Ressourcenbasiertes Lernen in der Hochschule: Technologische Unterstützung und Fragen der...

KOM - Multimedia Communications Lab Prof. Dr.-Ing. Ralf Steinmetz (director)

Dept. of Electrical Engineering and Information Technology Dept. of Computer Science (adjunct professor)

TUD – Technische Universität Darmstadt Merckstr. 25, D-64283 Darmstadt, Germany

Tel.+49 6151 166150, Fax. +49 6151 166152 www.KOM.tu-darmstadt.de

© author(s) of these slides 2009 including research results of the research network KOM and TU Darmstadt otherwise as specified at the respective slide

httc – Hessian Telemedia Technology

Competence-Center e.V - www.httc.de

September 8, 2010 GI_PerU_090929

Ressourcenbasiertes Lernen in der Hochschule: Technologische Unterstützung

und Fragen der Integration

Dr.-Ing. Christoph Rensing Tel. +49 6151 16 6888 [email protected]

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KOM – Multimedia Communications Lab 2

Outline

Resource based Learning

Concept for Management of Web 2.0 Resources and Learning Services and Implementation

Goalmanagement in Self-Regulated Learning as Part of ELWMS

Integration of RBL support in existing systems for Technology enhanced Learning and support of collaborative management

KOM – Multimedia Communications Lab 3 September 8, 2010

Resource based Learning (RBL)

Resource based Learning is „ein Sich-verfügbar-machen von Informationen und Wissensbeständen bei aktuellen Problemen“. [Meder, N. et.al.: Web-Didaktik]

In the World Wide Web (esp. Web 2.0) there are a lot of resources which can be used for learning.

Videoportals Discussion

Boards

Private Docs

News Static Pages Link-

Collections Weblogs

Wikis

Chats FAQs

Slideportals

Picture portals


Common Challenges of Resource-Based Learning – Learner Perspective

Structural Disorientation „lost in hyperspace“

Conceptual Disorientation Integration of new information in existing knowledge structure is missed

Cognitive Extra Load = Any load beyond reading Finding of information Organization of found information …


Challenges of Resource-Based Learning using Web Resources

Paradigms of RBL applied to learning with web resources rise many challenges: Huge variety and quantity of possibly relevant resources Finding relevant / authoritative / trusted resources is no easy task

Not explicitly intended for learning – different audiences All relevant information is not necessarily in one place How to store web resources efficiently in order to find them again


Support of Resource based Learning

Linklists (Yahoo,…)

Searchengines (Google,…)

Expertensearch (Xing,…)

Ranking (Pagerank,…)

Rating Systems (StumbleUpon,…)

Tagg (Flickr, Del.icio.us,…)

Save as (Harddisk,…)

Browser Plugins

(Scrapbook,…)

Editors (Wikis, Excel,

Word,...)

Online- Annotation-Tools

(Diigo,…)

Social Bookmarking (Del.icio.us,…)

Electronic Communikation

(E-Mail,…)

Blogs (RSS,…)

Define Strategy for Search Search

Select

Persist Annotate

Share

Classificate

Use


Knowledge Management Phases

[TERGAN, S.-O.: Digital Concept Maps for Managing Knowledge and Information]

Organisation/ Representation of Knowledge

Artefacts

Generation of Knowledge Artefacts

Communication of Knowledge

Artefacts

Identification of Knowledge

Artefacts

Usage of Knowledge Artefacts

Serach for Knowledge Artefacts

September 8, 2010


Common Challenges of Resource-Based Learning - Institutional perspective

informal learning self organized learning no/low influence new roles

Institution forms Learning Environment

Teacher / Instructor

Students

Self Organized Learning Environment

Resources

Community Individual


Common Challenges of Resource-Based Learning – Institutional Perspective

Instruction oriented learning and Collaborative learning supported by Learning Management Systems

Resource based Learning not supported

Presentation

Lecture

Exercise

Laboratory

Test

Finiding Grouping

Sharing Communication

Collaboration Presentation

Collaborative Learning Instruction oriented Learning

Content Presentation

Administration

Evaluation

Communication

Test items and Exercises

LMS

Source: P. Baumgartner 2002


Select

Persist Annotate

Share

Classificate

Use

Resource-Based Learning


Outline






Support of Resource based Learning

Linklists (Yahoo,…)

Searchengines (Google,…)

Expertensearch (Xing,…)

Ranking (Pagerank,…)

Rating Systems (StumbleUpon,…)

Tagg (Flickr, Del.icio.us,…)

Save as (Harddisk,…)

Browser Plugins

(Scrapbook,…)

Editors (Wikis, Excel,

Word,...)

