2013 03-14 (educon2013) emadrid uam integrating open services building educational environments

1. INTEGRATING OPEN SERVICES
FOR BUILDING EDUCATIONAL
ENVIRONMENTS
Iván Claros, Ruth Cobos, Esther Guerra, Juan de Lara,
Ana Pescador and Jesús Sánchez-Cuadrado

2. Outline
 Motivation
 Massive Open Online Courses (MOOCs)
 Open Services
 Study Cases
 Integrating learning materials Within Open
services: Extension Approach
 Building Learning Environments with Open
Services: Mashup Approach
 Conclusions and Future Work

3. Motivation
Massive Open Online Courses (MOOCs) is a
new tendency of environment for
supporting learning and Open Services
could be used for its implementation

4. MOOCs
Motivation
 Massive Open Online Course
 Distributed shared space for learning
 Large-scale feedback and interaction
 Open and Online: free and universal access
 But have rules: at the end is a Course
 Examples
 Coursera (https://www.coursera.org/)
 Udacity (http://www.udacity.com/)
 edX (https://www.edx.org/)
 Miríada X (http://miriadax.net/)

5. MOOCs
Motivation
 Stephen Downes (2011)
 xMOOCs (Cursera, edX)
 Formal (traditional)
 Structured
 Centralized discussion forum support
 cMOOCs (CCK-Style)
 Distributed
 Chaotic
 Learners create and share artefacts
 Often blog, forum or personal space

6. MOOCs
Motivation
 Multiple services
 Centralized: forums, mails
 Decentralized: social media (blogs, social networks, …)
 Content
 Fragmented - distributed resources - Sharing
 Format - short video (Multimedia) lectures
 Learners
 Foster Autonomous, Self-regulated
 Peer-learning
 Knowledge is generative
 Assessments
 Quiz, test, creation artefact, peer-commented
 Learning analytics

7. MOOCs and Open Services
Motivation
 Technology for running MOOCs is still
underdeveloped (George Siemens, 2012)
 Heterogeneousenvironments
 Development and integration of open materials
 In this context, Open Services is a
opportunity for constructing low cost,
scalable and adaptable infrastructure.

8. Open Services
It is any free-access functionality with a
well-known interface implemented by
third-party vendors.

9. Open Services for Educational
Environments
Open Services
 OAuth 2.0
 Authorization protocol
 Services from Google
 UserInfo: basic user information
 Calendar: managing dates and events
 Drive: storing and documents online-edition
 Picker: modal windows (file open dialogs)
 Mail: gmail account
 Analytics: statistics reports

10. Open Services for Educational
Environments
Open Services
 Skype
 As communication platform
 Facebook
 Connection with profile information
 Communications (Activity Feed)
 Notification, events, storing files (photos+)
 Sharing (Like box, Like button, Shared Activity, …)
 Youtube
 Searching
 Storing video content
 Player: control and events capture

11. Integrating Resources
Open Services
 In education, a resource must be an active
element, i.e. interactive and measurable
 Three approaches
 Through embedded objects
 Extending the functionality of an existing
platform
 Creating new learning environments based on a
mashup approach

12. Study Cases

13. Embedded Object Approach
Study Cases
 Iframe is used to connect both Systems
 Put together several user interfaces

14. Extending the functionality
Approach
Study Cases
 Social Media Learning System
(SMLearning)
 Itis a collaborative learning environment for
supporting the construction of interactive-
multimedia objects (Claros & Cobos, 2012)
 Integrates Services from Facebook and Youtube

15. Social Media Learning
Study Cases: : Extending the functionality Approach

16. Social Media Learning
Study Cases

17. Social Media Learning
Study Cases: extending the functionality Approach

18. Integration of Open Services
Integration Types
Da
Open Service
Server A Db
Provider
B
Client C

19. Social Media Learning
Study Cases: extending the functionality Approach

20. Social Media Learning – Learning
Analitics
Study Cases: extending the functionality Approach
 Three level of information
 Summary Views
 Exportation Views
 Analytics Views

21. Social Media Learning – Learning
Analitics
Study Cases: extending the functionality Approach

22. Mashup Approach
Study Cases
 Building Learning Environments with Open
Services
 Model-Driven approach
 Design an application without deal directly with
web programming languages like JavaScript, JSP,
Java or HTML
 Modeling language: concept of domain not
technology
 Based on METADEPTH modeling tool (Lara et.
al, 2010)

23. Mashup Approach
Study Cases

24. Mashup Approach
Study Cases

25. Mashup Approach
Study Cases

26. Mashup Approach – Learning
Analitics
Study Cases
 Each API presents methods for recover user
interaction information, but is limited
 E.g. Google Drive: get comments
GET_https://www.googleapis.com/drive/v2/files
/{FILE_ID}/comments?key={YOUR_API_KEY}
 Google analytics
 Showsreports of the use of other APIs, e.g. Drive
and Calendar APIs.

27. Mashup Approach – Learning
Analitics
Study Cases

28. Conclusions and Future Work

29. Conclusions
Conclusions and Future Work
 We have presented three approaches for supporting
integration of Open Services into educational
environment. The use of open services enables scalable
solutions, appropriate for their use in MOOCs.
 Integration of Open Services reduces developing time
and complexity, but requires review aspects such as
privacy and heterogeneity of graphical styles.
 The new Web services demands better capabilities in
the browsers.

30. Future Work
Conclusions and Future Work
 Improve our implementations and generalize our
architectures
 Integration of useful services
 Mendeley, http://www.mendeley.com/,
 Wikipedia (http://www.wikipedia.org/,
 Diagrammatic web environments like Cacoo
https://cacoo.com
 Integrate the two presented applications.

31. Contact
 Email: Ivan.claros@uam.es
 Twitter: @ivandcl
 Skype: ivan.dario.claros
 Publications
 http://www.mendeley.com/profiles/ivan-claros/
 http://scholar.google.es/citations?user=-
uiLqyAAAAAJ