Prof. Paulo Sampaio. University of Madeira (UMa) Madeira Island. Madeira Island - Portugal. Agenda. Paulo Sampaio

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1 Prof. Paulo Sampaio Supporting Learning Methodologies with a Blended Peer- Assisted Learning Platform Paulo Sampaio Ph.D. in Informatics and Telecomunications Université Paul Sabatier / LAAS-CNRS - Toulouse, France psampaio@uma.pt url: Main Interests: Madeira Interactive Technologies Institute (M-ITI) University of Madeira Funchal, Madeira, Portugal psampaio@uma.pt Multimedia and Virtual Environments Edition of Multimedia and Virtual Environments Network and QoS Simulation Multimedia Systems September 13th 2010 University of Madeira (UMa) Madeira Island Founded in 1988 B.Sc., M.Sc. and PhD courses Around 3000 students Art and Design Biology Educational Sciences Medicine Physical Education and Sports English and German Studies Physics Management and Economy Mathematics and Engineering Psychology and Humanistic Studies Chemistry Nursing School Romanic Studies Madeira Island - Portugal Agenda 1. Main issues and motivation 2. From e-learning to e-pal - e-portfolios - Blended Learning - Peer-Assisted Learning (PAL) 3. e-learning: Platforms and ICT 4. Blended PAL Learning Environments 5. Conclusions and future perspectives

2 1.1. Contextualization 1.2. e-learning The Information and Communication Technologies applied to education came along due the need to: Share information and knowledge under different modalities; Explore the existing technological resources (network, bandwidth, etc.), and; Optimize the learning process through the proposal of new methodologies and tools. Organizational efficacy Larger number os students Local and temporal flexibility Didactic quality Utilization of other learning options Accessing and sharing didactic material 1.4. Our contribution Agenda This work aims at presenting: The main characteristics of eportfolios, Blended learning and PAL, and; The proposal of a generic platform for the implementation of a Blended PAL Learning Environment. 1. Main issues and motivation 2. From e-learning to e-pal - e-portfolios - Blended Learning - Peer-Assisted Learning (PAL) 3. e-learning: Platforms and ICT 4. Blended PAL Learning Environments 5. Conclusions and future perspectives 2.1. eportfolios 2.2. eportfolios State of art. What is it? Who will it help? How can it help? Types of e-portfolios. On-line repository for work pieces Organized and planned along some period of time; Provides a view of the learning and experience acquired by a student, and; Components of the development (cognitive, afective, etc.)

3 2.3. Types of eportfolios 2.4. Blended Learning Personal (Development) Learning (Assessment) Academic (Teacher education, College Admission, Post- Graduate, etc.) Proficiency Professional (Showcase) Methodologies and learning technologies combined with the different training environments, presential and on-line: Practical constraints (physical, schedule, budget, etc.) Preferences / Differences among students Objectives and educational content 2.5. What to combine in Blended Learning? 2.6. Peer-Assisted Learning (PAL) Learning infra-structure Classrooms, Web-Based, teleconference, tutoring, etc. Educational media (Communication media) Face-to-Face, stand-alone (CD-ROM), Internet, telephone, video (recorded/broadcast), book, blackboard, etc. Knowledge acquisition through the interaction and active assistance of persons of the same academic level (peers) with guidance of one or more persons of a higher academic level. Educational strategy Reading, simulation, group discussion, tutoring, coaching, learning based on problem-solving/case study 2.7. PAL Advantages Types of PAL Improve cohesion among students More accurate and customized students follow-up Students are motivated and better prepared Students are more engaged Group work competences RolePlaying Training real situations Reciprocal Teaching Learning through questions, summarizing, predictions and problem-solving Peer-Tutoring Tutor-tutee Cooperative Learning Group dynamics

