Online education platforms like Blackboard lack of e-learning material are designed with a variety of learner-focused options; as they say, their purpose is to “engage, reach and connect.” Unfortunately their design process and execution leaves too much to be desired for IT learning. Therefore I propose to develop an interactive e-learning application that will target user needs and enhance their learning experience by allowing them to explore and learn at their own pace.
The era of technology education has moved from the traditional classroom into an online classroom. The advancement of technology has facilitated this move by offering systems to support online education. One of the major and most used systems for online education is Blackboard. This system offers different types of platforms to “enable clients to engage more students in exciting new ways, reaching them on their terms and devices—and connecting more effectively, keeping students informed, involved, and collaborating together” (“Blackboard” 2013). The automated system assigns courses through a data transfer from the Student Information System (SIS). Depending on the set up and user restrictions, instructors are able to upload their resources. Blackboard provides messaging, discussion boards, web conference among other tools to promote communication (“Blackboard Learn | Creating a Virtual Campus” 2013). This method of online instruction may work for some fields, but their design process and execution it leaves too much to be desired in the context of basic information technology (IT) skill training. Participants report being unsatisfied with the learning process. This automated learning mechanism lacks of learner-focused options to provide students with customizable learning experiences that better meet their diverse needs.
Customizable e-learning experiences make it possible to address these various learner needs and preferences, enhance the learning process, and provide students with more avenues for self-directed exploratory learning. By extracting a few elements from games, we can create engaging applications that are not only instructional but also encourage exploration and promote self-directed learning.
To support this investigation, an interactive educational application named Web Designer 401 has been designed to help teach college students and IT professionals the new coding standards of web development. The target audience is online ITGM, CS students or other participants in the fields with previous knowledge in the subject. Web Designer 401 provides learners with various options that facilitate a customizable and individualized learning experience using user-center design and user focus 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).
According to Vygotsky (1978), students are capable of performing at higher intellectual levels when asked to work in collaborative situations than when asked to work individually. Group diversity in terms of knowledge and experience contributes positively to the learning process. Bruner (1985) contends that cooperative learning methods improve problem-solving strategies because the students are confronted with different interpretations of the given situation. The peer support system makes it possible for the learner to internalize both external knowledge and critical thinking skills and to convert them into tools for intellectual functioning.
The peer-to-peer learning environment provides an interoperable, pervasive, and seamless learning architecture to connect, integrate, and share three major dimensions of learning resources: learning collaborators, learning contents, and learning services (Chang, & Sheu, 2002; Cheng, et. al., 2005; Haruo, et. al., 2003). Peer-to-peer learning is characterized by providing intuitive ways for identifying right collaborators, right contents and right services in the right place at the right time based on learners surrounding context such as where and when the learners are (time and space), what the learning resources and services available for the learners, and who are the learning collaborators that match the learners’ needs (Ogata, & Yano, 2004; Zhang, Jin, & Lin, 2005; Takahata, et. al., 2004). As a result, the effectiveness and efficiency of peer-to-peer learning heavily relies on the surrounding context of learners.
On an online environment the human factor is different that in an in person interaction. In order to create efficient online peer-to-peer learning application Johnson & Johnson proposed the following six steps: Encourage Participation, Maintaining Social Grounding, Support Active, Learning Conversation, Support Promotive Interaction. Now that we got the roadmap to online peer-to-peer learning application we need to find a suitable fit for this application.
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 instructional design principles for intrinsic motivation and Johnson & Johnson concepts for developing effective peer-to-peer applications.
Peer to peer learning is not well supported in e-learning environment. 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 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 identifying right collaborators, right contents and right services in the right place at the right time based on learners surrounding context such as where and when the learners are (time and space), what the learning resources and services available for the learners, and who are the learning collaborators that match the learners’ needs (Ogata, & Yano, 2004; Zhang, Jin, & Lin, 2005; Takahata, et. al., 2004). 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 instructional design principles for intrinsic motivation and Johnson & Johnson concepts for developing effective peer-to-peer applications.
Studio I – Summer 2012
Interactive Design and Game Development Portfolio – Fall 2012
Review for Candidacy – Winter
Studio II – Winter
Thesis
Here is a short version of what I foresee of my thesis maybe you can point me to the correct direction:
Project: FB Me
Why? Cause FB API implementation is growing and Facebook doesn’t offer a solid documentation of how the code works.
What I propose for this project? The goal is this project is give the learner a skill-set, in the case of FB Me being able to use the Facebook API to suit their business needs.
What makes this different? FB Me will implement invisible interfaces.
What are invisible interfaces? Invisibile interface is a UX name given to interfaces that grow with the user. Invisible interfaces display the bare bones of the application and show features when needed. This process allows the user to grow with the application. Invisible interfaces reduce the learning curve of trying to figure out what the different options in the application due. Invisible interfaces follow Mark Lepper’s design principles: they give the control to the user while keeping them motivated. And allows learners to go on their own pace and learn from their mistakes.
What is the advantage of learning from their mistakes? Learning from their mistakes allows the learning to be more conscious about their learning process. User models approach to learning depend on stereotypes and marked routes while an observational approach allows the learning to reflect on their own mistakes and cope from their own mistakes. It also promotes cognitive learning and craftsmanship. Just as a sculptor models their sculptures, through the use of invisible application learning are molding their mind to gain knowledge through thought.
What is the role of social tools in learning? Social Tools, in the case of this project the Facebook API will be user to build social interactions which as Ferrera commented in his book Playful Designs give the learning a sense of community, of sharing the process with someone else.
