observing learning activity
DESCRIPTION
The slides of a Tx talk in MIT : http://odl.mit.edu/events/alain-mille/TRANSCRIPT
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Laboratoire d'InfoRmatique en Image et Systèmes d'informationLIRIS UMR 5205 CNRS/INSA de Lyon/Université Claude Bernard Lyon 1/Université Lumière Lyon 2/Ecole
Centrale de Lyon
http://liris.cnrs.fr
OBSERVINGAN OPEN LEARNING PROCESS?
Alain MILLE
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Argument
Context : Massively OPEN Online Course
Observing (the learning process) for understanding and acting!
Learner(s)Tutor(s)Teacher(s)Designer(s)Researcher(s)
Constructing relevant knowledge From heterogeneous and evolving situationsFor very different skills and tasksFrom different sources!
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What’s the problem for a learner
The learner knows: What he/she does during the learning activity What are his/her learning goals (if any…) The context in which he/she does the activity
The learner does not know: The epistemological context of the lesson The didactical context The pedagogical context The implementation choices for the activity What are doing the others How to assess his/her level How to ask for help
?
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What’s the problem for a teacher
The teacher knows: The epistemological context of the lesson The didactical context The pedagogical context (The productions of the learner, if he/she can access to
them)
The teacher does not know: How the learner does the activity What is the goal of the learner What are the external educational resources of the
learner How the learner works with the others ...
?
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What’s the problem for a tutor
The tutor knows: The didactical context The pedagogical context The content of the forums, chats, blogs, …
The tutor does not know: How the learner does the activity What is the goal of the learner What are the external educational resources How the learner works with the others The epistemological context…
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What’s the problem for a designer?
The designer knows: The pedagocical context The general rules for Computer Human Interactions The logics of the proposed activity
The designer does not know: The learner experience of his/her design The real Information Architecture (including other tools
the learner uses) The way the learners are able to collaborate
?
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What’s the problem for a researcher?
The researcher knows: Different theories and methods according to his/her
speciality Different ontological context according to his/her speciality How to interpret relatively consistent data sets
The researcher does not know: How to normalize different data sets from different
platforms How to normalize different data from different learners on
the same platform How to assess the learning level when very different
learning goals are present and unknown How to study very dynamic and various learning situations
?
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How can they learn what they don’t know?
For the teacher, the designer, the tutor and the researcher:
All of them = ONE team DESIGN ORIENTED RESEARCH to share their knowledge
during the design activity, and to learn from each other
WWW
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How can they learn what they don’t know?
For the teacher, the designer, the tutor and the researcher:
All of them = ONE team DESIGN ORIENTED RESEARCH to share their knowledge
during the design activity, and to learn from each other
During the Mooc, learner activity is interpreted through :
The INTERACTION traces!
But, how to construct interpretation knowledge for such traces?
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What is an interaction trace?
We know that: A trace is constructed by an « agent » on the basis of
what can be « observed » in the environment of an activity
The question becomes: « What does it means « to observe »?
How does the process begin? How does the process end? Does it end?
How to understand what has been observed?
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Observing + understanding (1)
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Observing + understanding (2)
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Observing + understanding (3)
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2 interpretation paths = 2 # stories
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What is the true story?
The Fox knows (surely) / its versionThe Jay knows (if able to testify to…), probably another one version
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More formally…
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Modeled Trace
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Managing M-Traces (TBMS)
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http://liris.cnrs.fr/sbt-dev/tbs/doku.php?id=public:ktbs
Trace Based Management System (RDF lib)
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014
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OBSERVING A MOOC
The learner get an ID and logs in (User-ID) From the platform (With an Open ID)
The learner selects a learning activity (Activity-ID) On the platform -> choosing a course (by defining its proper activity)
The learner asks to be traced His trace is identified by [User-ID]+[Activity-ID] His trace is stored in an independent repository, gathering
server information and client information The user can see and manage his M-Trace
Learners can “give” their traces to the teacher, manager of the learning activity for tutoring, managing, …, other purposes
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Illustration (Lyon’s experiment)
Platform DB
PlatformListener
Logs
U_1
Platform page
Browser(client)
PlatformServer
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Illustration (what we do/server side)
Platform DB
PlatformListener
Logs
U_1
Platform page
Browser(client)
PlatformServer
kTBS– users/ (platform)
+ trace listener
Trace BasedManagement
System
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Illustration (what we did/server side)
Platform DB
PlatformListener
Logs
U_1
Platform page
Browser(client)
PlatformServer
kTBS– users/ platform
+ trace listener
Trace BasedManagement
System
BrowserExtension
+ browser listener
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Illustration (trace based assistance/ navigator side)
Platform DB
PlatformListener
Logs
U_1
Platform page
Browser(client)
PlatformServer
kTBS– users/ platform
+ trace listener
M-traceAssistant
