ÉCOLE PO L Y T E C H N IQ U E FÉDÉR A LE DE LAUSANNE Pierre Dillenbourg, On-Line Educa, Berlin 2005 Should mobile learning be as boring as e- learning ?
Pierre Dillenbourg, On-Line Educa, Berlin 2005 Should mobile learning be as boring as e-learning ?
Dec 25, 2015
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ÉC O L E P O L Y T E C H N I Q U EFÉ DÉR A L E D E L A U S A N N E Pierre Dillenbourg, On-Line Educa, Berlin 2005
Should mobile learning be
as boring as e-learning ?
ÉC O L E P O L Y T E C H N I Q U EFÉ DÉR A L E D E L A U S A N N E Pierre Dillenbourg, On-Line Educa, Berlin 2005
“Learn Anytime Anywhere”
What could be the learning effects of
1. broadcasting information
2. cut in small pieces
3. on tiny screens
4. with tiny keyboards
ÉC O L E P O L Y T E C H N I Q U EFÉ DÉR A L E D E L A U S A N N E Pierre Dillenbourg, On-Line Educa, Berlin 2005
FromAnywhere
Prof. Pierre DillenbourgEPFL Swiss Federal Institute of Technology, Lausanne
ToSomewhere
ÉC O L E P O L Y T E C H N I Q U EFÉ DÉR A L E D E L A U S A N N E Pierre Dillenbourg, On-Line Educa, Berlin 2005
Where would you prefer to teach ?
ÉC O L E P O L Y T E C H N I Q U EFÉ DÉR A L E D E L A U S A N N E Pierre Dillenbourg, On-Line Educa, Berlin 2005
We don’t live in a virtual world
ÉC O L E P O L Y T E C H N I Q U EFÉ DÉR A L E D E L A U S A N N E Pierre Dillenbourg, On-Line Educa, Berlin 2005
ÉC O L E P O L Y T E C H N I Q U EFÉ DÉR A L E D E L A U S A N N E Pierre Dillenbourg, On-Line Educa, Berlin 2005
We don’t live in a virtual world
Space shaped our cognition for ages
ÉC O L E P O L Y T E C H N I Q U EFÉ DÉR A L E D E L A U S A N N E Pierre Dillenbourg, On-Line Educa, Berlin 2005
Italy or UK ?(view from the plane window)
ÉC O L E P O L Y T E C H N I Q U EFÉ DÉR A L E D E L A U S A N N E Pierre Dillenbourg, On-Line Educa, Berlin 2005
Linux or Mac ?
(location newsgroup postings)
ÉC O L E P O L Y T E C H N I Q U EFÉ DÉR A L E D E L A U S A N N E Pierre Dillenbourg, On-Line Educa, Berlin 2005
We are spatial animals
Our cognition relies on space
Our culture carries spatial roots
ÉC O L E P O L Y T E C H N I Q U EFÉ DÉR A L E D E L A U S A N N E Pierre Dillenbourg, On-Line Educa, Berlin 2005
1. Allo, how are you ?
2. …… are you ?Where
ÉC O L E P O L Y T E C H N I Q U EFÉ DÉR A L E D E L A U S A N N E Pierre Dillenbourg, On-Line Educa, Berlin 2005
M Cherubini, P. Jermann and F. Girardin
CRAFT /EPFL
ÉC O L E P O L Y T E C H N I Q U EFÉ DÉR A L E D E L A U S A N N E Pierre Dillenbourg, On-Line Educa, Berlin 2005
From: The PresidentTo: Pierre DillenbourgSubject: RE:[New Learning Center at EPFL]
Good idea; go ahead!Patrick
From: The PresidentTo: Pierre DillenbourgSubject: RE:[New Learning Center at EPFL]
Good idea; go ahead!Patrick
The value of e-mail to be free from geographical constraints; why would you re-spatialize communication ? To grasp contextual cues.
ÉC O L E P O L Y T E C H N I Q U EFÉ DÉR A L E D E L A U S A N N E Pierre Dillenbourg, On-Line Educa, Berlin 2005
contextual cues help interpreting messages
spatial coordination facilitates a shared strategy
The role of spatial information on group cognition
ÉC O L E P O L Y T E C H N I Q U EFÉ DÉR A L E D E L A U S A N N E Pierre Dillenbourg, On-Line Educa, Berlin 2005
In virtual space (MOO), the “position” of teammates influences collaboration:
