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Integrated Learning
- 1. Integrated learning teg ated ea g a framework for educational technologies HEA Conference Liverpool Co e e ce e poo 27.08.2008 1. Learning together Learning together Integrated learning 2. Solving problems to learn 2 Solving problems to learn Patrick.Jermann@epfl.ch P t i kJ @ fl h http://craft.epfl.ch/ The end of cyberspace EPFL, CRAFT ÉCOLE POLYTECHNIQUE FÉDÉRALE DE LAUSANNE
- 2. Theory Th Transfer Practice
- 3. Theory Th 1990 Practice
- 4. Theory Th 2000 Practice TEAL physics st di MIT studio,
- 5. What is « better » » learning and teaching ? Edgar Dale in the 1960s « You can’t buy knowledge » You can t buy knowledge «active students» «active students» • Content => information • Problem‐solving • learning tools as consumable products g p • Team work Team work • knowlege « in the head »: acquisition • Critical w/ regard to • Interaction => knowledge information • learning tools as process enhancers • knowlege « in the world »: construction
- 6. Team work and collaborative learning Team work and collaborative learning 1. LEARNING TOGETHER
- 7. Computer Support for Collaborative Learning (CSCL) ? Dillenbourg & al., 1999 Structure Regulate g Before interaction During interaction Engineer situation « Coaching » FB
- 8. CSCL Scripts Outside O t id Class Team Solo Examples Jigsaw script (Aronson, 1978) • explaining to each other explaining to each other Conflict (Doise , Mugny & Perret‐Clermont , 1975 ) • arguing with each other Reciprocal script (Palincsar & Brown, 1984) • questioning each other e.g. Dillenbourg & Jermann, 2007
- 9. Debriefing Graph The Duo questionnaire q Argue Graph Solo questionnaire Synthesis Script
- 10. Debriefing Graph The Duo questionnaire q Argue Graph Solo questionnaire Synthesis Script Con lict C nfl t
- 11. Debriefing Graph The Duo questionnaire q Argue Graph Solo questionnaire Synthesis Script Con lict C nfl t
- 12. Debriefing Graph The Duo questionnaire q Argue Graph Solo questionnaire Synthesis Script Theories Behavioursim Design choices Constructivism Immediate FB Metacognition Delayed FB Microworld FB
- 13. Debriefing Graph The Duo questionnaire q Argue Graph Solo questionnaire Synthesis Script
- 14. Argue & Graph – Social Planes al Socia Group dividual Ind
- 15. • Script • sequence of activities q • dataflow • one core learning mechanism • « Integrated » • distance & face2face • with/out computers • different social planes “Orchestration” Orchestration • Debriefing Pedagogical, spatial and • Distilling student’s productions into temporal articulation of temporal articulation of theoretical concepts theoretical concepts individual, collaborative • Orchestrating and class activities • Timing matters • Flexibility
- 16. The Group Formation Debriefing Concept Role Selection Grid Construction Grid Script p Wr Writing Definitions g Def os Readings http://manyscripts.epfl.ch
- 17. The Group Formation Debriefing Concept Role Selection Grid Construction Grid Script p Wr Writing Definitions g Def os Readings Readi gs http://manyscripts.epfl.ch
- 18. The Group Formation Debriefing Concept Role Selection Grid Construction Grid Script p Wr Writing Definitions g Def os Readings http://manyscripts.epfl.ch
- 19. The Group Formation Debriefing Concept Role Selection Grid Construction Grid Script p Wr Writing Definitions g Def os Readings http://manyscripts.epfl.ch
- 20. The Group Formation Debriefing Concept Role Selection Grid Construction Grid Script p Wr Writing Definitions g Def os Readings Mettre un sldie ou ils ident la grille + relation http://manyscripts.epfl.ch
- 21. The Group Formation Debriefing Concept Role Selection Grid Construction Grid Script p Wr Writing Definitions g Def os Readings http://manyscripts.epfl.ch
- 22. Group Mirrors Desired State Desired State Diagnose Current State Guidance Log + Interaction Actions DiMicco, MIT • Current state: participation, symmetry ti i ti t • Visualize indicators • With / without standard / • Learners’ diagnosis • Internalization of tool • Standards are difficult to establish e.g. Jermann, 2007 • So far, mostly participation indicators
- 23. Interactive Funrniture F it « Reflect » K. Bachour, F. Kaplan, CRAFT p • Collaboration in face to face Collaboration in face to face • « Middle‐tech » • A di d t Audio data – Display of participation – Goal: Recognition of productive episodes (explanations, conflict, etc.)
- 25. Experiential learning and the end of cyberspace Experiential learning and the end of cyberspace 2. SOLVING PROBLEMS
- 26. Experience p and Reflection Practice fields & situated learning act ce e ds & s tuated ea g Solving quasi‐authentic problems • Ill‐defined activities Ill defined activities • Expert performance available • Reflection and articulation R fl i d ili • Kolb (1984) Barab & Duffy, 2000; Herrington & Oliver, 2000
- 27. Topobo Amanda Parkes, Hayes Raffle MediaLab, MediaLab MIT http://web.media.mit.edu/~hayes/topobo/ • Kids enactive « programming » pg g • Kinetic memory • Programing by demonstration • Control structures • Queen controls many actives at once •Bk k Backpack modifies the speed, size, difi h di timing and orientation of a motion
- 29. Quetzal & Tern Michael Horn & Robert Jacob Dept. of CS Tufts University Kids tangible programming Kids tangible programming • Control LEGO mindstorms • Aff d Affordances • shapes and symbols • physical loops
- 30. M‐valued regular register l it Hamed Alavi, CRAFT, EPFL Concurrency & Concurrency & Read() Write(v) for i<-0 to M A[i] = v Collaboration if A[i] = 0 for j<-v to 0 return i A[j]=0 [j] • 2l 2 learners play l reader/writer 0 1 0 0 0 0 • physical windows physical windows 0 1 0 1 0 0 implement data access 0 0 0 1 0 0
- 31. E‐Puck http://www.e-puck.org/ Fischertechnik, LEGO mindstorms and many others and many others Youtube • Educational robotics Educational robotics • Low‐level, e.g LED control, sensor reading, motor control, PWM g, , • High‐level, e.g. Collective robotics, bioinspired computing, emerging bi i i d i i behavior, etc …
- 32. FPGA4U Field‐Programmable Gate Array http://fpga4u.epfl.ch/ p fpg 4 pf FPGA + switches, LEDS, ethernet, USB Programming hardware Programming hardware • VHDL (VHSIC hardware description language) • Memory, processor, instruction set Memory processor instruction set • Embedded systems • e.g. build an OS, a digital camera, .. e.g. build an OS, a digital camera, .. • Used in the 1st year course already
- 33. CONCLUSION
- 34. Orchestration About team learning l i Scripts Cognitio – Teachers need to come back onto the stage as chefs d’orchestre Viz Vi – Tools don’t do miracles but provide representational guidance – Ubicomp might provide huge Ubicomp might provide huge amounts of data about interaction
- 35. About problem‐solving bl li • Conditions for success include Conditions for success include – Lowering the # of lecture hours – Valuing innovation in academic Valuing innovation in academic promotion and funding – Matching the representation to the Matching the representation to the users, don’t teach FFT with LEGO