Ioannis Magnisalis

Modeling Adaptation Patterns with IMS-LD Specification: A Case Study as a Proof of Concept Implementation

In this paper we present a design case study exemplifying the implementation of the core specification of an Adaptation Pattern (Input, Rules, Model and Output) on the basis of using tools compliant to the IMS-LD modeling language. Research on collaborative learning has emphasized the need for providing flexible yet supportive tools to teachers in order to design collaborative learning tasks. In our work we present a next step in our pattern-based approach demonstrating how educators’ ideas can provide the basis for adaptation patterns which, in turn, can be implemented using IMS-LD. We analyze what is necessary for implementing an adaptation pattern and discuss the benefits of the pattern-based approach. Finally, we highlight what would be important issues toward integrating the adaptation pattern capabilities in LD compliant tools for collaborative learning design.

Modeling Adaptation Patterns in the Context of Collaborative Learning: Case Studies of IMS-LD Based Implementation

Research on collaborative learning has emphasized the need for providing flexible yet supportive tools to teachers in order to design collaborative learning tasks. In our work we present a next step in our pattern-based approach demonstrating how educators’ ideas can provide the basis for adaptation patterns which, in turn, can be expressed in IMS-LD modeling language. In this paper we present representative and selective design case studies exemplifying the implementation of the core specification of an Adaptation Pattern (Input, Rules, Model and Output) on the basis of using tools compliant to IMS-LD. We analyze what is necessary for implementing an adaptation pattern and discuss the benefits of the pattern-based approach. Finally, we highlight what issues would be important toward integrating the adaptation pattern capabilities in LD compliant tools for collaborative learning design.

Implementing Adaptive Techniques in Systems for Collaborative Learning by Extending IMS-LD Capabilities

In this article we present an architecture for the integration of external and independent software components into IMS-LD based courses that cater for adaptivity. The architecture allows combining existing research on explicit representations of collaborative learning processes (i.e. learning designs) with the availability of existing and tested collaborative learning tools (e.g. a forum in a VLE, an agent, a service or even a software component that provides a specific functionality). The architecture allows controlling the learning tools either by a human or a pedagogical agent and thus enables adaptive interventions to the flow of the learning activity. A mediator component is the key element in the proposed architecture. To prove the soundness of the architecture and the flexibility of its implementation an example scenario is illustrated. In this scenario IMS-LD based modeling and Copper core engine are used to implement adaptations by setting LD properties according to input from an external group formation tool. The whole process is mediated by an integration component provided to the teacher as a Moodle resource.

Orchestrating Adaptive and Complex CSCL Scenarios through a Choreography among IMS-LD and External Services

In this article we present a 3-layer architecture (MAPIS3) that facilitates the integration of adaptive characteristics in an IMS-LD based computer-supported collaborative learning scenario (CSCL script), by making use of external and independent software components. The proposed architecture introduces a mediator component (MC) as a key element which mediates the communication of IMS-LD based representations (Learning Designs) with external services (e.g. a forum in a VLE, an agent or any software component that provides a specific functionality). Overall, the MAPIS3 architecture facilitates managing the complex task of controlling learning and data flow among these external services, through the MC and towards the IMS-LD module, which in turn acts as the orchestrator of the whole CSCL script. This work presents an example scenario, as a proof of concept, analyzing the architecture and demonstrating the flexibility of architecture implementation. In this scenario IMS-LD based modeling and Copper core engine are used to implement adaptations by setting IMS-LD properties depending on input from three external tools: a) a Moodle questionnaire b) a group formation tool and c) a Moodle forum tool.

