Layered learning design: Towards an integration of learning design and learning object perspectives

The use of ICT to enhance teaching and learning depends on effective design, which operates at many levels of granularity from the small to the very large. This reflects the range of educational problems from course design down to the design of activities focused on specific learning objectives. For maximum impact these layers of design need to be co-ordinated effectively. This paper delineates a reference model of ‘layered learning design’ where designs at one layer should use and incorporate designs from lower (more specific) layers in elegant and powerful ways. This would allow different designers, or tutors, to focus on different levels of abstraction in the learning design process, and to collaborate in combining designs to make a substantial impact on practice.     

LdShake: Learning design solutions sharing and co-edition

Two important challenges that teachers are currently facing are the sharing and the collaborative authoring of their learning design solutions, such as didactical units and learning materials. On the one hand, there are tools that can be used for the creation of design solutions and only some of them facilitate the co-edition. However, they do not incorporate mechanisms that support the sharing of the designs between teachers. On the other hand, there are tools that serve as repositories of educational resources but they do not enable the authoring of the designs. In this paper we present LdShake, a web tool whose novelty is focused on the combined support for the social sharing and co-edition of learning design solutions within communities of teachers. Teachers can create and share learning designs with other teachers using different access rights so that they can read, comment or co-edit the designs. Therefore, each design solution is associated to a group of teachers able to work on its definition, and another group that can only see the design. The tool is generic in that it allows the creation of designs based on any pedagogical approach. However, it can be particularized in instances providing pre-formatted designs structured according to a specific didactic method (such as Problem-Based Learning, PBL). A particularized LdShake instance has been used in the context of Human Biology studies where teams of teachers are required to work together in the design of PBL solutions. A controlled user study, that compares the use of a generic LdShake and a Moodle system, configured to enable the creation and sharing of designs, has been also carried out. The combined results of the real and controlled studies show that the social structure, and the commenting, co-edition and publishing features of LdShake provide a useful, effective and usable approach for facilitating teachers' teamwork.     

Collaborative distributed environments for learning design tasks by means of modelling and simulation

The Simulation discipline has to face new challenges such as the incorporation of Collaborative Technologies for professional use as well as for teaching purposes. This integration permits the creation of new kinds of support for collaborative learning processes. In this paper, we explore the potential of this synergy with DomoSim-TPC, a synchronous distributed collaborative environment for the teaching and learning of Domotics. The system supports an active, simulation-based and problem-based approach for learning house automation design. Using this learning environment, teachers propose and organize problem solving activities and the students carry out, in a collaborative way, the construction of artefacts (designs) using modelling and simulation tools.     

Networked control design for linear systems

In this paper we study a systematic networked control method designed specifically to handle the constraints of the networked realization of a linear time invariant control system. The general structure of the proposed controller requires switching between the open loop and closed loop subsystems of the controller which is dictated by the behaviour of the communication network.     

Computer-supported team-based learning: The impact of motivation,enjoyment and team contributions on learning outcomes

The benefits of teamwork and collaboration have long been advocated by many educational theories, such as constructivist and social learning models. Among the various applications of collaborative learning, the iterative team-based learning (TBL) process proposed by Michaelsen, Fink, and Knight (2002) has been successfully used in the classroom without computer support. This paper describes the implementation and evaluation results of a classroom application of the TBL process, which was modified to include computer mediation. We call this process computer-supported team-based learning (CS-TBL). This work extends learning in small teams from the traditional classroom to the hybrid classroom where students meet both face-to-face and online by emphasizing the importance of online team interactions. The outcomes are assessed through an evaluation model that considers the impact of motivation, enjoyment and team contributions on learning outcomes. The study results indicate that motivation influences the relationship between team interactions and perceived learning. Enjoyment is affected by motivation and perceptions of team members’ contributions, with the implication that students who perceive that the team interactions are adding value to their education will better enjoy learning and will experience higher-level learning outcomes.     

Designing for work place learning

The use of computers to support learning at work has for long been propagated. Although a large bulk of experience exists in this field, it is still an open question what role computer applications play and can play in the process of learning. It can even be questioned if the learning processes themselves are sufficiently well understood to enable designers and others to provide relevant support. In this article these questions are addressed with reference to experience gained with two projects on computer support for shop floor learning. The projects involved the future users actively in the design process and it is argued that this involvement reached far beyond the mere shaping of the learning artefacts.     

