Thesis Outline Expanded

• Introduction

Information technology and social networks are transforming practically all the aspects of the world we live in including interactive design and education. As Edwin Schlossberg, author of Interactive Excellence: Defining and Developing New Standards for the Twenty-first Century, said, “True interactivity is not about clicking on icons or downloading files, it’s about encouraging communication” (Schlossberg 1998). We live in an era of communication; thanks to the boom of social media and the advancements of technology learning has moved from the classroom to an online environment.

An online learning environment allows learners to get an education that work with their busy schedules. Online learning allows learners to connect from any place in the world and learn something new. But are online learners taking advantages of the full learning experience? Has the transition from the classroom into online environment effectively replicate all the important aspects of learning?

A proven beneficial aspect of the learning process is the ability to learn from your peers without the pressures of a teacher-student interaction. The concept of collaborative learning, the grouping and pairing of students for the purpose of achieving an academic goal, has been widely researched and advocated throughout the professional literature. The term “collaborative or peer-to-peer learning” refers to an instruction method in which students at various performance levels work together in small groups toward a common goal. The students are responsible for one another’s learning as well as their own. The shared learning gives students an opportunity to engage in discussion, take responsibility for their own learning, and thus become critical thinkers (Totten, Sills, Digby, & Russ, 1991).

• Thesis statement/Abstract:

  Invisible interfaces can be used to create effective peer-to-peer learning in an online environment by facilitating “learning by doing” while also building social interaction.

  Peer to peer learning is not well supported in e-learning environments. Collaboration in virtual learning communities characterizes itself by heavily relying on interaction among the collaborators (Edwards, 2002; Biström, 2005). The collaborators can be instructors and learners, the interaction can be resources discovery, access, and sharing, as well as group communication and discussion, or simply any collaboration which has occurred among the instructors and learners. Nevertheless, such a collaboration environment is generally not supported by conventional learning environments. Typical learning services for collaboration in virtual learning communities are content, access of certain learning subjects; making studying notes and annotation on learning subjects; group discussion, brainstorming for knowledge creation and sharing.

  Peer-to-peer learning is characterized by providing intuitive ways for matching the learners needs with the most suitable collaborator. Factor like content, resources, time and place are taking into account to provide the best suitable match (Ogata, & Yano, 2004; Zhang, Jin, & Lin, 2005; Takahata, et. al., 2004). One of the main problems when trying to transfer peer-to-peer learning from a conventional environment to an online environment is the increment in the cognitive load. Users must first learn the interface which requires a greater investment of time in their end. Invisible interfaces are a powerful tool for observational learning because the interface appears only when needed reducing the cognitive load, reducing the investment required to learn the application, and making it easier for the user to focus on the task at hand. In this thesis, I will create a tutorial like peer-to-peer application with an invisible interface following Mark Lepper’s four Instructional Design Principles for Intrinsic Motivation: control, challenge, curiosity and contextualization (“The Gamification of Learning and Instruction: Game-based Methods and Strategies for Training and Education”, Klapp). In addition to Johnson & Johnson promotive interaction for developing effective peer-to-peer applications.

• Problem: Effectively creating peer-to-peer learning in an online environment.

Steward Ehly in his book Peer-Assisted Leaning defines peer-to-peer learning as “the acquisition of knowledge and skill through active helping and supporting among status equals or matched companions” (Ehly, 1). If we analyze this definition in an online education environment we could see that the current tools available do not allow this acquisition of knowledge to occur since it will need at least two parties to active participate through the whole process. Current online education environments offer discussions boards, forums and blogs among other tools of one way communication. For example: when an online student creates a post in a discussion post there is not immediate interaction; the interaction is created when another student post a response.

But as current peer-to-peer learning application show this acquisition of knowledge can occur without a ‘real’ peer in the other side. Computer based learning application are revolutionizing the education world.

