interaction design for collective construction of knowledge in elearning: the process of learners’...

Interaction Design for Collective Construction of Knowledge in eLearning: the Process of Learners’ Contribution Niki Lambropoulos

CCentre of IInteractive SSystems EEngineeringLondon South Bank University

[email protected]

Interaction Design - ICODL 2005 – Hellenic Open University – Patra 11/11/05

CCentre of entre of IInteractive nteractive SSystems ystems EEngineering ngineering LSBULSBU

Agenda Background

HCI in Education Situated Learning LPP in On-line Learning Communities Interaction Design (a user as a learner)

Research The EEEP Study Implications for Interaction Design

Conclusion & Future Trends References



Easy/Natural to use

Don Norman, p. 76-77. The Design of Everyday Things (1998)

Which design does not require manual or instructions?



HCI in Education: the user as

a learner Co-evolution of Education & Technology Factors for Human-Computer Interaction

Users Social Aspect Design Evaluation

Reasons: rapid change of technology – from a small number of users to everyone - shift from Interface to Interaction - context specific – users’ involvement



Interaction Design (ID)

Sociability Usability as an attribute (Notess, 2001)

Educational Interaction Design Sociability Pedagogical Usability Pedagogical Usability Engineering as a

process Learnability

System Purpose of learning



On-line Learning Communities Situated Learning LPP in On-line Learning Communities

Legitimate Peripheral Participation Community Knowledge Building The Role of the Dialogue



EEEP Focus Group Aim: Identify the Greek Teachers’ context Greek Teachers: 14 subjects as the focus group to explore

sociability and usability in the Greek context, EEEP – 65 members in July, 2004

Data Analysis Discourse Analysis Interaction Design Evaluation

Criteria Catalogue

EEEP conference on Broadband and Satellite communications in schools, Oct 06

EEEP Levels of Participation

0

0.5

1

1.5

2

2.5

3

3.5

4

4.5

Zero Low Medium High

Participation Levels

Nu

mb

er o

f P

arti

cip

an

ts

Series1



Results: Purposes

Organisation and founding members define the initial purposes (interests, needs, targets, common visions)

The main community purposes need to appear on the interface before the registration processes

Initial activity is information-based than interactions-based

Intention and motivation for sharing knowledge

(what tools to use?)



Results: Common Reasons for lurking

o Uncomfortable in publico Fear of public, judgement

o Learning about the group o Information needed for participation

Active Lurking Active Waiting/Observation

Transfer of knowledge outside the community Transfer of knowledge in the classroom and make

choices e.g. on educational software



Consensus Knowledge Building learn from the active members (42,9%) moderator (21,4%)

Result: specific suggestions for changes in the educational system (what tools to use?)

Socio-emotional relationship for affective learning 42,9% developed negative feelings 35% stressed the importance of active participation

(what tools to use?)

Results



Results: Practices I

The first week of registration defines members’ initial intention

A good moderator is of great importance Cooperation via personal communication New suggestions based on the previous messages Community Support Feedback: if the feedback is positive the

communication continues, if negative, s/he returns to the previous observational and active lurking

Projects support discussions



Results: Practices II

Active Observation of Discussions First contact with the community Active lurking for active observation Aporia, hesitation, doubt, insecurity negotiation of meaning, agreement & alignment Familiarisation with the community Finding the minimum level of agreement with community Find interesting information - topics

Personal Judgment Interest & agreement on expressing interest for a topic Define personal enquiries Decisions on what to do next: Reply or stay off scene

(what tools to use?...)



Matching Usability and Sociability A. Before Registration: Acquiring

information - Informative Front Page B. Registration: minimum agreement with

the community; encourage and motivate the newcomers, building profiles.

