The role of design-principles in designing courses that promote collaborative learning in higher-education

Design-patterns and design-principles represent two approaches, which elicit design knowledge from successful learning environments and formulate it as design guidelines. The two approaches are fairly similar in their strategies, but differ in their research origins. This study stems from the design-principles approach, and explores how learning is affected by curriculum-materials designed according to two main design-principles: (a) engage learners in peer instruction, and (b) reuse student artifacts as resource for further learning. These principles were employed in three higher-education courses and examined with 385 students. Data analysis was conducted in two trajectories: In the “bird’s eye view” trajectory we used a “feature” unit of analysis to illustrate how learning was supported by features designed according to the two design-principles in each of the courses. In the “design-based research” trajectory we focused on one feature, a web-based Jigsaw activity, in a philosophy of education course, and demonstrated how it was refined via three design iterations. Students were required to specialize in one of three philosophical perspectives, share knowledge with peers who specialized in other perspectives, and reuse the shared knowledge in new contexts. Outcomes indicated that the design in the first iteration did not sufficiently support student ability to apply the shared knowledge. Two additional design-principles were employed in the next iterations: (c) provide knowledge representation and organization tools, and (d) employ multiple social-activity structures. The importance of combining several design-principles for designing curricular materials is discussed in terms of Alexander’s design-pattern language and his notion of referencing between design-patterns.     

Who benefits from virtuality?

For educational software to take advantage of contemporary views of learning, instructional designers need to employ design models that incorporate the variety of ideas that are based on constructivist frameworks for developing learning environments. These environments, if well designed, can support learner construction of knowledge, however, such frameworks are based upon arguments that learners should be placed in authentic environments that incorporate sophisticated representations of context through such constructs as “virtual worlds”. Within these environments the learner is supported by visual metaphors constructed to represent the information structure and how the “world” operates. This paper will discuss the framework employed in the development of several virtual solutions and the process by which they were constructed.     

Computer-supported example-based learning: When instructional explanations reduce self-explanations

We investigated whether the findings from worked-out example research on the effects of self-explanation prompts and on instructional explanations can be generalized to other example types – in this case: solved example problems. Whereas worked-out examples consist of a problem formulation, solution steps, and the final solution, solved example problems merely provide the problem formulation and the solution. We employed a first module of a computer-based environment for student teachers presenting solved example problems from which they learned how to select and to design worked-out examples for high school students. The participants (47 student teachers for German low- and medium-track schools and 33 student teachers for high-track schools) were randomly assigned to the cells of our 2 × 2 design (with vs. without self-explanation prompts; with vs. without instructional explanations). The effects of the different program versions on objective and subjective learning outcomes, on the perceived helpfulness of the program, and on the learning time were analyzed. As learning process data, the written and spoken self-explanations were assessed. The following main results were obtained: Particularly self-explanation prompts had favorable effects on learning outcomes, whereas instructional explanations can reduce the student teacher’s self-explanation activities and thereby the learning outcomes. Whereas “objectively” the most favorable learning outcomes were obtained when only self-explanation prompts were employed, the student teachers perceived their learning outcome best when only instructional explanations were provided. It can be concluded that the status of self-explanation prompts and of instructional explanations is comparable irrespective of the example type presented for learning.     

Finnish high school students’ readiness to adopt online learning: Questioning the assumptions

The Finnish high school system in rural areas is facing challenges because of a decreasing number of the students. This situation places new emphasis on online learning. Online learning offers new possibilities for high schools to provide equal learning opportunities for their students. This paper explores students’ readiness to adapt their studying habits in the networked high schools by outlining their beliefs about online learning. Beliefs are assumed to direct people’s actions, in this case activities concerning studying online. Three hundred second year high school students from Eastern Finland who had not had the experiences of learning online were studied. The findings suggest that students polarize into negative, neutral and positive groups based on their beliefs concerning online learning. Results also indicate that students’ knowledge about the possibilities of online learning is quite superficial. In contrast to theories about collaborative learning practices, students see online learning rather differently. Students with negative and neutral beliefs especially see online learning merely as a static “warehouse” of materials and study-alone learning tasks instead of offering possibilities for collaborative knowledge building.     