4 Agenda 3.1. elearning: Platforms and ICT 1. Main issues and motivation 2. From e-learning to e-pal - e-portfolios - Blended Learning - Peer-Assisted Learning (PAL) 3. e-learning: Platforms and ICT 4. Blended PAL Learning Environments 5. Conclusions and future perspectives Communication Synchronous: videoconference, IRC (Instant messenger and chat rooms) and Voice Over IP (VOIP); Assynchronous: Discussion foruns, , Mailing-lists, Wikis and RSS. Collaboration: Repository for file exchanges, whiteboard, etc.; Productivity: Content repository, favorites manager, agenda, creation of portfolios, wikis, off-line work followed by synchronization and help-systems; 3.2. elearning: Platforms and ICT - Management Agenda Management System: authentication, profile/account management with different access levels and users registration on the available courses/pal sessions; Courses (management tools): Courses structure and content Questionnaires Students follow-up and assessment Individual and group registration (access to available content and tests) Collaborative timetable etc. 1. Main issues and motivation 2. From e-learning to e-pal - e-portfolios - Blended Learning - Peer-Assisted Learning (PAL) 3. e-learning: Platforms and ICT 4. Blended PAL Learning Environments 5. Conclusions and future perspectives 4.1. Blended PAL Platform 4.2. Blended PAL Platform The main idea of the platform proposal is: GUI The portfolio elaborated by the student should provide support to the definition of the most appropriate PAL strategy to be adopted in order to enable the learning process; User management system Portfolio E-portfolios Diagnosis Goals Learning tracks The strategy adopted will determine the set of tools to be applied in a coordinated way to fulfill its learning objectives; Blended PAL environments The correct selection/utilization of strategies/tools will be an asset for future PAL sessions which will contribute to facilitate the learning process. Strategies Management System Tools Communication Collaboration Course Management System Productivity Management

5 4.3. eportfolios: Our approach 4.3. eportfolios: Our approach Based on personal skills: What skills do employers look for? What skills can be used and developed in an educational context? How to Assess skills? eportfolio entries educational, professional background, technical competences, etc. 7 skills identified: Communication Teamwork Leadership Adaptability Organization Self-Discipline Problem Solving Questionnaires Specific questions eportfolios: Our approach eportfolios: Getting it right How does it work? 1 st step: Skill Inquiry/ Quiz 2 nd step: Answers are assessed, granting a student a certain skill level 3 rd step: Students are associated with a learning strategy based on their skill levels Role-playing Peer Tutoring Reciprocal Teaching Cooperative Learning There will always be a certain percentage of students in the wrong learning strategy. skills can change with time! questionnaire may guide them wrongly! e-portfolio can correct those failures e-portfolio is updated periodically with students works. each work will be assessed, developing a certain skill. assessed by teachers, peers or even by the owner. based on this assessment, the strategy can be periodically adjusted Relating skills to learning strategies Relating skills to learning strategies (cont ) Gather information about the four learning strategies Linking skills based on the gathered information, viewing which skills are necessary to a certain strategy Skills can be weak; basic; intermediate; strong; very strong; irrelevant to a certain strategy Roleplaying Communication - strong (min. 6) Teamwork intermediate (min. 4) Leadership irrelevant (-10 to 10) Adaptability strong (min. 6) Organization irrelevant (-10 to 10) Self-Discipline intermediate (min. 4) Problem Solving intermediate (min. 4) Reciprocal Teaching Communication - intermediate (min. 4) Teamwork intermediate (min. 4) Leadership basic (min. 0) Adaptability intermediate (min. 4) Organization intermediate (min. 4) Self-Discipline intermediate (min. 4) Problem Solving strong (min. 6) Cooperative Learning Communication - strong (min. 6) Teamwork strong (min. 6) Leadership intermediate (min. 4) Adaptability intermediate (min. 4) Organization intermediate (min. 4) Self-Discipline strong (min. 6) Problem Solving intermediate (min. 4) Peer Tutoring (tutee) Communication - basic (min. 0) Teamwork basic (min. 0) Leadership irrelevant (-10 to 10) Adaptability basic (min. 0) Organization basic (min. 0) Self-Discipline basic (min. 0) Problem Solving basic (min. 0)

