Luigi Sarti

A general framework for tracking and analysing learning processes in computer‐supported collaborative learning environments

This paper describes a method for analysing the learning processes that take place in a computer‐supported collaborative learning (CSCL) environment. The approach is based on tracking the interactions between learners and tutors. Keeping track of meaningful events serves three main purposes: evaluation of the quality of the process, monitoring students’ performance in real time and the assessment of individual learning performances. The results can be of benefit to course designers, tutors/instructors and researchers involved in collaborative learning experiences. The method is based on a five‐dimensional model that includes a participative, an interactive, a social, a cognitive and a teaching dimension. Each dimension can be analysed through a set of indicators obtained by tracking course participants’ behaviour within the learning environment. Examples of significant indicators, drawn from the literature and the authors’ field experience, are discussed for each dimension. The paper also proposes a taxonomy of the data needed to obtain the described indicators. Finally, possible directions for further research are outlined.

Monitoring collaborative activities in computer supported collaborative learning

Monitoring the learning process in computer supported collaborative learning (CSCL) environments is a key element for supporting the efficacy of tutor actions. This article proposes an approach for analysing learning processes in a CSCL environment to support tutors in their monitoring tasks. The approach entails tracking the interactions within the communication platform to identify cues of the participative, social, cognitive, and teaching dimensions of the learning process. Both quantitative and qualitative indicators are employed to achieve a complete and thorough picture of the learning dynamics. A set of methodological and technological tools based on this approach has been tried out in the context of the online component of a blended course in educational technology addressing trainee teachers. The results of the study support the applicability of the proposed approach to content domains where discussion and reflective practice are the most effective learning strategy.

Design patterns for monitoring and evaluating CSCL processes

Both quantitative and qualitative methods are being increasingly used to investigate the learning dynamics that take place within CSCL environments. Since such practices are a crucial aspect of the CSCL field, Design Patterns (DPs) can be used for capitalizing on experience and sharing know-how among practitioners. This paper describes three DP instances that have been developed and fine tuned by a community of practice consisting of researchers, instructional designers and tutors with the aim of supporting monitoring and evaluation of CSCL interactions. The DP solutions are based on a set of indicators, some of quantitative and some of qualitative nature, as well as on the methods to gauge these indicators, starting from data tracked by the e-learning system. The process of development of these DPs is described and examples of use are reported and discussed in order to advance the instructional design field and inform the development of CSCL systems. The proposed DPs belong to a Language, aimed at describing tracking problems in different types of e-learning systems and at capturing in their solutions the know-how developed by communities of experts in the different fields.

Design of Collaborative Learning Environments: bridging the gap between CSCL theories and Open Source Platforms

Starting with the assumption that collaborative learning and working will occupy a strategic role in undergraduate, post-graduate and life-long education as well as in collaborative, fl exible and distant working, in this paper we present a refl ection on how to reduce the gap between constructivist and CSCL/W theories and practices, and open source initiatives for e-learning in universities. The main goal, beyond the production of technologies, is to put forward research directions and to stimulate instructional designers to closely work with open source researchers and developers. In this paper we present a synthetic selection of collaborative features that are usually included in CSCL/W environments but are missing in e-learning platforms. Thereafter, we propose the design and implementation of some of the more relevant features in a very well known open source e-learning platform (Moodle). Finally, we discuss the potentialities and critical aspects of Moodle as a possible solution to the need for the dissemination of collaborative learning experiences in Higher Education contexts

A general and flexible model for the pedagogical description of learning objects

We illustrate a pedagogical metadata model (IMATI-ITD pedagogical metadata model) that captures didactic features of LOs according to the view of the education world. This model allows to describe a variety of contexts and can be effectively instantiated in many specific educational situations, thus combining generality with flexibility features.

ETB (European Treasury Browser): a system for quality of educational resources on the web

The purpose of this paper is to illustrate what has been achieved within the project ETB (European Treasury Browser) on the processes and criteria that define the quality of educational resources on a gateway. The project is funded under the Fifth Framework Programme, and the main purpose is to create a decentralized system to collect best practices and educational resources in the European context.

Interactive Video and Artificial Intelligence: A Convenient Marriage.

Abstract This paper describes the theoretical framework of a research project aimed at exploring the new potentialities for instructional systems offered by videodisc technology and artificial intelligence methodologies and techniques. In the context of this project, ‘Earth’, a prototype of ITS, is being developed, which embodies the ideas presented. In an instructional system, interaction can be characterized by three properties: adaptivity, reactivity and flexibility. The existing interactive systems are adaptive and/or reactive. Flexibility is a new dimension of interaction allowed by videodiscs. In a flexible system the user explores a multi‐media database of educational material and learning is a consequence of this exploration. In the paper, we briefly describe some of the major development problems and discuss how AI techniques provide a means to prevent the user from getting lost in the learning material.

Managing the change from face-to-face to distance training for SMEs

Abstract FADxPMI is a project aimed at supporting the evolution from a training system firmly based on the face-to-face approach into one where Open and Distance Learning (ODL) techniques are widely used, especially to reach the staff of SMEs at their workplace. Within this project, the development of know-how among course designers and trainers in the design of distance training events was achieved through a course called Design of Distance Training. This paper focuses on this course and discusses its design principles as well as the problems related to the development and implementation of courses of this kind. The Design of Distance Training course covered a wide range of ODL techniques and, since participants themselves were mostly SMEs staff members, it provided an interesting picture of the kind of problems that may be faced in developing distance training for SMEs. Among these, the most important issue concerns the compatibility of training and job commitments. The low degree of acquaintance with the new methods can also be a problem, especially at the beginning. In spite of these problems, the course managed to boost the desired process of introducing ODL techniques in SME training and to raise awareness among participants about the main positive and negative features of these methods.

The Pedagogical Dimension of Metadata for Learning Resources: The POEM Model

This paper focuses on the pedagogical dimension of metadata for learning objects (LO). Devising a pedagogical metadata proposal suitable for different target users is still a hard challenge. In order to contribute towards this endeavour, we designed and evaluated an extensible model where alternative sets of metadata descriptors can be chosen, depending on the pedagogical role of the LO. We called it Pedagogy Oriented Educational Metadata (POEM) model. This paper presents the main lines of the POEM model, discussing the results of its latest validation with 120 pre-service teachers attending the Specialisation School for Upper Secondary School Teachers of the University of Genoa during the a. y. 2007-2008.

E-Learning Design Tools

Analisi degli strumenti di supporto disponibile per facilitare e potenziare la progettazione di attivita didattiche (Learning Design). Tali strumenti forniscono rappresentazioni multiple e consentano punti di vista diversi sui processi in atto.