Isolated versus integrated case studies: A comparison in the context of teaching complex and domain-specific IT applications

Previous research on IT fluency in connection with non-IT majors points at the increasing need for more “realistic” courses teaching the use of complex and domain-specific IT applications. That research also suggests certain desirable course design characteristics, of which one of the most important is the close integration of realistic case study-based material into one single course (as opposed to the less costly alternative of inserting single case study-based material into other courses). This paper describes a study in which the use of case study-based learning modules in an integrated way (i.e., as part of one main course) is compared against the use of those modules in isolation (i.e., inserted into other courses). The modules have been designed to teach complex and domain-specific IT applications in three main domains – anthropology, sociology, and chemistry. The study, which involved 76 undergraduate students, suggests that the integration of modules into one single course, when compared with the option of using the modules in isolation, significantly increased the level of perceptions of IT’s potential for solving complex problems, perceived learning about specialized IT applications, and perceived learning about IT issues in general. The key conclusion of the study is that integration may be a desirable option regardless of the potential extra costs involved.     

Computer based testing using “digital ink”: Participatory design of a Tablet PC based assessment application for secondary education

In this paper, we identify key challenges faced by computer-based assessment (CBA) in secondary education and we put forward a framework of design considerations: design with the students and teachers, select the most appropriate media platform and plan an evolution rather than a revolution of prior practices. We present the CBA application ‘MyTest’ which was developed using the participatory methodology We!Design, with the collaboration of 31 students and teachers. The application is targeted for the Tablet PC platform, provides “digital ink” capabilities and supports both closed-type and open questions, facilitating the transfer of traditional assessment practices to CBA. Both students and teachers were excited about the design sessions, and they asserted that they would rely more on educational software designed using this approach. The comparison of the ‘MyTest’ application with an assessment application developed with the same participatory methodology and the involvement of 40 undergraduate students revealed dissimilar expectations and needs of high school and undergraduate students that are often disguised or misinterpreted. A pilot evaluation of the application in real learning conditions was conducted with 31 students using Tablet PCs and with 37 students using traditional PCs. Interestingly, the Tablet PC platform rendered the ‘MyTest’ application more useful and usable to the students, validating our claims.     

Teaching e-commerce Web page evaluation and design: a pilot study using tourism destination sites

This study explores a teaching method for improving business students’ skills in e-commerce page evaluation and making Web design majors aware of business content issues through cooperative learning. Two groups of female students at a Japanese university studying either tourism or Web page design were assigned tasks that required cooperation to investigate whether a minimum of formal training and interaction between the two groups would result in an increase in the “design” students’ awareness of content issues in page design, and an improvement in the “tourism” students’ ability to evaluate Web pages related to tourism. The results showed only slight improvements, suggesting that either the amount of cooperative learning must be increased or some formal instruction must be introduced.     

Fast incremental learning methods inspired by biological learning behavior

Model-based learning systems such as neural networks usually “forget” learned skills due to incremental learning of new instances. This is because the modification of a parameter interferes with old memories. Therefore, to avoid forgetting, incremental learning processes in these learning systems must include relearning of old instances. The relearning process, however, is time-consuming. We present two types of incremental learning method designed to achieve quick adaptation with low resources. One approach is to use a sleep phase to provide time for learning. The other one involves a “meta-learning module” that acquires learning skills through experience. The system carries out “reactive modification” of parameters not only to memorize new instances, but also to avoid forgetting old memories using a meta-learning module.This work was presented, in part, at the 9th International Symposium on Artificial Life and Robotics, Oita, Japan, January 28–30, 2004     

Unreal PowerPoint: Immersing PowerPoint presentations in a virtual computer game engine world

At a recent conference on games in education, we made a radical decision to transform our standard presentation of PowerPoint slides and computer game demonstrations into a unified whole, inserting the PowerPoint presentation to the computer game. This opened up various questions relating to learning and teaching theories, which were debated by the conference delegates. In this paper, we reflect on these discussions, we present our initial experiment, and relate this to various theories of learning and teaching. In particular, we consider the applicability of “concept maps” to inform the construction of educational materials, especially their topological, geometrical and pedagogical significance. We supplement this “spatial” dimension with a theory of the dynamic, temporal dimension, grounded in a context of learning processes, such as Kolb’s learning cycle. Finally, we address the multi-player aspects of computer games, and relate this to the theories of social and collaborative learning. This paper attempts to explore various theoretical bases, and so support the development of a new learning and teaching virtual reality approach.     

