Feedback is an important factor that is not being executed properly in e-learning assessment by developing a progressive feedback systems that helps the user receive immediate attention we improve their engagement level and keep targeting the user needs by allowing them to learn at their own pace.
Thesis Statement
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 lacks of capabilities for interactive and engaging content leaving too much to be desired for e-learning in any subject. Therefore. I propose to leave the stand-alone implementation of Blackboard and use external content in conjuntion with Blackboard to provide learning with an active user-centered approach. 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.
Problem
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 lacks of the capabilities to create interactive content, interaction in lessons and provide an interesting delivery of information. Their design and execution it leaves too much to be desired in any subject matter in the context of basic information technology (IT) skill training . Participants report being un-satisfied with the learning process. This automated learning mechanism lacks of the necesesary learning methods and interactive modules to create learner-focused options and provide students with customizable learning experiences that better meet their diverse needs .
Solution
Even though Blackboard provides a great shell for online education its deficiencies make the stand-alone Blackboard learning experience frustating, unsatisfying and discouraging of the learning process. A solution for online education supported by Blackboard will be to use external tools to use in conjuntion with Blackboard to provide online students with a customizable e-learning experience which will make it possible to address these various learner needs and preferences, enhance the learning process, and provide students with more avenues for self-directed, active student-centered learning environment which promotes 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.[DM5] The target audience is online ITGM, CS students or other participants in the fields with previous knowledge in the subject. Web Designer 401 uses the basic concepts of Alternating Reality Gamming (ARG): a reward system, levels and new skillsets available to the students in every level to offer a learning experience that encourages progress and offer students control over their learning process by using user-center design and user focus interaction.
“Penny Arcade -Extra Credits – Gamifying Education”
Citation:
“Penny Arcade -Extra Credits – Gamifying Education”. Penny Arcade – The Way Forward. N.p, n.s. Web. 24 Jan. 2013.
Summary:
Flaws in the way we teach today: systemic flows which cover every subject.
Grading: We use a grading system that is de-motivational and set up a reinforcing feedback loop for failure.
Agency: Idea that they feel that they control their own destiny. Without agency is almost impossible to feel motivated. Agency help you to set more efficient goals for yourself.
External Motivators: We need learners to keep engage and learn voluntarily.
Solution: In games we learning that progress encourages progress. The human desire for deficiency is a better motivator than the fear of failure.
How to gamify learning
Examples of ARG:
i <3 bees
year zero
Deathball.net/notpron
MLA Citation:
Andersen, Paul, perf. Classroom Game Design: Paul Andersen at TEDxBozeman. 2012. Web. 24 Jan 2013. <http://www.youtube.com/watch?feature=player_embedded&v=4qlYGX0H6Ec>.
Summary:
Failure is OK. Failure is part of the learning process.
Importance of leveling
Leveling System by Lee Sheldom at University of Indiana Gain Experience points and move their way up.
Leader boards, to see how they are doing against everybody else.
Mastery System where students can take tests in multiple occasion until they get it.
Teach some skills and then they can apply that.
Students learning to learn independently.
Add elements of social learning to make it more compelling.
Move to an active student-center learning environment.
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.
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).
Traditional online learning environments grew out of administrative management of courses and, thus, leave much to be desired in skills-based learning. However, by designing invisible interfaces to re-frame the environments around learning by doing, they can be just as effective as traditional on-ground learning experiences.
On-ground experience offer multiple aids for students when dealing with skills-based learning. Face-to-face collaborative learning revealed numerous benefits: better performance, better motivation, higher test scores and level of achievement, development of high level thinking skills, higher student satisfaction etc. (Johnson et al., 1981;Dansereau, 1983; Slavin, 1987; Sharan, 1990). More recent research on computer supported collaborative learning has confirmed these benefits and has shown that they can be enhanced even further through adequate technological support (e.g. Alavi, 1994; Hiltz, 1995; Huynh,1999). By designing invisible interfaces, as a user interface compatible with the cognitive process involved in learning by doing, web mediated collaborative learning environments can be just as effective as traditional on-ground learning experiences.
Invisible interfaces help students focus on what is really important to them by minimizing the cognitive distance between the task goal and the human actions needed to accomplish this task.
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.
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.
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).
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).
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:
On-ground experience offer multiple aids for students when dealing with skills-based learning. Face-to-face collaborative learning revealed numerous benefits: better performance, better motivation, higher test scores and level of achievement, development of high level thinking skills, higher student satisfaction etc. (Johnson et al., 1981;Dansereau, 1983; Slavin, 1987; Sharan, 1990). More recent research on computer supported collaborative learning has confirmed these benefits and has shown that they can be enhanced even further through adequate technological support (e.g. Alavi, 1994; Hiltz, 1995; Huynh,1999). By designing invisible interfaces, as a user interface compatible with the cognitive process involved in learning by doing, web mediated collaborative learning environments can be just as effective as traditional on-ground learning experiences.