6 Relating skills to learning strategies (cont ) Relating skills to learning strategies (cont ) Each strategy (except Peer Tutoring) has certain skills that are an essential part of that strategy, and won t work efficiently without them. Role-Playing Adaptability & Communication Cooperative Learning Teamwork & Communication Reciprocal Teaching - Problem-Solving Peer Tutoring - None 2 nd step: Does the students skills match the strategies essential skills? Alberto Carmo Inquiry Results R. Teaching P. Tutoring C. Learning R. Playing Communication Weak Teamwork Interm. X X -1 X Leadership Basic X X -1 X Adaptability Basic -1 X -1 - Organization Interm. X X X X Self-Discipline Basic -1 X - -1 Problem-Solving Basic - X -1-1 Problem-Solving is an essential skill in R. Teaching, and this student does not match 1 Strategy the skill the level student required fits by into: this Peer Tutoring strategy (Strong) Communication and Adaptability are essential skills in R. Playing, and this student does not match the skill levels required by this strategy (Strong in both) Communication and Teamwork are essential skills in C.Learning. The student doesn t match the required Communication skill levels required, and misses the Teamwork skill by one level Relating skills to learning strategies (cont ) Relating skills to learning strategies (cont ) 3rd step: Another way of looking at the problem Instead of potentiating the students strong skills Why don t we improve the students weakest skills? 1 What strategy does the student fit into? Peer Tutoring 2 What strategy will help the student improve his weak skills? Role Playing Alberto Carmo Inquiry R. Teaching P. Tutoring C. Learning R. Playing Results Communication Weak Teamwork Interm. X X -1 X Leadership Basic X X -1 X Adaptability Basic -1 X -1 - Organization Interm. X X X X Self-Discipline Basic -1 X - -1 Problem-Solving Basic - X Best strategy to improve Communication: Role Playing The final choice of what strategy to follow is always up to the student (and to his tutor). In this case, he is free to choose between a strategy that boosts his strong skills, or one that improves his weaknesses, or he may even choose another one! Our goal is to guide the student, without limiting his choices! eportfolio Management System 4.2. Blended PAL Platform GUI User management system Portfolio E-portfolios Diagnosis Goals Learning tracks Blended PAL environments Strategies Management System Tools Communication Collaboration Course Management System Productivity Management

7 4.4. Blended PAL: The Moodle Approach Blended PAL: The Moodle Approach Adopted Strategy: Peer Tutoring Teacher modules Tutor Modules Tutee Modules Blended PAL: The Moodle Approach Teacher modules Teacher: Session Configuration (Main Module) Session Configuration (Main Module) Group Management Groups Follow-Up Content Management Session Guide Manager Assessment Manager Teacher: Group Management Teacher: Groups Follow-Up

8 Teacher: Content Management Teacher: Session Guide Manager Teacher: Assessment Manager Blended PAL: The Moodle Approach Tutor modules Session Configuration (Main Module) Group Management Assessment Manager <?xml version="1.0" encoding="iso "?> <?xml-stylesheet type="text/xsl" href="assessment.xsl"?> <assessment> <question_answer> <question> <question_id>1</question_id> <question_text> </question_text> </question> <answer> <answer_text> </answer_text> </answer> </question_answer> </assessment> Tutor/Tutee: Session Configuration (Main Module) Tutee modules Session Configuration (Main Module) Group Management Assessment Manager Tutor/Tutee: Group Management

9 Tutor/Tutee: Assessment Manager Tutor/Tutee: Interaction Space Blended PAL: The Moodle Approach (cont ) Tutor: Interaction Space (ICT) Utilization of the Blended PAL platform can be customized Teacher, Tutors and tutees can combine the utilization of the developed modules according to their needs (course, content, etc.): Session Configuration + Group Management + Groups Follow-Up Session Configuration (Main Module) + Groups Follow-Up + Session Guide Manager Session Configuration (Main Module) + Groups Follow-Up + Assessment Manager Agenda 5.1. Conclusions 1. Main issues and motivation 2. From e-learning to e-pal - e-portfolios - Blended Learning - Peer-Assisted Learning (PAL) 3. e-learning: Platforms and ICT 4. Blended PAL Learning Environments 5. Conclusions and future perspectives This work presented different approaches which foster the learning process based on ICT (e-portfolios, Blended Learning and PAL); Proposal of a generic architecture for the implementation of Blended PAL learning environments. Integration of several e-learning paradigms; The main advantages of the presented platform are: Generation of an individual e-portfolio for the student; Definition of the most appropriate PAL strategy/tools for enabling the learning process.

10 5.2. Perspectives Prototypes under current validation => final beta version Carrying out Pilot Project to validate prototypes in a larger scale; Refine the developed strategies and implement the remaining ones. Thank you for your attention! Supporting Learning Methodologies with a Blended Peer- Assisted Learning Platform Paulo Sampaio Madeira Interactive Technologies Institute (M-ITI) University of Madeira Funchal, Madeira, Portugal psampaio@uma.pt September 13th 2010