Soton2008 Everlearn4 Cblt

What is , why did we do it
and what are we learning creating and using it?
Prof. Dr. Karsten D. Wolf
Didactical Design of Interactive Learning Environments
Faculty 12 – Educational Sciences & Pedagogy

build
public
entities

Seymour Papert
Father of Logo
Constructionist
cc by Karsten D. Wolf 2008

browser

1993 - 2002

learner

browser

1993 - 2002

CMS

learner

browser

1993 - 2002

author

CMS

learner

browser

1993 - 2002

F2F 1 All: Kickoff
PS 1 1.1 Student: Experience report
1.2 Peer: Commentary
1.3 Tutor: Feedback commentary
PS 2 2.1 All: Goal building - Critique of current teaching
2.2 T: Summary / Conclusion
Building of groups
2.3 Group: Familiarize with SoLe
2.4 G: Rough planning
2.5 T (+P): Feedback
PS 3 3.1 G: Detailed planning + Development of materials
3.2 T (+P): In-Process-Feedback
F2F 2 3.3 P (+T/L): Peer Review
PS 4 4.1 S: Self-Assessment (von PS 3)
4.2 T (+G): Feedback
4.3 S: Reflect Self-Assessment

Word
EverLearn

Blackboard

T Tier 3

T Tier 1 T Tier 2 ST ST Tier 2

S S S S S S S S S S S S S S S
S S S S S S S S S S Tier 1 S S S S S Tier 1
S S S S S
S S S S S S S S S S

© Prof. Dr. Karsten D. Wolf 2006

T T T

ST ST ST ST ST ST

1 1 1 1 1 1 1 1 1 1 1 1 1 1 1
1 1 1 1 1 1 1 1 1 1 1 1 1 1 1
1 1 1 1 1 1 1 1 1 1 1 1 1 1 1
1 1 1 1 1 1 1 1 1 1 1 1 1 1 1
1 1 1 1 1 1 1 1 1 1 1 1 1 1 1

2 2 2 2 2 2 2 2 2 2 2 2 2 2 2
2 2 2 2 2 2 2 2 2 2 2 2 2 2 2
2 2 2 2 2 2 2 2 2 2 2 2 2 2 2
2 2 2 2 2 2 2 2 2 2 2 2 2 2 2
2 2 2 2 2 2 2 2 2 2 2 2 2 2 2

3 3 3 3 3 3 3 3 3 3 3 3 3 3 3
3 3 3 3 3 3 3 3 3 3 3 3 3 3 3
3 3 3 3 3 3 3 3 3 3 3 3 3 3 3
3 3 3 3 3 3 3 3 3 3 3 3 3 3 3
3 3 3 3 3 3 3 3 3 3 3 3 3 3 3

Phase 1 Phase 2 Phase 3

Expression


Expression
Remixing


Expression
Remixing
Hybrid LE

novice user centered interface elements

grid layouting and check&drag editing
file conversion & inline image editing

in-place editing & configuration

color coded action buttons

content attached discussions

drop-down config of internal links

be
novice user centered interface elements
to
s ed
u
grid layouting and check&drag editing
file conversion & inline image editing

in-place editing & configuration

color coded action buttons

content attached discussions

drop-down config of internal links

4 basic rules of novice user computer interaction

(i) The more time-consuming an action is, and the less
the user feels savvy in doing it, the less will he try it
again, if it fails the ﬁrst time.
(ii) If some action cannot be done immediately and
easily, it is neither done now nor later.
(iii) The more important an action is, the easier it has to
be to accomplish.
(iv) To get people engaged, a system has to be as easy
and non-frustrating to use as possible

Wolf/Städtler 2006

participation and problem solving ability

Chat Wortumfang
Foreneinträge
Nachrichten erstellte Texte

Problemlösefähigkeit .34* .47** .54***
AIT-G (vorher) (.021) (.002) (<.001)

Problemlösefähigkeit .03 .28* .43**
AIT-G (nachher) (.425) (.048) (.005)

Wolf/Prasser 2006

Didactics of Participation
University 2.0?


E.L. Deci R. M. Ryan
University of Rochester
Self-determination theory

basic needs

autonomy
competence
relatedness

➙ long term motivation & learning interest

Deci/Ryan 2000

John Seely Brown
Xerox Parc
Cognitive Apprenticeship

culture of participation

recreation to become a form of re-creation
(remix, tinkering, sharing) based on productive
inquiry situated in communities of co-creation

learning about ➙ learning to be

http://mitworld.mit.edu/video/419/

Henry Jenkins
MIT
New Media Literacy

new media literacy

affiliations
expressions
collaborative problem solving
circulations


Goals: Teaching and research

• User Generated Content

• Drop dead easy to use (…the other 80%)

• Content providers: high productivity & less training needed

• Learners: technically challenged users can participate 100%

• Didactical prototyping

• Research tool („Pasteur‘s Quadrant“, process analysis, HCI etc.)


Is participation a long tail phenomenon?


100

cumulative % of content
75

A very few
50

25

0 25 50 75 100 125

% of authors ranked by contribution

do very much
100

75

Sehr Wenige
50

25

0 25 50 75 100 125


equal
100

participation
of all authors
75

50

25

0 25 50 75 100 125


100
equal
participation
gap
75

50

25

0 25 50 75 100 125


4000 top Wikipedia authors

should be more
homogenous than
all of 1435 EverLearn
course users


% of productive actions

Wolf, Karsten D. (2008): Gender und New Media Literacy: Zugänge oder Barrieren beim E-Learning

% of productive actions

11% vs. 0,1% in Wikipedia

Wolf, Karsten D. (2008): Gender und New Media Literacy: Zugänge oder Barrieren beim E-Learning

lesson in participation:
didactical design pays oﬀ


technical: make it easy

social: make it a small
accountable community

motivational: build up interest
and develop meaningful taks

Soton2008 Everlearn4 Cblt

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