Online- Annotation-Tools

(Diigo,…)

Social Bookmarking (Del.icio.us,…)

Electronic Communikation

(E-Mail,…)

Blogs (RSS,…)


Select

Persist Annotate

Share

Classificate

Use Learn Bag


Concept

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.htm .htm

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.htm .htm

.htm .html

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1 Annotation 2 Tagging & typed Tagging

3 Sharing

Annotation

Legend

Tag

Person

Event

Location

Community

Feedback

Resource

Whole page vs. fragment


Schema / Ontologie

Ding ID Name

Tag Beschreibung

URL

Screenshot Erstellt am

Zuletzt bearbeitet am

Ressource

Thema

Erstellt am Zuletzt bearbeitet am

Ereignis


Person Erstellt am Zuletzt bearbeitet am

Ort


verknüpft mit

verknüpft mit

verknüpft mit

Sonstiges Erstellt am Zuletzt bearbeitet am

Erweiterung

Benutzerdefinierte Attribute

erweitert Benutzer Anzeigename Login Passwort

verwaltet


Tool Overview – Firefox Plugin


Persist


Classificate / annotate


Search / Use / Share


Outline






Self-Regulated Learning

Resource based Learning is a kind of Self Regulated Learning Self Regulated Learning (SRL) focuses acquisition of knowledge as an active self-

directed process [Schmitz02] towards efficiency and effectivity of learning Competencies „how to learn individually“ are crucial Individual responsibility and selfmonitoring

Pre-actional Post-actional Actional

goal setting

planning

application of strategy

self-monitoring

control

volition

reflection

goal modification

modification of strategy


Scaffolds

Self-regulated Learning is not easy and has to be trained and supported.

In e-Learning Scaffolds

„Scaffolds are software tools that support learners to regulate cognitive, metacognitive and motivational processes before, during and after learning actions. Due to this support quality of learning processes and outcome increases.“ [SBM+07]

Example: Scenario „Goal Setting“ Goal setting is a crucial aspect of self-regulating meta-cognitive scaffold

Positive effects of goal setting on personal learning processes and outcomes have already been proven [Schmitz02]


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Extended Concept – Goal Setting

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.htm .htm

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.htm .htm

.htm Annotation

Legend

Tag

Person

Event

Location

Community

Feedback

Resource

Learning goal

Whole page vs. fragment


Goal Setting Tool – Browser Integration

Relevance of resources

Create goal (title, description)

Progress of goals

Assign resources


Reflection view

Contains Knowledge Artifacts organized into learning goals

September 8, 2010


Knowledge Network View

Displays Structure of Goals and Knowledge Artifacts as a

Knowledge Network


Pre-actional Phase

Post-actional Phase

Actional Phase

Support of metacognitive processes

Identification of Information Demand

Formulation of Search Strategy

Relevance Check

Searching

Comparision: Is the Information Demand accomodated?

Information Demand is accomodated

Monitoring

Reflection

Goal Setting

Planning

Regulation

Modification

Schmitz, 2006 [1]


Metacognitive Prompts

Processes take place subconsciously Goals are set non explicit Theory of self-regulated learning:

Awareness about Processes can be valuable

metacognitive Prompts Request to perform metacognitive Processes „Plan your Action and set specific Learning Goals!” „Proof whether Information Demand is accomodated!“ „Reflect the Process and think about, whethere you could improve

the Process next time”


Outline



Goalmanagement in Self-Regulated Learning as Part of ELWMS & first Evaluation Results



Presentation

Lecture

Exercise

Laboratory

Test

Finiding Grouping

Sharing Communication

Collaboration Presentation

Collaborative Learning Instruction oriented Learning


Select

Persist Annotate

Share

Classificate

Use

Resource-Based Learning

Combination of learning formats


Protocol

TCP/IP

Web 2.0

Internet

E-Learning

Didactics

Blog

pdf

Wiki ppt

Video

html

Integration of „traditional“ resources and institutions in resources- and community net

Berlin

Rom

Max

Joe

Paul

Symposium E-Learning

Workshop Internet

WBT

html


Crokodil - Project

Controller

Frontend

Resource Recommender

Human Recommender

Backend Adapter

Protocol

TCP/IP

Web 2.0

Internet

E-Learning

Didactics

Blog

pdf

Wiki ppt

WBT

html Video

html

Berlin

Rom

Max

Joe

Paul

Symposium E-Learning

Workshop Internet

Resources- and Community Net

Portal & Navigation

Community Platforms

LMS

Ser

vice

Fee

d / S

ervi

ce M

ashu

p W

idge

ts

Wis

sens

netz

– W

eb S

ervi

ce A

PI

Integration


Collaborative Management Mapping of individual Knowledge Networks

Several Learners with individual Knowledge Networks Concepts (typed Tags) exists multiple Resources are tagged multiple „Knowledge Islands“ can exist

similar ?

identical ?


