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Awareness support for learning designers in collaborative authoring for adaptive learning

Awareness support for learning designers in collaborative authoring for adaptive learning
Awareness support for learning designers in collaborative authoring for adaptive learning
Adaptive learning systems offer students a range of appropriate learning options based on the learners’ characteristics. It is, therefore, necessary for such systems to maintain a hyperspace and knowledge space that consists of a large volume of domain and pedagogical knowledge, learner information, and adaptation rules. As a consequence, for a solitary teacher, developing learning resources would be time consuming and requires the teacher to be an expert of many topics. In this research, the problems of authoring adaptive learning resources are classified into issues concerning interoperability, efficiency, and collaboration.

This research particularly addresses the question of how teachers can collaborate in authoring adaptive learning resources and be aware of what has happened in the authoring process. In order to experiment with collaboration, it was necessary to design a collaborative authoring environment for adaptive learning. This was achieved by extending an open sourced authoring tool of IMS Learning Design (IMS LD), ReCourse, to be a prototype of Collaborative ReCourse that includes the workspace awareness information features: Notes and History. It is designed as a tool for asynchronous collaboration for small groups of learning designers. IMS LD supports interoperability and adaptation. Two experiments were conducted. The first experiment was a workspace awareness study in which participants took part in an artificial collaborative scenario. They were divided into 2 groups; one group worked with ReCourse, the other with Collaborative ReCourse. The results provide evidence regarding the advantages of Notes and History for enhancing workspace awareness in collaborative authoring of learning designs.The second study tested the system more thoroughly as the participants had to work toward real goals over a much longer time frame. They were divided into four groups; two groups worked with ReCourse, while the others worked with Collaborative ReCourse. The experiment result showed that authoring of learning designs can be approached with a Process Structure method with implicit coordination and without role assignment. It also provides evidence that collaboration is possible for authoring IMS LD Level A for non-adapting and Level B for adapting materials. Notes and History assist in producing good quality output.

This research has several contributions. From the literature study, it presents a comparison analysis of existing authoring tools, as well as learning standards. Furthermore, it presents a collaborative authoring approach for creating learning designs and describes the granularity level on which collaborative authoring for learning designs can be carried out. Finally, experiments using this approach show the advantages of having Notes and History for enhancing workspace awareness that and how they benefit the quality of learning designs.
Nurjanah, Dade
0b750f60-b286-414a-8652-fd9967aa0aba
Nurjanah, Dade
0b750f60-b286-414a-8652-fd9967aa0aba
Davis, Hugh
1608a3c8-0920-4a0c-82b3-ee29a52e7c1b

Nurjanah, Dade (2013) Awareness support for learning designers in collaborative authoring for adaptive learning. University of Southampton, Faculty of Physical & Applied Science, Doctoral Thesis, 202pp.

Record type: Thesis (Doctoral)

Abstract

Adaptive learning systems offer students a range of appropriate learning options based on the learners’ characteristics. It is, therefore, necessary for such systems to maintain a hyperspace and knowledge space that consists of a large volume of domain and pedagogical knowledge, learner information, and adaptation rules. As a consequence, for a solitary teacher, developing learning resources would be time consuming and requires the teacher to be an expert of many topics. In this research, the problems of authoring adaptive learning resources are classified into issues concerning interoperability, efficiency, and collaboration.

This research particularly addresses the question of how teachers can collaborate in authoring adaptive learning resources and be aware of what has happened in the authoring process. In order to experiment with collaboration, it was necessary to design a collaborative authoring environment for adaptive learning. This was achieved by extending an open sourced authoring tool of IMS Learning Design (IMS LD), ReCourse, to be a prototype of Collaborative ReCourse that includes the workspace awareness information features: Notes and History. It is designed as a tool for asynchronous collaboration for small groups of learning designers. IMS LD supports interoperability and adaptation. Two experiments were conducted. The first experiment was a workspace awareness study in which participants took part in an artificial collaborative scenario. They were divided into 2 groups; one group worked with ReCourse, the other with Collaborative ReCourse. The results provide evidence regarding the advantages of Notes and History for enhancing workspace awareness in collaborative authoring of learning designs.The second study tested the system more thoroughly as the participants had to work toward real goals over a much longer time frame. They were divided into four groups; two groups worked with ReCourse, while the others worked with Collaborative ReCourse. The experiment result showed that authoring of learning designs can be approached with a Process Structure method with implicit coordination and without role assignment. It also provides evidence that collaboration is possible for authoring IMS LD Level A for non-adapting and Level B for adapting materials. Notes and History assist in producing good quality output.

This research has several contributions. From the literature study, it presents a comparison analysis of existing authoring tools, as well as learning standards. Furthermore, it presents a collaborative authoring approach for creating learning designs and describes the granularity level on which collaborative authoring for learning designs can be carried out. Finally, experiments using this approach show the advantages of having Notes and History for enhancing workspace awareness that and how they benefit the quality of learning designs.

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More information

Published date: February 2013
Organisations: University of Southampton, Web & Internet Science

Identifiers

Local EPrints ID: 349328
URI: http://eprints.soton.ac.uk/id/eprint/349328
PURE UUID: 0e3846ce-d39f-41a2-a31d-fabe4f4c7616
ORCID for Hugh Davis: ORCID iD orcid.org/0000-0002-1182-1459

Catalogue record

Date deposited: 07 Mar 2013 14:57
Last modified: 06 Jun 2018 13:16

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Contributors

Author: Dade Nurjanah
Thesis advisor: Hugh Davis ORCID iD

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