ICL - Interactive Computer Aided Learning
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"Academic and Corporate E-Learning in a Global Context" ICL2010 was held from 15 - 17 September 2010 in Hasselt, Belgium.
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Guest of Honor: The Middle East E-Learning Forum Special Track: "Interactive Mobile Learning" - IMCL2010
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Conference ICL2010
September 15 -17, 2010 Hasselt, Belgium
Course Design for IPLECS Task-based Learning N. Oliva1, M. Castro1, S. Monteso1, S. Martínez1, J. Carpio1, G. Díaz1, R. Hernández2, R. Pastor2, S. Ros2, A. Robles2, C. Martínez-Mediano3, N. Riopérez3 and N. Mileva4 1
UNED – Spanish University for Distance Education / DIEEC – Spain. 2 UNED – Spanish University for Distance Education / DSCC – Spain. 3 UNED – Spanish University for Distance Education / MIDE I – Spain. 4 University of Plovdiv / Electronic Department – Bulgaria.
Key words: Task oriented design courses, Real time and industrial communications, Power supply equipments. Abstract: The present paper shows an example of how to design the contents for IPLECS Courses. IPLECS is the continuation of the DIPSEIL project, but in this new project, we apply the innovative performance-centred approach and, consequently it becomes necessary redesign the way in which knowledge is transferred to students.
1 Introduction The DIEEC [1] (Electrical and Computer Engineering Department) of UNED (Spanish University for Distance Education) in Spain collaborates as IPLECS [2] project leader. IPLECS is the acronym of Internet-based Performance-centered Learning Environment for Curriculum Support and it answers to the need of development of a complete master degree program at the point of intersection between information technology and communications. The innovative performance-centred approach has been proven to be more effective than the traditional lecture-practice-test (expository inductive) in training higher order skills, for preparing learners for self-learning, improving and adapting for changing jobs, surely essential in the current and future European labour market.
2 Network Architecture learning in IPLECS project IPLECS uses DIPSEIL [3] platform, which is an on-line multilingual environment computer focused on education based on task. The DIPSEL experience has been very successful so IPLECS continues with DIPSEIL network architecture: a distributed application that communicates with five servers in different parts of the World (Spain, France, Ireland, Netherlands and Bulgaria). The information of the main server is in Bulgaria (information of all the courses developed and the general interface) and the content of the courses is hosted in each country server.
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Figure 1: IPLECS/DIPSEIL distributed organization servers
3 IPLECS Course Design IPLECS allows to obtain an Information and Communication Systems (ICS) curriculum. The curriculum consists of several modules which represent a theme. Each module consists of several learning tasks, which aim at helping the student to attain several learning objectives. Figure 2 represents a schematic overview of the curriculum structure.
Figure 2: IPLECS Curriculum Structure
3.1
Design Criteria
For developing courses materials, UNED teachers have worked on the adaptation of existing materials and media in the traditional UNED methodology, to task-based environments and competences acquisition, in accordance with the EHEA methodology. There is a common Workflow Model for all courses in European Master “ICS – Information and Communication Systems“ which is represented in Figure 3.
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Figure 3: ICS Workflow Model
3.2
Module Format
All modules in a course are designed according to the same format. In this way students are always provided with all necessary information and students can find the information always in the same place. Each module consists of the following elements: Introduction to the module: A short explication of the topic, the context, its relation to performance in the later profession. The module objectives are described broadly, explaining for example the
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level of the course (i.e., introductory, deepening, more focusing), it’s relation to other courses, and what the student will be able to do after following the course Objectives of the module: A set of learning objectives will be defined, indicating the main goals of the module and what skills, knowledge and attitudes the student will develop during the module. It includes the level of the course (i.e., introductory, deepening, more focusing), it’s relation to other courses, and what the student will be able to do after following the course. Required prior knowledge for the module: For each module it will be indicated what prior knowledge or skills are required in order to successfully follow the module. A distinction can be made between necessary and recommended prior knowledge. Overview of learning tasks: For each learning task, the title, number and a list of learning objectives is provided. Syllabus: An overview of all obligatory and recommended resources relevant for the learning tasks of the module. Calendar: An overview of the chronology of assignment deadlines and other important events relevant for the module. 3.3
Learning Task Format
Students can obtain modules contents into the Learning Task. As in modules design, all the tasks are designed in the same format. Each learning task consists of the following elements (Figure 4): Introduction to the task A short introduction is provided explaining the goal of the tasks, the relation of the task to other tasks in the module etc. Description of the task The learning tasks is described, explaining the students what is expected of them. Learning objectives of the learning task For each task a set of learning objectives and performance standards are defined. The learning objectives provide a description of what the student will learn by performing the learning task. The learning objectives are described in terms of skills, knowledge, attitude and context. The description consists of a verb, an object and required equipment, conditions under which the behavior needs to be shown and performance standards that are a description of the quality requirements of the result. Resources (obligatory and elective) Task relevant resources support students by making immediately available information, which they either have to study or use just in time to perform the task. The reference section allows the student to be better prepared for a given task because it is always available to the student and provides the theory behind the task it supports both on forehand and just in time.