Toward a real-time model-based training system

This article describes the development of a real-time model-based training system that provides adaptive “over-the-shoulder” (OTS) instructions to trainees as they learn to perform an Anti-Air Warfare Coordinator (AAWC) task. The long-term goal is to develop a system that will provide real-time instructional materials based on learners’ actions, so that eventually the initial set of instructions on a task can be strengthened, complemented, or overridden at different stages of training. The training system is based on the ACT-R architecture, which serves as the theoretical background for the cognitive model that monitors the learning process of the trainee. An experiment was designed to study the impact of OTS instructions on learning. Results showed that while OTS instructions facilitated short-term learning, (a) they took time away from the processing of current information, (b) their effects tended to decay rapidly in initial stages of training, and (c) their effects on training diminished when the OTS instructions were proceduralized in later stages of training. A cognitive model that learned from both the upfront and OTS instructions was created and provided good fits to the learning and performance data collected from human participants. Our results suggest that to fully capture the symbiotic performance between humans and intelligent training systems, it is important to closely monitor the learning process of the trainee so that instructional interventions can be delivered effectively at different stages of training. We proposed that such a flexible system can be developed based on an adaptive cognitive model that provides real-time predictions on learning and performance.     

Distance learning in advanced military education: Analysis of joint operations course in the Taiwan military

High-ranking officers require advanced military education in war tactics for future combat. However, line officers rarely have time to take such courses on campus. The conventional solution to this problem used to take the inefficient correspondence courses. Whereas Internet technologies progress, online course is the current trend for military training. However, the question is what distance learning methodology best suits such a proprietary learning purpose.This study presents a sequential process of developing distance learning courses in advanced military education. Further, the Petri-Net analytical approach is adopted to discover the essential interaction requirements of advanced military education delivered via Internet. This study developed a systematic method for designing e-learning systems according to specific requirements of target courses. The proposed approach starts by comparing on-campus programs with the existing e-learning systems to identify the steps required to transform the program into an e-learning system. After first outlining the pedagogy of the on-campus program, its proposed teaching flow through the Internet is then sketched. Finally, the Petri-Net model was used for in-depth analysis of the stages affecting the learning curve of the line office taking e-learning courses. The example of a “Joint Operations” AME course elaborated the presented approach. An e-learning system prototype was also designed accordingly. Lastly, an experiment was conducted to verify the efficiency of the presented approach.     

Multi-media instructional approach to teaching linear programming

This paper describes different strategies employed in converting a lecture-oriented mathematical programming course to a Personalized Self-Paced Instructional (PSI) format. This is an elective course for students in science, engineering and management. A multi media instructional approach is used in the PSI system which combines traditional lectures, self-paced and individualized learning assisted by interactive computer programs and video taped instructional materials. This unique PSI system for mathematical programming provides maximum learning opportunity and flexibility to students. The author's experiences with the PSI system and the students' evaluation of the self-paced system are also discussed.     

Undergraduate students' use of information elicited during e-mail “tutorials”

This study considers those questions posed by students during e-mail “tutorials” to elicit information from “guest lecturers” and the use of that information by students in their essays. The “tutorials” were conducted for students in the U.K. by a “guest lecturer” in France. The “guest lecturer” was accredited as a tutor on the module for which the students were enrolled, and participated in the module by the provision of lecture notes prior to the e-mail tutorials. Data for the study, drawn from a comparative education assignment set for undergraduate students enrolled on the module, comprised surveys of students' perceived IT capabilities and attitudes towards IT, analyses of students' questions and analyses of students' essays. The findings of the study indicate (1) that tutees tend to pose questions to elicit information or clarification rather than to elicit the viewpoint or opinions of the “guest lecturer” and (2) that two-thirds of tutees' essays cited information elicited from the “guest lecturer”.     

Adoption of Asynchronous Learning Tools by Traditional Full-Time Students: A Pilot Study

Comparing the performance of distance learning and on-campus students is a well-studied problem. Results have shown that distance learners can perform as well or better than on-campus students. Few studies, however, have explored how or why traditional on-campus students utilize the technology intended for distance learners. Many universities and corporations provide educational and training content simultaneously to both face-to-face and distance students. Thus, exploring how instructional technology typically designed for distance learning students could benefit traditional students is important to our understanding of present and future learning environments. To this end, a pilot study was undertaken that explored how graduate students – primarily business majors – adopted and used video-streaming technology for a one semester course on Knowledge Management Tools and Techniques. Results indicated that age, previous use of the technology, need for interaction and Internet connectivity all influenced the decisions of the subjects to adopt the technology. Two-thirds of the subjects used the technology, with a self-reported estimate of procuring 16% of the course content asynchronously. Most used video streaming for convenience reasons and to review class material.     