How will social tools be applied in FB Me? The game has a badge award system, the gained badges can be shared with your friends. Moreover, the FaceOff feature allows the user to connect with their friends are share the learning process.
Information technology and social networks are transforming practically all the aspects of the world we live in including interactive design. 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 users are able to put a spotlight on the best and most popular content. Therefore, it allows two levels of communication: between a user and a system and between different users also known as “social interaction”.
For the purpose of this thesis “social interaction” will be defined as a way to encourage communication. Social interaction through the use of Facebook API is not limited to commenting and sharing content. John Ferrera author of Playful Design stated that the best way to achieve social interaction is to appeal to its human need. As Jane Bozarth mentioned in her book Social Media Training, incorporating social media tools in the educational applications will help learners become more aware of their own learning process, more mindful of and deliberate about their own learning, and encourage them to take ownership of learning and then apply it to their jobs. Moreover, effective use of social media in e-learning training applications can provide additional support for sustaining new learning and transferring formal training back to the workplace.
Establishing Connections
Nowadays almost everybody in the world has a Facebook account. We connect with social media through a series of devices. We have social media apps on our phones, tablets and computers. Social media is more than an “in” status for teens and young adults. Statistic by InsideFacebook.com show that 26.1% of Facebook users are between the ages of 26-34, 14.9% between 35-44, 8% from 45-54 and 4.6% from 55 – 64. More than 50% of Facebook users are more mature, older individuals. But what is the need of social media? Social media helps us stay connected in any aspect of our lives. This connection generates a third-party communication method created by and for social media. We can see this being applied today through the use of social icons in sites like Mashable that allow you to like, pin or tweet an article. By clicking on any of these icons a connection is established between the site, the site visitor and the social media platform. This connection allows you to share with the world what you think is relevant, interesting or simply fun.
Through the use of Facebook API, applications can provide users with more than just sharing with the world. By calling the Facebook API, applications can allow users to visualize one another and stay connected. Facebook API provides applications ways to build social interaction and fulfill its user needs.
Benefits of “Social Interaction”
Social media networks like Facebook provide users with social plugins in order to quickly allow a connection between your site, your site’s visitor and Facebook. Facebook offers the world a variety of tools through their APIs allowing your site to tap into your site’s visitor Facebook information. If Facebook offer millions of possibilities to build social interactions, then why do most websites only use like and comments when we can use Facebook API to shape digital things? By maintaining a connection with Facebook, a site can offer its visitors a better user experience, a customized “look and feel” and site engagement.
How are others dealing with “Social Interaction”
Technology giants like Google have already implemented “social interaction”; in 2009 Google released Google Social Search “[as a way to help users] find the most relevant answers among the billions of interconnected pages on the web. But relevance isn’t just about pages—it’s also about relationships and that is why they introduced Google Social Search”(“Update to Google Social Search” 2011 17,02). But not all systems have a robust community to support their “social interaction;” that’s why social networks are a handy and accessible way to allow systems to join the “social interaction” and benefit from it.
Social Interaction in Learning
Current learning models follow a grade scale; a question is right or wrong. This types of models do not reflect the level of knowledge acquire, in fact they reflect how well the user understood the question and the accuracy of their response. Nowadays, learning has move from the classrooms into the web. And is time to offer the learner a skillset rather than a grade. Game-based tests can provide a different model for evaluating success—one in which learners are allowed to retry as many times as necessary to complete the game’s objectives. What matters is the outcome—whether a person has mastered the subject matter or acquired the skill set needed to complete objectives in the game. Assessing achievement in this way also gives players the chance to reflect on their own satisfaction with their performance, and to put in additional effort before submitting their results for a final grade. This design further capitalizes on the sense of agency that games naturally create.
Concept Application
Establish a connection with Facebook API
User allows permission for the site to access their Facebook information.
Site taps into Facebook JSDK and Facebook Graph API to obtain user Facebook information.
Once the information is obtained, a function will parse the contents, compare them against the site preset, and generate the results.
Concept Reasoning
By connecting with the Facebook API, a site will be able to provide a quality global user experience. The connection with the social network will allow the site to account for the human factors that affect interaction and interface design. The user information from the social network will factor in from the beginning. Facebook will offer the site information like first name, last name, gender and location, to name a few. This information then is used by the site to tailor the content presented to the user. For example: an educational site can show special offers and information triggers to people that were part of the military or are part of an organization that can offer them scholarships. The site can show a feed with the articles in the site that your friends like. Also, if the visitor has told Facebook that he likes soccer and is visiting a news site, then the sport’s section will load by default for this user.
This process differs from the concept of dynamic content because the system will not be drawing a route for the user to follow. The user information obtained from Facebook will allow the site to factor in the user interest, aptitudes and likes to enhance the visual, usability and technological qualities of an interface. The site will match up the user obtained input against six main qualities of successful user interface: usefulness, learnability, efficiency, ease of memorization, reliability, and user-friendliness to provide the user with a better user-oriented customized view.
Works cited:
Facebook Demographics Revisited. Ken Burbary. March 7, 2011.
http://www.kenburbary.com/2011/03/facebook-demographics-revisited-2011-statistics-2/
Google, “An Update to Google Social Search.” Last modified 2011 17,02. http://googleblog.blogspot.com/2011/02/update-to-google-social-search.html.
Schlossberg, Edwin. Interactive Excellence: Defining and Developing New Standards for the Twenty-first Century.Ballantine Books, 1998.
Ferrera, John. Playful Design. Rosenfeld Media. May 16,2012.
Designing Interactions by Bill Moggridge,
http://www.designinginteractions.com/chapters