Rationality of reward sharing in multi-agent reinforcement learning

In multi-agent reinforcement learning systems, it is important to share a reward among all agents. We focus on theRationality Theorem of Profit Sharing ⁵⁾ and analyze how to share a reward among all profit sharing agents. When an agent gets adirect reward R (R>0), anindirect reward μR (μ≥0) is given to the other agents. We have derived the necessary and sufficient condition to preserve the rationality as follows;

Effects of learning support in simulation-based physics learning

This paper describes the effects of learning support on simulation-based learning in three learning models: experiment prompting, a hypothesis menu, and step guidance. A simulation learning system was implemented based on these three models, and the differences between simulation-based learning and traditional laboratory learning were explored in the context of physics studies. The effects of the support type on learning performance were also quantified. In second-year junior high school students it was found that the outcome for learning about the basic characteristics of an optical lens was significantly better for simulation-based learning than for laboratory learning. We also investigated the influences of different learning models on the students’ abstract reasoning abilities, which showed that the different learning models do not have different effects on individuals with different abstract reasoning abilities. However, we found that students who are better at higher abstract reasoning benefit more from simulation-based learning, and also that the learning results are better for experiment prompting and a hypothesis menu than for step guidance.     

Qualitative design support for engineering and architecture

Conventional design support software tools cannot effectively manage the complex, heterogeneous information used in engineering and architecture (EA) tasks. Crucially, despite uncertainty being an inherent quality of EA information particularly in the early stages of a design project, current tools solely rely on numerical approaches which do not support such incomplete and vague information. In this paper, we establish a complete framework for developing qualitative support tools that directly address these shortcomings. Our framework is application oriented and addresses the broader issues surrounding the actual use of qualitative methods. It provides design principles and strategies that allow a software engineer to develop custom qualitative software tools according to their specific EA task specifications. Our framework also provides the engineer with practical theory and guidelines for implementing their custom qualitative model and validating their system using context specific test data. We demonstrate the validity of our framework by presenting a case study in architectural lighting in which a prototype qualitative reasoning engine successfully automates qualitative logic about the subjective impressions of a lighting installation.     

Perceived enablers of 3D virtual environments for virtual team learning and innovation

Virtual teams consist of geographically distributed employees working with a common goal using mostly technology for communication and collaboration. Virtual teams face a number of challenges, discussed in the literature in terms of communication through technology, difficulty in building trust, conveying social cues, and creating awareness, as well as cultural differences. These challenges impact collaboration, but also learning and innovation. This research focuses on how a social medium, the 3D virtual environment, is perceived to enable learning and innovation in virtual teams. We study this through a qualitative study based on interviews of distributed work managers’ perception of VEs. The major findings are that VEs are perceived to create collaborative learning atmospheres for virtual teams in terms of enabling engagement, a shared context awareness, and support in social network building. Another finding is that VEs are perceived to enable team learning, knowledge development, and collaboration through persistence of content, information sharing, learning through role-plays and simulations, and visualization. Furthermore, VEs enable the development of co-created content as well as new ways of working in virtual teams.     

Object-oriented design support system for machine tools

This paper deals with an object-oriented intelligent design support system which is intended to assist in the basic design of machine tools, in particular machining centres. The machine tools design process is analysed through interviews with experienced designers, and an object-oriented model is established to represent the design process. Software modules named design objects are proposed, which are basic components for the implementation of an intelligent design support system for machine tools. A prototype of the design support system for machining centres is developed based on the design objects, and some case studies are carried out to verify the effectiveness of the methods proposed.     

Research on group awareness of networked collaboration within the design team and between teams

Group awareness is the critical content of collaboration in a networked collaborative design team, and it is a meaningful way to study teamwork efficiency. However, existing methods that describe awareness information are not comprehensive. They all set an ideal collaborative environment of the single role and single activity, ignoring the bidirectional and overlapping of the collaboration process. To meet this gap, a novel group awareness method for the networked collaboration design team is proposed in this paper from the actual collaborative process. Firstly, the awareness information granularity in the joint work of the networked collaborative design team is described in detail, and the group awareness model is established. Then, the intra- and inter-team collaboration of networked collaborative design team is quantified, and correspondingly, combined with the degree of cooperation between members, a method for solving the group awareness ability of intra- and inter-team association by adopting awareness calculation is presented. Last, to illustrate the feasibility of the suggested approach, a vehicle interior collaborative design task is taken as an example. This study can provide practical guidance for a related design service platform to optimize team collaboration efficiency and select team members objectively and fairly.     