A test-first view of usability

The foundations of usability evaluation were being established in the early 1990s. In this context, “Usability – Context, Definition, Design and Evaluation” built upon Brian Shackel’s earlier influential work – work that helped define the notion of usability. In this paper, he established key dimensions of usability as well as approaches to integrating the testing of these dimensions, within the whole process of setting requirements. Essentially he argued for usability design as part of the system design process.This commentary describes the context of Professor Shackel’s paper and reviews the influential ideas that appear in much subsequent work.     

Investigating the relationships among instructional strategies and learning styles in online environments

This exploratory study tests the assertion that instructional strategies that match field-dependence status of students are most effective. The study conducted with 12 graduate students registered in a graduate level online course. An online version of the Psychological Differentiation Inventory was used to measure the field-dependence status of students. Students’ perceived learning outcomes, their effort and involvement, and level of interaction that they perceived in online course module were measured through an online questionnaire. Results suggested that matches between students’ learning styles and instructional strategies did not affect learner perception of their own learning outcomes, level of effort and involvement, and level of interactions in the course. Data also indicated that no single instructional strategy, among three instructional strategies tested, emerged as superior for high and low field-dependent online students.     

Designing a semantic bliki system to support different types of knowledge and adaptive learning

Though blogs and wikis have been used to support knowledge management and e-learning, existing blogs and wikis cannot support different types of knowledge and adaptive learning. A case in point, types of knowledge vary greatly in category and viewpoints. Additionally, adaptive learning is crucial to improving one’s learning performance. This study aims to design a semantic bliki system to tackle such issues. To support various types of knowledge, this study has developed a new social software called “bliki” that combines the advantages of blogs and wikis. This bliki system also applies Semantic Web technology to organize an ontology and a variety of knowledge types. To aid adaptive learning, a function called “Book” is provided to enable learners to arrange personalized learning goals and paths. The learning contents and their sequences and difficulty levels can be specified according to learners’ metacognitive knowledge and collaborative activities. An experiment is conducted to evaluate this system and the experimental results show that this system is able to comprehend various types of knowledge and to improve learners’ learning performance.     

The formation of learners’ semiosphere by authentic inquiry with an integrated learning object “Young Scientist”

An integrated learning object, a web-based inquiry environment “Young Scientist” for basic school level is introduced by applying the semiosphere conception for explaining learning processes. The study focused on the development of students’ (n = 30) awareness of the affordances of learning objects (LO) during the 3 inquiry tasks, and their ability of dynamically reconstructing meanings in the inquiry subtasks through exploiting these LO affordances in “Young Scientist”. The problem-solving data recorded by the inquiry system and the awareness questionnaire served as the data-collection methods.It was demonstrated that learners obtain complete awareness of the LO affordances in an integrated learning environment only after several problem-solving tasks. It was assumed that the perceived task-related properties and functions of LOs depend on students’ interrelations with LOs in specific learning contexts. Learners’ overall awareness of certain LO affordances, available in the inquiry system “Young Scientist”, developed with three kinds of patterns, describing the hierarchical development of the semiosphere model for learners. The better understanding of the LO affordances, characteristic to the formation of the functioning semiosphere, was significantly related to the advanced knowledge construction during these inquiry subtasks that presumed translation of information from one semiotic system to another. The implications of the research are discussed in the frames of the development of new contextual gateways for learning with virtual objects. It is assumed that effective LO-based learning has to be organized through pedagogically constrained gateways by manifesting certain LO affordances in the context in order to build up the dynamic semiosphere model for learners.     

Validating for Liveness in Hidden Adversary Systems

Multi-stream interactive systems can be seen as “hidden adversary” systems (HAS), where the observable behaviour on any interaction channel is affected by interactions happening on other channels. One way of modelling HAS is in the form of a multi-process I/O automata, where each interacting process appears as a token in a shared state space. Constraints in the state space specify how the dynamics of one process affects other processes. We define the “liveness criterion” of each process as the end objective to be achieved by the process. The problem now for each process is to achieve this objective in the face of unforeseen interferences from other processes. In an earlier paper, it was proposed that this uncertainty can be mitigated by collaboration among the disparate processes. Two types of collaboration philosophies were also suggested: altruistic collaboration and pragmatic collaboration. This paper addresses the HAS validation problem where processes collaborate altruistically.