C. After Registration: Search for existing discussion topics, sub-groups

D. Maintenance: Environment of trust and support

Participation Process for each post



Conclusions - Trends

Learning Factors in On-line Learning Cognitive (Constructivist Learning) Psychological (Affective Learning) Social (Socio-cultural Learning)

Educational Interaction Design Know your users as learners, know their tasks

Define Quality in On-line Learning Usability Engineering

More Research is Needed



Conclusions for the…Conclusions for the…

Policy Makers: know the needs of the community and be based on both Sociability and Usability (ID) and Pedagogical Usability for methods and tools

Members and the social contribution paradox: public participation is not prerequisite although necessary



Thank you…

For your attention!

Niki Lambropoulos

[email protected]

Any questions and/or suggestions?



ReferencesReferences

IntroductionSchlager, M. S., & Fusco, J. (2004). Teacher Professional Development, Technology, and Communities of Practice: are we putting

the cart before the horse? In S. A. Barab, R. Kling & J. H. Gray (Eds.), Designing for Virtual Communities in the Service of Learning (pp. 120-153). Cambridge, U.K.: Cambridge University Press.

Neal, L. (2003). Q&A With Diana Laurillard. from http://www.elearnmag.org/subpage.cfm?section=articles&article=14-1Notess, M. (2001). Tutorial: Usability, user experience, and learner experience eLearn Magazine (8), 3.Shneiderman, B. (2000). Creating Creativity: User Interfaces for Supporting Innovation. ACM Transactions on Computer-Human

Interaction, 7(1), 114–138.Karat, J., & Karat, C.-M. (2003). The evolution of user-centred focus in the human-computer interaction field. IBM Systems Journal.Norman, D., and Spohrer, J. (1996). Learner Centered Education. Communication of the ACM. 39, (4), pp. 24-27. Feldstein, M. (2002). What Is "Usable" e-Learning? eLearn Magazine. ACM.

Muir, A., Shield, L., & Kukulska-Hulme, A. (2003). The Pyramid of Usability: A Framework for Quality Course Websites, In the Proceedings of EDEN 12th Annual Conference of the European Distance Education Network, The Quality Dialogue: Integrating Quality Cultures in Flexible, Distance and eLearning. Rhodes, Greece: p. 188-194.

Kukulska-Hulme, A., & Shield, L. (2004). Usability and Pedagogical Design: are Language Learning Websites Special? Paper presented at the World Conference on Educational Multimedia, Hypermedia and Telecommunications, Lugano, Switzerland.

Squires, D., & Preece, J. (1999). Predicting Quality in Educational Software: Evaluating for learning, usability and the synergy between them. Interacting with Computers, 11(5), 467-483.

Zaharias, P. (2005). E-Learning Design Quality: A Holistic conceptual framework. In C. Howard, J. Boettcher, L. Justice, K. Schenk, P. L. Rogers & G. A. Berg (Eds.), Encyclopaedia of Distance Learning. New York, NY: Idea Publishing.

Preece, J., Rogers, Y., & Sharp, H. (2002). Interaction Design: Beyond Human-Computer Interaction. New York, NY: John Wiley & Sons, Inc.

Faulkner, X. (2000). Usability Engineering. New York, NY: Palgrave, MacMillan

KeywordsUser-Centred Design

Learner-Centred DesignPedagogical Usability (metrics)

Pedagogical Usability Engineering (process)Quality in On-line Learning



Pedagogical Usability Engineering1. Know the user/learner to identify user/learner characteristics.2. Know the task to identify user/learner background.3. Capture user/learner requirements to identify user/learner

requirements.4. Set pedagogical usability goals for usability specification.5. Design for initial design.6. Apply guidelines and heuristics for feedback for design.7. Create prototypes for user/learner testing.8. Evaluate with user/learner to acquire feedback for redesign,

checking whether the learning objectives have met.9. Redesign and evaluate with user/learner to finish the product.10. Evaluate with users/learners and produce report to acquire

feedback for future systems.

interaction design for collective construction of knowledge in elearning: the process of learners’...

Documents

active members

community active lurking

communitytransfer of

active observation aporia

members initial intention

design of everyday things

affective learning

education technologyfactors