cadmos: a learning design tool for moodle courses
DESCRIPTION
Michail Boloudakis, Mary Katsamani, Symeon Retalis and Petros Georgiakakis.TRANSCRIPT
CADMOS: A learning design tool for Moodle courses
http://cosy.ds.unipi.gr/cadmos/
Michail Boloudakis, Mary Katsamani, Petros Georgiakakis
Supervisor Prof. Symeon RetalisUniversity of Piraeus Department of Digital Systems
Computer Supported Learning Engineering Laboratoryhttp://cosy.ds.unipi.gr
The Presentation in Brief …
The lesson plan challenge The CADMOS tool Use case Limitations & future work
Learning Design (LD) LD is a planning and ordering of learning activities that takes place
in a unit of learning (Current research in learning design, Rob Kopper)
A “digital lesson plan”
But not simply a narrative description – rather, it can “do” something
A teacher may create a learning design for a simple activity, for a course lasting one or a few hours, for a course lasting a few weeks or even months or for a curriculum, meaning a whole year teaching programme [Britain, 2004; Goodyear, 2005]
A teacher has to specify for the LD: Learning Activities
Orchestration of these activities (order, conditions, rules)
Learning Objects related to these activities
The Lesson Plan Challenge
A lesson plan should be sharable and re-usable A common, formal and “rich” design language should
be used Teachers as designers prefer to use graphical tools that
could guide them (e.g. WebCollage, Compendium, LAMS) (Neumann and Oberhuemer, 2009)
Teachers want to enact their lesson plans easily without requiring technical skills (e.g. LAMS)
Course Design: NeuroscienceSpring 2012 Semester
http://contentbuilder.merlot.org/toolkit/html/snapshot.php?id=20982585214994
Main Idea of CADMOS Is the Separation of Concerns (SoC), an Established
Concept in Architecture & Web Engineering Objectives of SoC
Use of Divide-and-Conquer Approach for addressing complexity of a problem
Ease of handling these smaller problems in relative isolation
Ease of solving these relatively isolated simpler problems
The term separation of concerns was probably coined by Edsger W. Dijkstra in his 1974 paper "On the role of scientific thought"
http://en.wikipedia.org/wiki/Separation_of_concerns
Separation of Concerns in CADMOS
Conceptual Model
Composite Activity
Simple Activity
Learning Resource or Service
Flow Model
Flow Model with rules
Composite structure of
activities
Concern-1 Concern-2
Concern-3 Concern-4
Advantages from the SoC idea Different Concerns: different design views & layers of
design interest Edit the conceptual model without changing anything
in the flow model (e.g. change the metadata or the resources)
Create several flow views keeping the same conceptual model
Step wise design approach Allows traceability in the design process Allows to focus on a specific view Allows to reuse the design views
Challenges
Teachers noted that needed more different types of activities and resources to use in their designs
Teachers said that needed more rules to use in the flow model
Teachers said that they needed to “run” their scenarios in a real environment
Bridging the gap between
Lesson plan & Enactment
Moodle Preview & Export
CADMOS to Moodle Structural Model
CADMOS to Moodle Resources/Activities Mapping
Case Study 17 volunteers organized from the Faculty of Primary
Education of the University of Athens & the Department of Mathematics of the Technical Institute of Piraeus
15 teachers 9 primary school teachers 6 high school teachers
9 didn’t have experience in learning design
8 had at least used one learning design tool
Each case was completed in two phases:
Phase 1: presentation of the tool in the laboratory, the students made in CADMOS a prescribed learning design 3 hours
Phase 2: the students made in CADMOS a prescribed learning design that were given from us and a learning design from their own teaching practice 1 week
Finally they completed an on-line questionnaire
Phases of the Case Studies
Evaluation
The evaluation of Cadmos Tool was done by: Evaluating the learning designs that the students
submitted in phase 2, with a subject from their own teaching practice, by using a rubric with criteria
Collecting the data from the questionnaires that the students answered
Statistics from Case Study 1/2 94,11% of the participants declared that they can easily
understand the philosophy of the tool and the two models 94,12% claimed that the use of CADMOS is very simple
to use 52,94% said that they like the tool a lot 64,71% mentioned that were satisfied from the guidance
that the tool offers them 76,47% of the participants claimed that the graphical
representation of a learning design in CADMOS is more illustrative, easy to create and to understand than the usual narrative form
Statistics from Case Study 2/2 58,82% claimed that with CADMOS they could design
easily a course for Moodle 64,70% of the participants stated that they could easily
understand how to design a Moodle on-line course using CADMOS
64,71% of them said that they agreed with the way the Moodle elements had been mapped to CADMOS conceptual elements.
58,82% of the participants claimed that the way that the course was represented in Moodle was in full accordance with the two models of CADMOS design
Results from the Evaluation of the LDs 1/2
The participants were more efficient in the design of the conceptual model rather the design of the flow model
The majority of the teachers had lack of creativity in the learning scenarios
Teachers had difficulties in associating the proper learning resources to the learning activities
Teachers used active learning and collaboration in the creation of the learning activities of their scenarios
In general, from the observation of the research team and the analysis of the submitted lesson plan, participants were satisfied by the CADMOS and hugely appreciate the fact that there is a tool that can help them design and deploy a Moodle course.
Results from the Evaluation of the LDs 2/2
Open Design issues
Annotation types Types of Moodle Resources & Activities Match teachers’ semantics with Moodle semantics
Phases Moodle topics What about weekly format?
Representation of rules How to represent rules that cannot be enacted in
Moodle?
Creating enriched document based learning
scripts
Export to Word – *.docx
CADMOS: Interoperability
Word Docx
Conceptual Model
Flow Model
CADMOS
CADMOS models
IMS LD models
CADMOS models
IMS LD models
Moodle
Future Work 1/2
CADMOS taxonomy needs validation by teachers and experienced designers: To keep CADMOS’ taxonomy rather small but effective
The mappings between learning design elements and the Moodle’s elements needs further investigation
Future Work 2/2
CADMOS should be able to import Moodle courses: To track down the actual enactment and be compared
to the originally designed learning script
Cadmos Moodle Cadmos
Our vision: the CADMOS virtual LD community Switch CADMOS page to an online community
41.76% Returning Visitor Access the online version of CADMOS tool
Create, edit & preview lesson plans in a guided & graphical way deploy them in Moodle
Download & share lesson plans as CADMOS or common docx files. Embed social media mechanisms
Share, rate & comment lesson plans through Facebook & follow colleagues through Twitter
Interoperate with other teachers’ communities Moodle Lesson Plan community
Thank you!http://cosy.ds.unipi.gr/cadmos/