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A basic framework for integrating social and collaborative applications into learning environments

A basic framework for integrating social and collaborative applications into learning environments. Ayman Moghnieh and Josep Blat. Universitat Pompeu Fabra , GTI Group Fundació Barcelona Media. Objectives of interest. User-centered design of learning platforms

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A basic framework for integrating social and collaborative applications into learning environments

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  1. A basic framework for integrating social and collaborative applications into learning environments Ayman Moghnieh and Josep Blat Universitat Pompeu Fabra, GTI Group Fundació Barcelona Media

  2. Objectives of interest • User-centered design of learning platforms • Integrating web2.0 applications • Connecting learners with social networks and multimedia repositories 4-year EU-funded project that will develop an infrastructure for lifelong competence development.

  3. Domain of work and studies • 3-year participatory ethnography, studying design and development of applications for LLL • Studied scenarios: • TENCompetence learning environment (PCM) • TC Digital Cinema pilot(Web2.0 mashup) • Knowledge Resource System Management (KRSM) • Focus: • Definition of learner requirements • Drafting of design specifications • Correlating with existing multimedia and social applications (web2.0) A. Moghnieh et. al. Supporting Distance Learning Activities and Social Interaction: a Case Study. ICALT 2008 M. Perez et. al. A context-based methodology for the integration of Web 2.0 Services in Learning Scenarios. ETAL 2008 A. Moghnieh et. al. Parameterized User-Centered Design for Interacting with Multimedia Repositories. MMEDIA 2009

  4. Observations & findings • Main Observations: • Learners are from Mars, Designers are from Venus • (absent learner model, designers often act as the learners’ surrogates) • Difficulties in following User-centered methods in Elearning • (user-centered is NOT usability inspections) • The system’s conceptual design often reflects its architecture • (subject to technical constraints) • Main findings: • Very limited use of user-centered design • Difficulties in integrating web2.0 applications adequately • Limited understanding of the applications’ compatibility

  5. scenario activities primitive activities mapping Use cases and scenarios User Needs Battery of Web2.0 Services datatypes generic activities correspondance Contexts Service selection System Model Selected services Basic framework for integrating web2.0 applications • Capturing learners' requirements with parameterized methods • Modelling technique for a learner-centered conceptual model • Ordering and selecting proper web2.0 applications • Evaluating the integration of web2.0 applications in a given scenario

  6. { RPCD values Datatypes definitions User action sequences Capturing design requirements • Four parameters:duration (D) centricity (C) recall (R) and precision (P) • Definition of formal use cases and use case analysis • Three inquisitive techniques: discussions, semi-structured interviews, and contextual inquiries

  7. Analysis of parameterized requirements A. Moghnieh et. al. Parameterized User-Centered Design for Interacting with Multimedia Repositories. MMEDIA 2009

  8. Context-based modelling of a learning environment. • Definition of Context: • clusters use cases with similar (RPCD) • describes a single conceptual component • encapsulates objects and related actions (a) Root. (b) Peripheral Interaction. (c) Learning (d) Browsing and Search

  9. Selection Mechanism: (several similar applications compete to support one context) Filter: - Web2.0 applications that support or interoperable with the system‘s objects - Whose functionalities do not conflict with those available in other contexts Order: - By the number of learner activities they cover in the interaction context Evaluation procedures: (framework supports pre-development and post-development) Pre-development: - Early heuristic evaluation - Usability inspections Post-development: - General design recommendations - Logging and inquiries (mixed quantitative/qualitative) Selection mechanism and evaluation

  10. Example: The KRSM’s conceptual design M. Perez et. al. A context-based methodology for the integration of Web 2.0 Services in Learning Scenarios. ETAL 2008

  11. Conclusions Integration of web2.0 applications can follow user-centered design methods A successful integration rests on a good mapping of learner needs Framework supports the user-centered design of applications other than learning (RPCD) used are related to general design aspects of HCI

  12. Thank you! Questions? Comments? ayman.moghnie@upf.edu

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