InfoLab: A Web Learning Pedagogical Based Content Repurposing Approach 1 ICALT rd IEEE International Conference on Advanced Learning Technologies July 9-11, 2003, Athens, Greece Conference Theme: Technology Enhanced Learning InfoLab A Web Learning Pedagogical Based Content Repurposing Approach Authors: F. Pantano Rokou Y. Rokos E. Rokou

InfoLab: A Web Learning Pedagogical Based Content Repurposing Approach 2 Outline  InfoLab: A Web Learning Pedagogical Based Content Repurposing approach which is based on the use of XML metadata for the description of Learning Objects.  For the development of the educational entities it uses two techniques,  the graph-based and  the templates-based  These are unified into a dynamic synergy in the context of the description of the granularity of Learning Objects (LOs).

InfoLab: A Web Learning Pedagogical Based Content Repurposing Approach 3 Introduction  Many people try to find the appropriate way for its pedagogical use, while others still insist in traditional educational models using the new medium.  Another problem that arises is that the same educational material exists in many forms – produced by different manufacturers – bearing little differences among them.  At the same time, identical material cannot be generally used and re-used.  Thus, the possibility of “purchasing once, using for ever” by re-using educational material constitutes the goal of a thorough and extensive research

InfoLab: A Web Learning Pedagogical Based Content Repurposing Approach 4 Introduction  The rapid development of the Web promotes its use as a medium for the provision of education.  Education could be provided in a more flexible manner, without space and time limitations.  However, despite web’s potential, its contribution to the educational process still lags behind.

InfoLab: A Web Learning Pedagogical Based Content Repurposing Approach 5 Proposed Solution  A modern effort to solve this problem is Learning Objects.  The problem arising here is related to  the size and  the extent of complexity (granularity)  as well as the way to achieve the appropriate composition of learning objects in order to (automatically or not) generate courses with pedagogic – didactic efficiency and value. This constitutes the goal of many research projects

InfoLab: A Web Learning Pedagogical Based Content Repurposing Approach 6 Past approaches  In the past, the provision of web-based education was addressed by a number of approaches, such as:  Software tools that assist in the implementation of automatic instruction  Software tools that manage the delivery of instruction via the web.  Systems for global accessibility to learning material

InfoLab: A Web Learning Pedagogical Based Content Repurposing Approach 7 Our approach  A system has been created which will be in a position to automatically or under controlled supervision undertake the structuring/composition of individualized courses that would be provided in different electronic forms and formats, using properly indicated, existing educational material.  The system suggests an integrated educational environment, consisting of a student and a teacher environment. Here, the first environment will be discussed.  Technology now offers  To teachers all the possibilities to search the web or create educational material,  To the students the opportunity to select the appropriate concept (or course) and learn the material of interest through pedagogically correct and modern methods.

InfoLab: A Web Learning Pedagogical Based Content Repurposing Approach 8 Usage Scenario 1 st time? PERSONAL PREFS & CHARACT. PERSONAL LEARNER MODEL YES NO retrieve create LEARNER MODEL

InfoLab: A Web Learning Pedagogical Based Content Repurposing Approach 9 Usage Scenario LEARNER MODEL COURSES LEARNING SCENARIO SEARCH SELECT COURSE & SCENARIO COURSE OUTLINE CHOICES.. PERSONALISED COURSE Have a nice lesson!! CONTENT TEMPLATE TEACHING PROCESS CONTENT PROPOSED PATHS COURSE OUTLINE

InfoLab: A Web Learning Pedagogical Based Content Repurposing Approach 10 Teaching Model As we see, the process of defining an educational model includes 3 stages:  The definition of the student’s features;  The definition of educational goals;  The definition of pedagogical strategies. TEST STUDENT’S MODEL PEDAGOGICAL STRATEGIES EDUCATIONAL GOALS TEACHING MODELTEACHING MODEL PROTOTYPEPROTOTYPE COURSE SUBJECT SCIENT. DOMAIN KNOWLEDGE AND SKILLS LEVEL EDUCATIONAL PURPOSE LEARNING STYLE LEARNING THEORIES TEACHING STRATEGIES SPECIFIC EDUCATIONAL GOALS GENERAL EDUCATIONAL GOALS

InfoLab: A Web Learning Pedagogical Based Content Repurposing Approach 11 Teaching Model  The definition of student’s features aims at the configuration of a model for each student, that means that for each student personal data are collected  The reason why this process must take place is relatively simple. We assume that the selection of a suitable educational model requires the particular characteristics of each student, so that individualized learning is implemented.  In fact, extracting the student’s model simulates the process made by a traditional teacher, who asks his/her student and makes assumptions based on the way that the latter responds to the former’s stimuli during the first few lessons.

InfoLab: A Web Learning Pedagogical Based Content Repurposing Approach 12 Teaching Model  The definition of educational goals takes place simultaneously. They depend mainly on the kind and the subject of learning material and on the abilities and the skills we want students to acquire and enhance (Pantano Rokou, F., 2002). The educational goals are:  specific, that is the teaching subject (i.e. the scientific domain), the thematic unit and the specificities of the teaching material; and  general, that is the type of skills that we want the students to acquire; for example, problem solving, etc.  Finally, after having determined the student’s model and delineated the educational goals, we select the most appropriate pedagogical strategy (Pantano Rokou F., 2002).  In order to achieve the most efficient educational model, we select teaching theories compatible with each student’s model. Based on this educational model, the course is implemented.