BrowserExtension
Browser (client) parameterizedObsels collection
kTBSRequests
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What does it change? (1)
1) Augmented Reflexivity on the Learning Activity
Both server and navigator events together
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What does it change? (2)
2) Indicators engineering
Designing Indicators-> trace transformation
Getting, sharing indicators-> store of indicators
Computing indicators-> new transformed traces
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What does it change? (3)
3) Collaborative interpretation of the learning activity
Primary trace (trace model + obsels)
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What does it change? (3)
3) Collaborative interpretation of the learning activity
Transformed trace (shared with the teacher)
A
A
Primary trace (trace model + obsels)
Transformed trace (for sharing with the teacher)
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What does it change? (3)
3) Collaborative interpretation of the learning activity
Transformed trace (for sharing with a peer)
Transformed trace (shared with the teacher)
A A
A
Transformed trace (shared with a peer)
A B
Primary trace (trace model + obsels)
Transformed trace (for sharing with the teacher)
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What does it change? (3)
3) Collaborative interpretation of the learning activity
A A
A
A B
Primary trace (trace model + obsels)
Transformed trace (for sharing with the teacher)
Transformed trace (for sharing with a peer)
Transformed trace (shared with the teacher)
Transformed trace (shared with a peer)
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What does it change? (4)
4) Explaining the interpretation
o1, o2, o3, …, ot, …, ol
o1, o2, o3, …, ot, …, om
o1, o2, o3, …, ot, ok…, on
T2
T0
tb
ta
T1
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What does it change? (4)
4) Explaining the interpretation
o1, o2, o3, …, ot, …, ol
o1, o2, o3, …, ot, …, om
o1, o2, o3, …, ot, ok…, on
Why do you say that Ot is true in T2?T2
T0
tb
ta
T1
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What does it change? (4)
4) Explaining the interpretation
o1, o2, o3, …, ot, …, ol
o1, o2, o3, …, ot, …, om
o1, o2, o3, …, ot, ok…, on
Why do you say that Oi is true in T2?T2
T0
tb
ta
T1
Because of tb(o2,oi)/T1
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What does it change? (4)
4) Explaining the interpretation
o1, o2, o3, …, ot, …, ol
o1, o2, o3, …, ot, …, om
o1, o2, o3, …, ot, ok…, on
Why do you say that Oi is true in T2?T2
T0
tb
ta
T1
Because of tb(o2,oi)/T1
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What does it change? (5)
5) Building normalized traces from different sources
Log trace (EDx)
Primary-Trace (Edx) Primary-trace (Claroline) Primary-trace (Coursera)
Data (EDx)Log trace (Coursera)
Data (Coursera)Log trace (Claroline)
Data (Claroline)
MoocDB Trace (any platform)
Gathering information
Gathering information
Gathering information
Transformed-Trace Transformed-TraceTransformed-Trace
Transformed-Trace
Transformed-Trace
Transformed-Trace
Transformed-Trace
Transformed-TraceTransformed-Trace
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What does it change? (…)
6) Replay in a new context7) Building patterns of good practices8) Mapping Trace Models to ontologies
6-1) To build ontologies from shared experience6-2) To build Trace Models according to a precise semantics9) Discovering « learning patterns »7-1) Batch -> preparing traces to be mined7-2) Interactively -> for diagnosis and remediation10) Building automata from traces8-1) Interactively to manage missing data8-2) For simulation, prediction, …
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What does it change? -> the web!Think WEB
Any interesting thing should be accessed through an URL ID information Traces Store of indicators Educational Resources …
Learner dashboard = set of widgets conected together Linked data
Think Semantic Web Adding semantics to the description of the activity Enabling reasoning on the activity Making possible trace models mapping…
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Main challengesTechnical challenges
Performance (RDF) -> Web Semantic question (*) Privacy (Auth2) (*) Normalization?
Research challenges User experience (traces) (*) Capitalizing and sharing experience (level, protocols,
mechanisms, …)(*) Fine grained sharing -> new privacy questions
« Interactive » learning analytics (*) Managing negociations during the interpretation process
How to assist the collaborative interpretation between different actors / traces?
Connecting local semantics (trace model) to shared semantics (ontologies)
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Other readings and references
Research questions and methods on the MOOCs What's new? (with surveys’ references)
Traced Experience Based Reasoning (other examples of using M-Traces for learning)
https://www.zotero.org/groups/coat_cnrs (a collaborative bibliography)
The GitHub of the kTB(M)S
The GitHub of TraceMe
The publications of SILEX
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Discussion…
Thank you for your questions!
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Illustration with « TRACE-ME » (1)
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Illustration with « TRACE-ME » (2)
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Illustration with « TRACE-ME » (3)
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Illustration with « TRACE-ME » (4)
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Illustration with « TRACE-ME » (5)
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Illustration with « TRACE-ME » (6)
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Illustration with « TRACE-ME » (7-1)
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Illustration with « TRACE-ME » (7-2)
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Illustration with « TRACE-ME » (7-3)
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Illustration with « TRACE-ME » (8)
https://chrome.google.com/webstore/detail/moluti/eibmcehgadjapieaijmmdbgoblacgpii
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Illustration with « TRACE-ME » (9-1)
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Illustration with « TRACE-ME » (9-2)
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Illustration with « TRACE-ME » (9-3)
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Illustration with « TRACE-ME » (9-4)
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Illustration with « TRACE-ME » (10-1)
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Illustration with « TRACE-ME » (10-2)