Integration of metacognitive skills in the design of learning objects

Recent studies have demonstrated that specific instruction about metacognitive strategies improves achievement, the accuracy of knowledge monitoring, and the application of learning strategies in hypermedia environments. However, there are no models to date for instructional designers who design and develop learning objects for the incorporation of specific scaffolds to aid student reflection about their metacognitive skills; thus making it difficult to identify tasks to orientate learners in improving such skills. In this paper, we propose the use of specific ontologies as the basis for incorporating information about metacognition in learning objects so that a Learning Management System can select and recommend tasks designed for the development and/or improvement of the learners’ metacognitive skills within the context of e-learning.     

Selection strategies in a structural design support system

This paper presents two selection strategies for the process of establishing a structural design support system. The distinct difference between the strategies is the point of time when the decision maker participates in the design process. The first strategy is called the pre-selection strategy in which the designer tries to grasp the intention or preference of the decision maker at an early stage of the design, and the second one is called the post-selection strategy in which the designer prepares all design information as much as possible, and then the decision maker selects the final design solution. Based on these two strategies, the shared and essential processes of the structural design support system will be explicated in advance, and then the characteristics of these two strategies will be compared. The crucial parts of the structural design support system are common design process that is shared in the two strategies and the alternative based design approach. The common design process means the basic sequences of the design process, such as problem specification, concept design, preliminary design and selection of the final design solution, that are used conventionally in the general design process. These design processes are carried out with the screened region of the design alternatives, which is efficient and effective for the selection of the final design solution. With these concepts, the structural design support system especially the grid-like type structures will be examined and the usefulness of our design methodology will be confirmed. Received October 14, 1999     

The impact of learning design on student behaviour,satisfaction and performance: A cross-institutional comparison across 151 modules

Pedagogically informed designs of learning are increasingly of interest to researchers in blended and online learning, as learning design is shown to have an impact on student behaviour and outcomes. Although learning design is widely studied, often these studies are individual courses or programmes and few empirical studies have connected learning designs of a substantial number of courses with learning behaviour. In this study we linked 151 modules and 111.256 students with students' behaviour (<400 million minutes of online behaviour), satisfaction and performance at the Open University UK using multiple regression models. Our findings strongly indicate the importance of learning design in predicting and understanding Virtual Learning Environment behaviour and performance of students in blended and online environments. In line with proponents of social learning theories, our primary predictor for academic retention was the time learners spent on communication activities, controlling for various institutional and disciplinary factors. Where possible, appropriate and well designed communication tasks that align with the learning objectives of the course may be a way forward to enhance academic retention.     

Tool support for the design and management of context models

A central task in the development of context-aware applications is the modeling and management of complex context information. In this paper, we present the NexusEditor, which can ease this task by providing a graphical user interface to design schemas for spatial and technical context models, interactively create queries, send them to a server and visualize the results. One main contribution is to show how schema awareness can improve such a tool: The NexusEditor dynamically parses the underlying data model and provides additional syntactic checks, semantic checks, and short-cuts based on the schema information. Furthermore, the tool helps to design new schema definitions based on the existing ones, which is crucial for an iterative and user-centric development of context-aware applications. Finally, it provides interfaces to existing information spaces and visualization tools for spatial data like GoogleEarth.     

支持产业集群的资源共享环境结构与技术研究

在分析产业集群资源信息共享需求的基础上,论述了支持产业集群开放资源服务的资源共享环境的概念和内容;提出一种由客户端、代理存储、安全维护、应用服务和公共数据中心组成的支持产业集群资源共享服务的五层体系结构;分析论述了同一产业集群内各成员企业资源信息通过Internet实现共享与交换的方法和关键技术,为建成可实施的服务与产业集群网络化制造的资源服务共享环境打下基础。     

混合式创意教学法在VB程序设计中的应用

信息科技的飞速发展使得以往单一的教学方式与技巧无法满足现代教育的需要,混合式创意教学法应运而生。混合式教学将传统教学与科技结合,使教学突破时间、空间与距离的限制,弥补了传统教学的缺点。探讨了混合式创意教学模式在VB程序设计课程教学中的应用,根据学科与专业构建不同的课程体系,将网络教学与课堂教学混合,教学案例与专业混合;教学评价采取多元化评测手段,从在线课程讨论、课程提问、出勤及期末考核等方面进行考核评定。