Ejemplos de aplicaciones colaborativas Nelson Baloian.

Ejemplos de Ejemplos de aplicaciones aplicaciones

colaborativascolaborativas

Nelson Baloian

Principles for designing educational environments

• Authentic Activities: modeling of activities and tools derived from professional practices

• Construction: learners create and share artifacts within their communities

• Collaboration: educational environments should be designed to facilitate a close collaboration between learners and with an expert

COLDEX Project • European IST program• U. Duisburg, U. Chile, Politecnica

Madrid, U. Saarland, UNED, U. Vexjö,

• Aims at designing innovative learning environment in order to support a wide range of global open learning activities within scientific domains

• Combining challenge-based learning with modeling tools and experimental scenarios

Challenge-Based LearningDiscovery- based

Problem-based

Experiential learning

Challenge-

based

Cognitive focus

Knowledge inquiry

Knowledge construction

To grasp and transform experience

Knowledge interpretation, inquiry and

construction Role of student

Detective, picking up clues

Participant, searching

Active participant, choosing

Active constructor/

designer Role of teacher

“As mystery writer”

Coach Facilitator Coach, co-experimenter and designer

Modelling tool (stochastic)

Modelling tool (system dynamics)

DExTs

• Digital Experimental Toolkits

• Experimental instructions

• Scientific background information

• Modeling and simulation tools

• Access to real scientific data

• Formulation of initial challenges

The Seismo Scenario

The Seismo Scenario

The Moon Scenario

The Maze Scenario

The Astro Scenario

The Astro Scenario

The Computer-integrated Calassroom

Students’ attention problem in a Computer-integrated Calassroom

• Students frequently lose the focus of attention if too much information is displayed

• The students get distracted if the teacher has to spend too much time in entering commands, searching for files, changing between programs

Coping with the Students’ attention problem

• Automatize frequently performed action – Distribute assignments, learning material– Collect results – Share documents for collaborative use

• Use integrated environments – For avoiding context changes

• Promote the use of as few windows as possible

The Teacher’s inerface

The Students’ interface

Participatory simulations• Role-playing activity oriented towards learning complex and dynamic systems

– Mapping real world problems to simulated context and behaviors– Knowledge and patterns emerge from local interactions among users

• Highly effective in large groups

– Simple to set up and interact with– Simple decision process: Analyze information, exchange information, make

decisions and see the outcomes– It allows to relate actions and their consequences

• Highly motivating even in large groups

– Participation and collaboration increase the understanding of the simulated reality and problem-solving abilities

– Mobility has positive effects in engagement– Can be integrated in a whole classroom – learning by doing

The Framework should help:• Networking

– Discover participants, build connections, synchronize information

• Define and assign roles

– Which kind of actors and what they will represent

• Define and assign objects

– Which kind of objects will be exchanged between participants

• Specify rules

– How will objects be exchanged (still not very automatic)

• Teacher support – The conductor must ensure all participants play an active role in the simulation

HCI Principles considered• Pen-Based User Interface

– offers a more natural and intuitive interface enabling the sharing and exchange so as to improve efficiency

• Gestures

– most frequent actions are deleting, selecting and moving – an efficient as a form of interaction– easy to learn, utilize and remember

• Mobility and exchange of objects on the fly

– handhelds provide high mobility and portability

– and easy way for creating ad-hoc networks through peer-to-peer connections

– such network allows • deliberate information exchange between users

• as well as to automatically interaction between devices: Proximity detection is done with infrared sensors (IrDA) combined with Wi-Fi

Designing (creating) roles &ItemsExample: A Trust building rules learning scenario

Designing Items Example: Diseases, symptoms and treatments

a b

Exchanging Items: Proximity+ IrDA

Exchanging Items (Example:shares)

Teacher support to oversee the activity

The Technological Base

TCP/IP connections manager Multicast discovery manager

Active partners list

Communication Node

TCP/IP connections to other applications for transmitting/receiving

objects

Multicast UDP traffic for discovering and discarding partners

Integration of formal and informal Learning

• Integration of classroom learning and learning “in the wild”

• Lack of common data platform to exchange data

• Different interaction rules in each application

Motivation

A platform which offers• a collaborative environment for learning

and teaching

• a learner-centered design of educational technologies (PDAs and whiteboards)

• a seamless integration of interaction design inside and outside of formal learning environments.

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PDAs provide for a unique interface and a seamless transition between the learning environments of the

classroom, outside “in the wild,” and at home.

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McSketcher• overview of different

types of documents (instructions, material and personal work) that may be shared with other participants

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McSketcher – interaction

• The user drags one node (basement) to a student and another one to the teacher

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System architecture• Decentralized architecture

– No central server

• Replicated architecture – All uses have their own copy of the data and the application

• State-based synchronization – The current state of the objct is used for sincroniztion

• Trans-Platform – Object exchange between java and .NET

• Support for gesture-based interaction – Providing a reusable library for gesture recognition

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