1. 20 pairs on 20 distributed their work on a spatial basis
2. Acknowledgment delay was shorter in same room (59 s. / 39 s.)
3. Acknowledgment rate was higher in same room (34 % / 50%)
4. Users monitored the position of their team mate
ÉC O L E P O L Y T E C H N I Q U EFÉ DÉR A L E D E L A U S A N N E Pierre Dillenbourg, On-Line Educa, Berlin 2005
BIG
BROTHER
ÉC O L E P O L Y T E C H N I Q U EFÉ DÉR A L E D E L A U S A N N E Pierre Dillenbourg, On-Line Educa, Berlin 2005N. Nova &F. Girard; CRAFT/EPFL
ÉC O L E P O L Y T E C H N I Q U EFÉ DÉR A L E D E L A U S A N N E Pierre Dillenbourg, On-Line Educa, Berlin 2005
The underwhelming effect of automatic tracking on mutual modeling
Viewing Peers
Position
Not Viewing Peers
Position
Viewing Peers
Position
Not Viewing Peers
Position
Experimental Results
ÉC O L E P O L Y T E C H N I Q U EFÉ DÉR A L E D E L A U S A N N E Pierre Dillenbourg, On-Line Educa, Berlin 2005
Collaboration and LBS: Lessons Learned
1. Spatial awareness smoothens collaborative activities
2. Spatial tracking generates an underwhelming effect
3. Collaborative map annotation is powerful (No BigBrother)
4. Audio navigation generates high cognitive load (Nokia Road Forum)
5. Embed mobile technologies in collaborative learning scripts
ÉC O L E P O L Y T E C H N I Q U EFÉ DÉR A L E D E L A U S A N N E Pierre Dillenbourg, On-Line Educa, Berlin 2005
Conflict resolution
Negociation
Argumentation
Mutual regulation
Explanation
Collaboration Learning
Structure RegulatePreventive Reactive
??
Scripts for
collaborative
learning
ÉC O L E P O L Y T E C H N I Q U EFÉ DÉR A L E D E L A U S A N N E Pierre Dillenbourg, On-Line Educa, Berlin 2005
The «ArgueGraph » scriptThe «ArgueGraph » script
Phase1Phase1
ÉC O L E P O L Y T E C H N I Q U EFÉ DÉR A L E D E L A U S A N N E Pierre Dillenbourg, On-Line Educa, Berlin 2005
Phase 2Phase 2The «ArgueGraph » scriptThe «ArgueGraph » script
ÉC O L E P O L Y T E C H N I Q U EFÉ DÉR A L E D E L A U S A N N E Pierre Dillenbourg, On-Line Educa, Berlin 2005
Phase 3Phase 3The «ArgueGraph » scriptThe «ArgueGraph » script
ÉC O L E P O L Y T E C H N I Q U EFÉ DÉR A L E D E L A U S A N N E Pierre Dillenbourg, On-Line Educa, Berlin 2005
Design choices
Immediate FB
Delayed FB
Microworld FB
Theories
Behavioursim
Constructivism
Metacognition
Phase 4Phase 4The «ArgueGraph » scriptThe «ArgueGraph » script
ÉC O L E P O L Y T E C H N I Q U EFÉ DÉR A L E D E L A U S A N N E Pierre Dillenbourg, On-Line Educa, Berlin 2005
Integrated Learning
Scripts
Ind
ivid
ual
Gro
up
Soci
al
ÉC O L E P O L Y T E C H N I Q U EFÉ DÉR A L E D E L A U S A N N E Pierre Dillenbourg, On-Line Educa, Berlin 2005
Integrated learning scripts
The teacher orchestrates a sequence of learning activities
– computer-based or not– individual, collaborative or collective– pedagogically integrated (scenario or script)– computationally integrated (workflow)– across multiple spaces (mobile & context-aware)
ÉC O L E P O L Y T E C H N I Q U EFÉ DÉR A L E D E L A U S A N N E Pierre Dillenbourg, On-Line Educa, Berlin 2005
Script Task Split Target Interactions
ArgueGraph Pro / Against ArgumentationConceptGrid SubSets ExplanationPeerRegulation Task / Meta Mutual regulationDistributedSimulations Inputs Elicit the hypotheses
Outputs Argumentation…
Scripting collaborative learning
ÉC O L E P O L Y T E C H N I Q U EFÉ DÉR A L E D E L A U S A N N E Pierre Dillenbourg, On-Line Educa, Berlin 2005
WiSim (Z. Crivelli, CRAFT, EPFL)
Distributed Simulation Script
ÉC O L E P O L Y T E C H N I Q U EFÉ DÉR A L E D E L A U S A N N E Pierre Dillenbourg, On-Line Educa, Berlin 2005
WiSim (Z. Crivelli, CRAFT, EPFL)
Distributed Simulation Script
ÉC O L E P O L Y T E C H N I Q U EFÉ DÉR A L E D E L A U S A N N E Pierre Dillenbourg, On-Line Educa, Berlin 2005
Rolex Learning Center at EPFL (SAANA)
Somewhere ?
Mobile means More Physical
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