towards a benchmark for the evaluation of ld expressiveness and suitability

Towards a Benchmark for the Evaluation of LD

Expressiveness and Suitability

Manuel Caeiro Rodríguez

E-mail: [email protected]

UNFOLD-ProLearn 2Valkenburg, 23 September 2005

Goals

General goal: Enhance the modelling support of Educational Modelling Languages (EMLs) focusing mainly on Collaborative Learning

Particular goal: Obtain an evaluation benchmark of EMLs’ Expressiveness and Suitability


What is an EML?

The purpose of EMLs is to support the modelling of learning practices (e.g. a course, a lesson, a lab practice, a workshop, etc.) in a generic way.

CEN/ISSS Workshop on Learning Technologies:

An EML is a semantic information model and binding describing the content and process within a unit of learning from a pedagogical perspective in order to support reuse and

interoperability


Evaluation Criterions Expressiveness

Suitability

Final LD users: Application developers Specific purposes: Reusability and Interoperability

Capacity to denote the models in a domain

Quality of having the properties that are right for a specific purpose


Development Approach

Focused on the coordination of the entities involved not on pedagogical or technological issues

Approach: problem decomposition


Evaluation Methodology


Perspectives

Perspectives in Workflow: Process Information Resource Organizational

Perspectives in Groupware: Communication Cooperation Collaboration Awareness

A modelling feature that involves a

certain purpose and that can be analyzed

independently


Patterns

An abstraction that is frequently repeated in a modelling domain

Func.1 Task Decomposition

Description It should be possible to breakdown a task into several subtask.

Motivation To provide a structure to achieve a global goal solving simpler problems.

Instructional Examples

A course is organized in several separate lessons. A long term project is divided in several stages.

Forces Sub-tasks can be mandatory or optional.

Issues The conditions to finish the global task may involve the state of execution of the sub-tasks.


Activity Theory Framework

Environment

Subject Object Goal

CommunityRules Division of Labour

Activity Expanded Mediational Model

ACTIVITY


The Functional Perspective What has to be done? Goal breakdown and decomposition of activities

into sub-activities.En v iro n m e n t

R o le O bje ctA C T I V I T Y

R u le s C o m m u n ity D iv is io n o f L a bo u r

S u bje ct G o a l


Functional Patterns

Goal Featuring Patterns Textual description, Mandatory task, Optional task,

Grade, Input artefact task, Output artefact task, etc. Composition Patterns

Task decomposition, Manual decomposition, Conditional decomposition, etc.

Multiple Instance Patterns Learner task, Support task, Work task, etc.

Relationship Patterns Complementary task, Antagonist task, etc.


The Resource Perspective What resources are intended to do it? Learners, teachers, software agents, equipment,

etc.En v iro n m e n t



S u bje ct G o a l


Resource Patterns

Resource featuring PatternsLearner profile, Portfolio, Group structure, etc.

Role Enrolment PatternsConditioned, Capacity-based, Manual, etc.

Resource Assignment PatternsDirect, Role-based, Manual, Familiar,

Separation of duties, Conditioned, etc.


The Information Perspective What information is available? The artefacts that can be used.

En v iro n m e n t



S u bje ct G o a l


Information Patterns

Data Visibility Patterns Activity data, Block data, Multiple instance data, etc.

Data Interaction Patterns Internal Interaction, Compound task to decomposed

tasks, to multiple instances, etc.

Data Transfer Patterns Transfer by value, Transfer by reference, Copy,

Transfer with block, Data transformation, Synchronization, etc.


The Operational Perspective What operations are available? The applications and services that can be used.

En v iro n m e n t



S u bje ct G o a l


Operational Patterns

Operational Featuring PatternsTextual description, Ontology-based,

Instance, etc. Invocation Patterns

Request, Request-response, Solicit-response, etc.

Monitoring PatternsRole-based, Filtered, etc.


The Organizational Perspective What organization is involved? Roles, Groups, Functional Units, Organizational

Units, etc.En v iro n m e n t



S u bje ct G o a l


Organizational Patterns

Structure PatternsOrganisational position, Organisational unit,

Aggregations, etc. Relationship Patterns

Delegation, Priority, etc.


The Process Perspective When does it have to be done? The order in which activities can be performed.

En v iro n m e n t



S u bje ct G o a l


Process Patterns

Branching and Synchronizing PatternsSequence, Parallel division, Synchronization,

Exclusive choice, Multiple election, Discriminator, etc.

Structural PatternsArbitrary cycles, Implicit termination, etc.

State-based PatternsDelayed election, Milestone, etc.


The Temporal Perspective At which moment does it have to be done? The time in which activities can be performed.

En v iro n m e n t



S u bje ct G o a l


Temporal Patterns

SynchronisationA starts B, A finishes B, A before B, etc.

SchedulingDeadline, Start point, etc.

AllocationMaximum, Minimum, Average, etc.


The Authorization Perspective What roles are allowed to do? Permissions, visibility, etc.

En v iro n m e n t



S u bje ct G o a l


Authorization Patterns

Permission Featuring PatternsArtefact, Application & services, Class,

Environment, Activity, etc. Permission Assignment Patterns

Static, Manual, Conditioned, etc. Permission Owner Patterns

Role, Application or Service, Policy, etc.


The Awareness Perspective What roles need to know? Notifications, monitoring, etc.

En v iro n m e n t



S u bje ct G o a l


Awareness Patterns

Event Source Featuring PatternsRole-presence, Role-actions, Environment,

Class, etc. Processing Patterns

Filter, Conjunction, Sequence, Counter, Composition, Storage, etc.

Event Sink Featuring PatternsRole, Resource assigned to task, Application

or Service, etc.


The Interaction Perspective What interactions are intended to be produced? The control and management of the interaction in

the activity.En v iro n m e n t



S u bje ct G o a l


Interaction Patterns

Session Control Patterns Automatic, Manual, Conditioned, etc.

Membership Control Patterns Guest list, Minimum participants, etc.

Conversation Control Patterns Automatic response, Typed response, etc.

Version Control Patterns Operation-based, Role-based, etc.

Time Stamp Patterns Periodic, Operation-based, etc.


The Causal Perspective Why to do it? Metadata, learning goals, pre-requisites, etc.

En v iro n m e n t



S u bje ct G o a l


Summary

En v iro n m e n t


R u le s

Au th o r iza tio nAw ar en es sI n te r ac tio n

C o m m u n ity D iv is io n o f L a bo u r

S u bje ct G o a lI n f o r m atio n a l

O p er a tio n a l

O r g an iza tio n a l P r o c es a lT em p o r a l

R es o u r c e F u n c tio n a l

10+1 perspectives 200 + patterns, but we are refining them


Conclusions Relationship with other EML evaluation

proposals: not based on complete unit of learning modelling.

Next step: to provide a meta-model that enable the development of applications with truly reusability and interoperability properties.

Final goal: that teachers can perform the same things in a virtual environment that in their conventional classrooms.

Thanks!

Manuel Caeiro Rodríguez

E-mail: [email protected]

towards a benchmark for the evaluation of ld expressiveness and suitability

Documents

support task

mandatory task

optional task

work task

antagonist task

compound task

input artefact task

output artefact task