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But the new performance support system for learning which is introduced in IPLECS project is provided in the following elements, which are the most relevant elements of each task and which are the main methodological difference with previous projects: Instructions how to perform the task Worked-out solutions to problems using key task concepts. Additional materials and examples. Task-specific training Theory behind the task; specific for each task Task-specific training reduces preliminary training by helping the user to learn while performing the task. This type of training is learner-controlled because the learner asks for help when he needs it to perform a task, and the help gives him the specific information that (s)he requests. Expert advice about the task If the student encounters a problem he can consult an expert for advice. Expert advices part contains specific advice on performing tasks. The advice is usually provided by an expert system.
Task specific training Expertadvices
Learning objectives
Reference Information
Motivation
Instructions how to perform Task performance Figure 4. Schematic overview of learning task structure
Some tips for content presentation for these main elements are: Task-specific training. Information is organized into small, stand-alone units. Each unit should be independent. Students–performers who are using this Instructional Design should not have to read earlier information to understand current information. Audio, video, or text-based content with graphical information Graphical presentation of the tasks in gif, jpg files. Tools using - Internet, MS Office and Adobe Acrobat applications Instructions how to perform Instructor worked out examples or solutions to problems If your lecture is text-based, consider appropriate places to include graphics to add interest and multiple representations of the content. If your audience has highspeed Internet access, consider recording and streaming brief video presentations. For students with low-bandwidth, make video presentations available on a CD. ICL 2010 Proceedings – Page 161
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Include at least one example for each type of problem that the student will be asked to solve. Expert advices Identify symptoms, problems and possible solutions for all critical situations and trouble shootings Target: Between 1 and 5 per task.
4 Conclusions Currently, the new Bologna Process aims to create a European Higher Education Area with the following objectives, among others:
Prepare graduates and facilitate their incorporation into the European labor market. Ensure quality in higher education with comparable criteria and methodologies. Provide students the skills and strategies necessary for lifelong learning.
In this context we are working in IPLECS project to develop performance-centered learning methodology with new design for the ICS curriculum courses. [4] [5] During 2009-2010 academic year, UNED teachers have re-dsesigned two courses for this new European Master (“ICS – Information and Communication Systems”), “Real Time and Industrial Communication“ and “Power Supply for TICs Equipment“. The Master has been firstly organized by the Plovdiv University to later be expanded to the rest of the partners Universities (UNED among them).
Acknowledgments Authors would like to acknowledge to the Spanish Science and Innovation Ministry for the support in the project TIN2008-06083-C03/TSI “s-Labs – Integración de Servicios Abiertos para Laboratorios Remotos y Virtuales Distribuidos” and to the CYTED-508AC0341 “SOLITE- SOFTWARE LIBRE EN TELEFORMACIÓN” project support. Also authors would like to acknowledge the support of the Project 142788-2008-BG-LEONARDO-LMP mPSS – mobile Performance Support for Vocational Education and Training Project and IPLECS Project – Internet-based Performance-centered Learning Environment for Curricula Support Project ERASMUS 141944-LLP-2008-1-ES-ERASMUS-ECDSP. Finally authors want to acknowledge the support provided by e-Madrid Project, S2009/TIC-1650, “Investigación y Desarrollo de tecnologías para el e-learning en la Comunidad de Madrid”.
References: [1] [2] [3] [4]
DIEEC Department. (2009). http://www.ieec.uned.es/ accessed on October, 2009. IPLECS Project (2009) http://iplecs.dipseil.net/ accessed on October, 2009 DIPSEIL. (2007). http://www.dipseil.net/ accessed on October, 2007 Castro, M.A., Lopez E. et al. (2007). Task Oriented and Performance Centered e-learning online courses. Proceeding of Society for Information Technology & Teacher Education, SITE 2007. pp. San Antonio, TX: AACE. [5] Castro, M.A., Lopez E. et al. (2004). Integration of New Tools and Technologies in Electronics Teaching. Proceedings of Frontiers in Education Conference, FIE 2004. pp. T1C-10 – T1C-11Savannah, GA: IEEE.
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