InfoLab: A Web Learning Pedagogical Based Content Repurposing Approach 13 Technological Design  An open architecture is required to enable the development of the potential of a web-based system, in a way to allow integration and synthesis of new components, such as student management, assessment collaboration tools etc., into the existing system.  This open client server architecture is characterized not only by openness but also presents platform independence.  For the achievement of this goal,  XML technologies were selected for the construction of the platform, as well as IEEE Learning Technology Standards,  LOM Standards as regards the definition of metadata of various LOs and  IMS Global Learning Consortium standards for the learning design.  The content is independent of the way of presentation, allowing repurposing from different knowledge encoding and editors.

InfoLab: A Web Learning Pedagogical Based Content Repurposing Approach 14 Technological Design  The LOs used are classified in three levels of granularity, so that they can be integrated in the learning object based in constructivist pedagogy design:  micro-levels, Learning objects: content independent of context.  Combined information objects : content with minimal added context  Frameworks represent macro level scaffolding: they are contextualized by the implementation of specific instructional approaches.

InfoLab: A Web Learning Pedagogical Based Content Repurposing Approach 15 Structuring courses  Two processes are followed in the process to structure the courses:  On the basis of existing LOs and the user model, x paths are created, from which the ones suitable for the specific student are selected.  On the basis of pre-selections and inclusion in ready templates and the student’s features.

InfoLab: A Web Learning Pedagogical Based Content Repurposing Approach 16 Pedagogical Template

InfoLab: A Web Learning Pedagogical Based Content Repurposing Approach 17 Structuring Courses  Content presentation consists of a series of entities, each one of which describes the key concepts included in it.  For each key concept, the didactic material available and its structuring are defined.  “Structuring” refers to content structure, e.g. prerequisite knowledge, concepts, introduction, analysis, assessment, summary and dictionary.  Analysis includes definitions, key elements, detailed description, examples and exercises

InfoLab: A Web Learning Pedagogical Based Content Repurposing Approach 18 In more detail…  Each entity and concept is saved in an XML file that is stored in the XML database.  The available LO material of each key concept is described by metadata, according to the LOM standard.  The synthesis of these educational entities is effected by the application of suitable algorithmic models in order to form LO sequences according to the instructional strategies followed and adjusted to the student model.

InfoLab: A Web Learning Pedagogical Based Content Repurposing Approach 19 Structure of schema for ontology

InfoLab: A Web Learning Pedagogical Based Content Repurposing Approach 20 Graph based approach  Based on entities, key concepts and their structure, general paths are created for each concept, following the educational design.  These paths include a start node and an end node, which are exclusively determined for each concept.  The first refers to prerequisite knowledge of the key concept, while the second has been determined by the evaluation elements.  Different cognitive elements lay between them, which – depending on the order assigned to them – allow for the definition of a x number of different paths

InfoLab: A Web Learning Pedagogical Based Content Repurposing Approach 21 Graph based approach  In order to determine a personal path out of these x paths, the educational targets and the educational needs of the student will be used.  This adjustment is presented, but it does not constitute the one and only path, leaving the student to take the final decision.  The connecting arcs between two nodes have a degree of difficulty and one of relevance.  The selection of students’ personal learning paths are based on their own learning model taking into account two parameters:  relevance and  complexity.  For specialized educational concepts which require strict and loyal observance of instructional strategies,  educational entities are structured around pre- constructed educational units,  complete with educational strategies and of suitable content.  Educational design constitutes the guideline of such units.

InfoLab: A Web Learning Pedagogical Based Content Repurposing Approach 22 Conclusion  Nowadays, efforts aim at determining standards and technological infrastructure for the structuring of LOs and the development of LO repositories that could assist in the effective evolution of education through the web.  However, the target is still to develop the instructional design methodologies that would also be related to the LOs. In this way, education offered will not be a “procedural support tool”, but it will be based on new, suitable pedagogic principles.

InfoLab: A Web Learning Pedagogical Based Content Repurposing Approach 23 Summarizing… Following the cognitive flexibility theory, the present paper:  allows multiple knowledge representation,  links and tailors concepts to practices and cases, and  practically manages to achieve incremental scaling of complexity of the system commencing from simple and small cognitive knowledge- based cores. In this way, satisfactory didactic efficiency is attained.

InfoLab: A Web Learning Pedagogical Based Content Repurposing Approach 24 Summarizing…  The technological features of the tool have an articulated modularity structure, while the use of XML allows adaptability and interoperability of the system.  Among its advantages, we should also note its possibility of re-using the material,  given the high cost of producing quality education material and  the time required for its implementation.

InfoLab: A Web Learning Pedagogical Based Content Repurposing Approach 25 Future Development  The development of a tool for the automatic generation of LOs from  educational material and  the empirical evaluation of the system proposed from a students’ and a teachers’ point of view would be investigated in the future.

InfoLab: A Web Learning Pedagogical Based Content Repurposing Approach 26 Questions ? ? ? ? ? ? ? ? ?

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