Advantages of Mapping

Suggestions during tagging

References about new or updated resources (Subscription)

Recommendation of similar resources

Recommendation of peer-learner with similar topics or goals (independent of notation: E-Learning vs. Technology Enhanced Learning)

Filtering of collaborative knowledge networks Similar concepts are merged for better usability during browsing


Different views for personal access

Kalender

1 2 3 4 5 6 7

Writing Desk

Bookshelf

Calendar


Publications

[SBB+09] Philipp Scholl, Bastian F. Benz, Doreen Böhnstedt, Christoph Rensing, Bernhard Schmitz, Ralf Steinmetz: Implementation and Evaluation of a Tool for Setting Goals in Self-Regulated Learning with Web Resources. In: Ulrike Cress, Vania Dimitrova, Marcus Specht: Learning in the Synergy of Multiple Disciplines, EC-TEL 2009, vol. LNCS Vol 5794, October 2009.

[BSRS09] Doreen Böhnstedt, Philipp Scholl, Christoph Rensing, Ralf Steinmetz: Modeling Personal Knowledge Networks to Support Resource Based Learning. In: Klaus Tochtermann, Hermann Maurer: Proceedings of 9th International Conference on Knowledge Management and Knowledge Technologies (I-KNOW'09), p. 309-316, Verlag der Technischen Universität Graz, Austria, Universiti Malaysia Sarawak, Malaysia, and Know-Center, Austria, September 2009.

[DBS+09-2] Renato Domínguez García, Doreen Böhnstedt, Philipp Scholl, Christoph Rensing, Ralf Steinmetz: Von Tags zu semantischen Netzen - Einsatz im Ressourcen-basierten Lernen. In: Andreas Schwill, Nicolas Apostopoulos: Lernen im digitalen Zeitalter - Workshop-Band - Dokumentation der Pre-Conference zur DeLFI 2009, p. 29-36, Logos, September 2009.

[BSR+09] Doreen Böhnstedt, Philipp Scholl, Christoph Rensing, Ralf Steinmetz: Collaborative Semantic Tagging of Web Resources on the Basis of Individual Knowledge Networks. In: Houben, G.-J.; McCalla, G.; Pianesi, F.; Zancanaro, M.: Proceedings of First and Seventeenth International Conference on User Modeling, Adaptation, and Personalization UMAP 2009, vol. Lecture Notes in Computer Science , no. Vol. 5535, p. 379-384, Springer-Verlag Berlin Heidelberg 2009, June 2009.

[BSB+08] Doreen Böhnstedt, Philipp Scholl, Bastian Benz, Christoph Rensing, Ralf Steinmetz, Bernhard Schmitz: Einsatz persönlicher Wissensnetze im Ressourcen-basierten Lernen. In: Silke Seehusen, Ulrike Lucke, Stefan Fischer: DeLFI 2008: 6. e-Learning Fachtagung Informatik, no. P-132, p. 113--124, Lecture Notes in Informatics (LNI), September 2008.

[SBB+08] Philipp Scholl, Bastian Benz, Doreen Böhnstedt, Christoph Rensing, Ralf Steinmetz, Bernhard Schmitz: Einsatz und Evaluation eines Zielmanagement-Werkzeugs bei der selbstregulierten Internet-Recherche. In: Silke Seehusen, Ulrike Lucke, Stefan Fischer: DeLFI 2008: 6. e-Learning Fachtagung Informatik, no. P-132, p. 125--136, Lecture Notes in Informatics (LNI), September 2008.

[MSRS07] Doreen Mann, Philipp Scholl, Christoph Rensing, Ralf Steinmetz: Interaktive, Community-unterstützte Wissensnetze für persönliches Wissensmanagement in Ressourcen-basierten Lernkontexten. In: Christoph Rensing, Guido Rößling: Proceedings der Pre-Conference Workshops der 5. e-Learning Fachtagung Informatik - DeLFI 2007, p. 35--42, Logos Verlag, September 2007.

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