Extending IMS-LD Capabilities: A Review, a Proposed Framework and Implementation Cases

In this article we present a framework for the integration of external and independent software components into IMS-LD (Learning Design) based courses that cater for adaptivity. Our framework comprises a design specification and an implementation of adaptations in CSCL (computer-supported collaborative learning) oriented and standards based architecture. The architecture allows combining existing research on explicit representations of collaborative learning processes (i.e. learning designs) with the availability of existing and tested collaborative learning tools (e.g. a forum in a virtual learning environment (VLE), an agent, a service or even a software component that provides a specific functionality). The architecture allows controlling the learning tools either by a human or a pedagogical agent and thus enables adaptive interventions to the flow of the learning activity. A mediator component is the key element in the proposed architecture. To prove the soundness of the architecture and the flexibility of its implementation example scenarios are illustrated. In these scenarios IMS-LD based modeling and Coppercore engine are used to implement adaptations by setting IMS-LD properties according to input from an external Moodle forum tool. The whole process is mediated by an integration component provided to the teacher as a Moodle resource. Finally, we highlight what would be important issues toward integrating the adaptation pattern capabilities in IMS-LD compliant tools for collaborative learning design.

An Architecture Combining IMS-LD and Web Services for Flexible Data-Transfer in CSCL

This article presents evaluation data regarding the MAPIS3 architecture which is proposed as a solution for the data-transfer among various tools to promote flexible collaborative learning designs. We describe the problem that this architecture deals with as “tool orchestration” in collaborative learning settings. This term refers to a situation where data relevant to a collaborative learning activity need to be forwarded to and processed by various learning technological tools (e.g. a forum, a pedagogical agent, a service or a software component that provides a specific functionality, etc.), in order for the collaborative activity to be efficiently represented and teachers’ pedagogical level decisions implemented. To facilitate data-transfer among the various tools and accomplish flexible interventions during runtime, the architecture employs a key component (“mediator component”) which makes use of an IMS-LD based representation of the activity. By implementing the architecture tradeoff analysis method in three case studies, evaluation data regarding the proposed architecture have been recorded and are presented in this paper. Targeted stakeholders (learners, teachers, and developers) provided valuable insights on the capacity of the architecture to efficiently facilitate tool orchestration during the realization of a flexible IMS-LD based course. Additionally, limitations of IMS-LD are discussed and suggestions are made on how to tackle these constraints and increase flexibility during tool orchestration in collaborative learning deployment.

Can Peers Rate Reliably as Experts in Small CSCL Groups

Research on the impact of peer rating PR has provided encouraging results, as a method to foster collaborative learning and improve its outcomes. The scope of this paper is to discuss peer rating towards two specific directions that usually are neglected in the CSCL field, namely: a coaching of objective anonymous peer rating through a rubric, and b provision of peer rating summary information during collaboration. The case study utilized an asynchronous CSCL tool with the two aforementioned capabilities. Initial results showed that peer rating, when anonymous, and guided, can be as reliable as off-line expert/teacher rating, with indications that this process can foster collaboration.

Mobile Widgets to Support Peer Interaction Visualization

This study presents a technological solution for the visualization of peer interaction data in mobile widget format. Peer interaction is the key learning mechanism in collaborative learning situations and providing peers with feedback on their interaction is expected to help improve the outcomes of the activity at all levels. The showcased mobile application employs the IMS-LD standard to facilitate visualization of a peer interaction (PI) model of the collaborative activity within a Moodle forum. In the paper we present and discuss (a) the standards-based system architecture comparing it also to other similar efforts, and (b) the design and implementation decisions during the mobile widget development, considering mainly the peer interaction information model, the flexible representation of visualization artefacts and the pedagogical support objectives for learners and teachers.

Case Studies on the Orchestration of Technology-Enhanced Collaboration Scripts through the MAPIS3 Architecture

In this article we present a 3-layer architecture (MAPIS3) that facilitates the flexible implementation of technology-enhanced collaboration scripts. The proposed architecture introduces a mediator component (MC) as a key element for orchestrating and controlling data flow among tools. These tools can also include external services necessary for script implementation (e.g. a forum or chat, etc.). In our work we present and analyze exemplary MAPIS3 architecture implementations, to showcase the flexibility aspects of the architecture in relation to learning design. In our analysis we focus on aspects such as: a) data flow among tools, b) flexibility for pedagogical level decisions, c) peer interaction visualizations adapted to user and device.