Paste Syndrome [Weber, 2006]

12. Learning Scenarios for Learning Paradigms Source: WBT-Master

13. Facilitation of Progressive Inquiry Source: http://www.helsinki.fi/science/networkedlearning/eng/delete.html A Rigid Research and Inquiry Process in a Learning Environment See [Muukonen, et, al, 2005]

14. A Conceptual view for integrating Semantic technology and visualisation[Haller, 2006]

15. Concept Mapping tools [Novak, Canas, 2004] [Novak, Canas, 2006]

16. E-Portfolio Tools Emerging Web Tools that are really easy to use Source:http://www.protopage.com/eportfolios

17. Blended Learning Mainstream • Teacher Centred • Mass Teaching • Generalised • Prescriptive • Just in Case • Blended Approach • Innovative • Student Centred • Focused Groups • Personalised • Adaptive • Just in Time • Inquiry Driven

18. Why E-Learning is not Enough

19. The Problem is Far Worse! Google Copy-Paste Syndrome A B C D E F G H I

20. Google Copy-Paste Syndrome „fast and easy... copying and ....abduction of passages...proliferation of plagiarism.......impeding inquiry driven scientific process....eventually endangering creative writing and thinking“ Weber “Most students, researchers and journalists start their work with Google and Wikipedia, and that is it. And they use information without re-checking and as they please.“ Weber Search is Replacing Research! Brabazon,

21. Addressing Plagiarism Current Approach: • Uses a Single Checking Tool • Performs Superficial Checking • Results of Plagiarism Detection is not Conclusive • Impossible to Verify Learning or Copying after work is done, with no information about learning process • Solution: • Integrate Detection Needed • Detection Tools should also be used to help students See Kulathuramaiyer N., Maurer, H., Fighting Plagiarism and IPR Violation: Why is so Important ?, Learned Publishing, Vol. 20. No. 4, pp. 13-19, 2007

22. Issues far more Important! Business WeekOnline Cover Story April 7, 2007 Maurer H, Balke, T., Kappe, F., Kulathuramaiyer, N., Weber, S., Zaka, B., Report on Dangers and Opportunities Posed by Large Search Engines, particularly Google, Bundesministerium fur Verkehr, Innovation und Technologie, September, 2007

23. Social and behavioural Patterns Social Discourses Metadata Mining & Analysis Tools Web Contents Documents HyperLinks Layered personalised Maze of intrinsic Pattern discoveries Media tags Query Log Web Usage Log Extensive Data mining By Search Engine

24. Search Pattern Modelling User Behaviour Modelling Profile Mining Profile Targetting Profile Consolidation Contentious Discoveries Connecting the Dots User Profile Data Cleaning Interest Aggregation Thread Aggregation Transaction Aggregation Transaction Cluster-Profile Data Integration Data Cosolidation Transformation Data Transformation Pattern Discovery Pattern Discovery Pattern Analysis Pattern Analysis Bounded Domain e.g E-mail Content Unbounded Domain e.g. Search Log Kulathuramaiyer N., Maurer, H., The Implications of Emerging Data Mining, Blumauer,A, Pellegrini,T, (Eds.) Social Semantic Web, Springer Heidelberg, May 2008

26. Capture Global Consciousness Symbolic Power over Masses Control Over Vital Resources Establish Dominant Culture Implications of Data Control See Kulathuramaiyer N., Balke, W.T. Restricting the View and Connecting the Dots - Dangers of a Web Search Engine Monopoly, Journal of Universal Computer Science, Vol. 12, No. 12, pp. 1731-1740, 2006 http://www.jucs.org/jucs_12_12/restricting_the_view_and

27. Community Library with Internet Access We need to ensure that Learning is actually taking Place!

28. Presenting ICARE as theanswer! Presented as an Invited Paper in E-Learn 2007 Published in National University Journal, USA, June 2008

29. Basic idea of ICARE Collaborative learning environment With experts (teachers, tutors) being involved and help Allows dozens of different learning scenarios („pedagogical models“) Most importantly: keep track of what students are doing in a „diary“ „Diary“ is mainly (but not only) created by system. It helps both students and teachers

30. Context of ICARE Institution Learning Process Management I-CARE ecosystem Collaborative Learning Management Learner Management Teacher Personal Knowledge Management Student

31. Identify-Correlate-Assimilate-Rationalize-Express (ICARE). • Identify: Identify key points (relevant) while reading a text document • Correlate: Associate reading with concepts in the mind map of a learner • Assimilate: Associate concepts learnt with prior knowledge of learner • Rationalize: Formulate ideas based on concepts arising from student learning • Express: Express idea in learners own words

32. ICARE Ecosystem Copy-Paste Handling Suite

33. GCPS Guided Copy Paste Scheme Google Copy Paste Syndrome

34. Multiple Modes Structured Learning by Doing is Emphasized

35. G-4 G-2 Learner Goal G-5 G-6 G-1 G-3 Annotations to Readings Interactions & Content Creation Instructor G-n Learning Sub-goals Milestones Achieved Keeping track of student Learning

36. Similarity Detection and Data Mining are key components ConceptsSpace K-Maps Text Analysis keywords keywords Trees Mouse keywords bus algorithms Concepts Visualized Community Participation/ Rankings Shared K-Map

37. E-Diary Student Portfolio

38. Copy paste checking Overview Diary Groupwork High Degree of Similarity with R1

39. Copy-Paste Tutoring Session Text Original text selected by student is placed here Pharaphrase . Paraphrased text is shown here Source of Text Guiding and Checking Copy-Paste See Kulathuramaiyer N., Zaka, B., Helic, D., Integrating Copy-Paste Checking into an E-Learning Ecosystem, Ed-Media 2008, Vienna, June 2008

40. This paper explores the responsibility of governments in combination with the role of market forces in shaping the provision and delivery of public services. It is an attempt to show that modern Information and Communications Technology (ICT) is probably calling also for public attention to entirely new aspects. To be more specific, the reconciliation of the powers of market forces together with concerns of public welfare is a major concern in addressing emerging questions such as ‘Should access to information and knowledge discovery service not be considered a right of every citizen?’ and ‘Should search engines be left entirely at the hands of market forces ?’ Reading Room Scenario Annotations from students K-Map K-Map Not clear! I don‘t agree! (3) 1 Key point (15) Key point (5) 2 Key point (6) 3 Published Works in progress ICT should be made the right of every citizen beacuse this is the Information Age. Response from Instructor as annotation Instructor‘s Input... Degree of Similarity with Document 2: PYA: 10% Output from Copy-Paste system This key point is important but needs to be elaborated. Refer to Text #1

41. Human Centric Metrics • Number of related diary entries, concept formulations for a given task • Time spent on internalisation as percentage of time spent on an assignment • Number of objectives or targets met by student • Efforts spent in knowledge creation (helping other students answer questions) • Number of students who misunderstood topic • Number of highly ranked ideas produced

42. Reducing the Reliance on Global Search Engines • Decentralized Global Search • Dedicated Data Control Facilities • Neutralizing Web Influence

43. In Conclusion • Paradigm Shift Needed in E-Learning • Need to Re-look Education as a whole • Focus on Knowledge Worker Development

44. Terima Kasih The End of Education is Character Baba