• Characteristic of effective peer-to-peer learning in conventional environments
• Problems of current online implementations

  There are several peer-to-peer learning systems out there. KHAN Academy is a well know example of the peer-to-peer systems that exist. But in why way my approach is different interface and reaction. I personally tried one of the exercises and was stuck for a long time without being able to get out of the system or get hints until the view solution button appeared. Systems like Code Academy are a little more advance. In Code Academy the feedback is a little better, but its missing that hand holding value. The characteristics that Murray’s describe can be implemented in invisible interfaces to create effective peer-to-peer learning.

1. Solution
   • Why peer-to-peer learning works

     In the case of peer tutoring, a recent review identified 28 previous reviews and meta-analyses of evaluation research (Topping, 1992). Sharpley and Sharpley (1981) and Cohen, Kulik, and Kulik (1982) found strong evidence of cognitive gains for tutees and tutors and some evidence for improved attitudes and self-image (which are, of course, more difficult to measure). They also found that training improved outcomes, structured procedures improved outcomes, and that same-age tutoring was as effective as cross-age tutoring. (Ehly, 3).

   • Murrad & Leppard’s theories on peer-to-peer learning

     Cognitive Apprenticeship

     A cognitive apprenticeship supports learning in a domain by enabling students to acquire, develop, and use cognitive tools in an authentic activity. Cognitive apprenticeship methods try to enculturate students into authentic practices through activity and social interaction in a way similar to craft apprenticeship.

     Similar to a traditional apprenticeship, a learner works under a teacher who models the behavior in a real-world context as well as explains the thought processes and actions behind those behaviors. As the cognitive apprentice listens, observes, and models those same behaviors, he or she identifies the relevant behaviors and develops a conceptual model of the processes involved. The apprentice is then given an opportunity to rehearse those behaviors and obtain feedback from the teacher, who provides coaching, tips, and pointers. The idea is that the apprentice learns to solve problems in the context that produced them. (Murrad, 33).

   • Lepper Instructional Design Theories

     Mark Lepper, a researcher from Stanford University, proposed a series of design principles for promoting intrinsic motivation in instructional activities to avoid having to rely on extrinsic motivational techniques. Lepper lists four principles:

     • Control - Provide learners with a sense of control over the learning activity

• Challenge – Create an activity that is continually challenging to learners.
• Curiosity: Appeal to the learners’ sense of curiosity.

• Contextualization: Use an authentic context and environment to stress the utilitarianism of the learning.

• Johnson & Johnson’s approach to peer-to-peer online-learning
• Advantages of combining Murrad and Johnson’s approaches.
• Approachable and have insights into learning difficulties.
• Master of the subject may have difficulties seeing the novices’s obstacles.
• They call for independent preparation and critical thinking.
• Immediate feedback
1. Project introduction (overview)
   • Definition of peer-to-peer learning
   • Describe how peer-to-peer learning works

2. History of peer-to-peer learning

3. Piaget Views
4. Vygotsky Views
5. Bruner Views
6. Rogoff Views

7. Current trends

8. Peer-to-peer Education
9. Peer-to-peer Monitoring
10. Peer-to-peer Assessment
11. Invisible interface design: definition and usability in peer-to-peer learning
12. The role of social interaction in peer-to-peer learning

13. Project description (details)

14. How a combination of peer-to-peer education, monitoring and assessment can help establish efficient peer-to-peer learning
15. Invisible interfaces & peer-to-peer learning, implementation to fit this approach.
16. Build collaborative knowing knowledge building or knowledge creation.
17. Learners need to be able to think creatively, solve problems, and make decisions as a team.
18. Keys to effective Learning effective in Online Learning Environments based on Leppard’s theories
    • Encourage Participation
    • Maintaining Social Grounding
    • Support Active Learning Conversation
    • Support Promotive Interaction

19. Reception of your project

20. Feedback.
21. Areas of improvement (if any)

22. Conclusion

23. Verify that the goals have been achieved.
24. Verify implementation of Johnson & Johnson Approach
25. Verify implementation of keys to efficient online peer-to-peer applications