This document outlines the presentation of a PhD thesis on operationalizing collaborative blended learning scripts. It introduces a conceptual model called 4SPPIces to assist practitioners and technicians in designing CSCBL scripts and the technologies to support their enactment. It then describes proposed computational mechanisms for operationalizing CSCBL scripts, including tools to support the interplay of pedagogical methods and participants, adaptive workflows, group formation, and representing learning spaces. Finally, it discusses two multicase studies that evaluate whether 4SPPIces helps design meaningful CSCBL scripts and appropriate operationalization solutions through case examples of campus exploration activities.

1. Operationalization of collaborative blended learning scripts: a model, computational mechanisms and experiments Author: Mar Pérez-Sanagustín Advisors: Davinia Hernández-Leo & Josep Blat PhD Thesis Presentation PhD Presentation, 1st July 2011

2. Outline Introduction Factors in the design of CSCBL scripts Operationalization of CSCBL scripts Two multicase studies Summary of contributions and future work 2 PhD Presentation, 1st July 2011

3. Outline Introduction Factors in the design of CSCBL scripts Operationalization of CSCBL scripts Two multicase studies Summary of contributions and future work 3 PhD Presentation, 1st July 2011

4. 1IntroductionOrchestration of collaboration Computer Supported Collaborative Learning (CSCL) Orchestration collaboration for effective learning CL scripts social Social + Comp. mediated TYPE OF ORCHESTRATION CSCL scripts Comp. mediated 4 PhD Presentation, 1st July 2011

5. 1IntroductionOperationalization Abstract and technologicalindependent definition of the CSCL/CSCBL script (design stage) Social + Comp. mediated CSCL scripts OPERATIONALIZATION Comp. mediated LOW CSCBL scripts Effective technological settingpresented to the students (enactment stage) DEGREE HIGH 5 PhD Presentation, 1st July 2011

6. 1IntroductionChallenge New ways of communication… …new opportunities for collaboration 6 PhDPresentation, 1stJuly 2011

8. Blend of spatial locations

9. Blend of technologies7 PhD Presentation, 1st July 2011

10. 1IntroductionOrchestration in blended learning settings Computer Supported Collaborative Learning (CSCL) Orchestration collaboration for effective learning CBL scripts social CL scripts Blended Learning Social + Comp. mediated TYPE OF ORCHESTRATION CSCBL scripts CSCL scripts Comp. mediated 8 PhD Presentation, 1st July 2011

11. Contributions 1IntroductionObjectives and contributions Global Contribution: A conceptual model for assisting practitioners and technicians in the design of meaningful CSCBL scripts and of the technology to suit them for operationalizing their enactment Provision and evaluation of different technological mechanisms for operationalizingthe orchestration of CSCBL scripts Meaningful and innovative CSCBL scripts Systematic definition of CBL and CSCBL scripts according with terminology in CSCL and to identify the factors intervening in their design PhDPresentation, 1stJuly 2011 9

13. Blended learning, CSCL and case studies with innovative uses of ICT

14. Proposing:

15. 4SPPIces: A conceptual model for designing CSCBL scripts

16. Computational solutions for operationalizing CSCBL scripts

17. Analyzing current technologies for the operationalization of CSCBL scripts

18. Evaluating of the proposals

19. Synthetic experiments

20. 2 multicase studies10 PhD Presentation, 1st July 2011

21. Outline Introduction Factors in the design of CSCBL scripts Operationalization of CSCBL scripts Two multicase studies Summary of contributions and future work 11 PhD Presentation, 1st July 2011

22. 2Factors in the design of CSCBL scripts4SPPIces Model 4SPPIces: a conceptual model to assist practitioners and technicians in the design of CSCBL scripts PhD Presentation, 1st July 2011 12

25. 2Factors in the design of CSCBL scriptsThe Space and the History factors Describes the relationships between the facets of a particular factor with the other factors from the design to the enactment Events on Pedagogical Method Events on Participants Events on Space Virtual and physical spaces Areas Components (Arragement, Affordance, Mobility) Describes where the learning activity occurs and the elements that compose it 14 PhD Presentation, 1st July 2011

26. Outline Introduction Factors in the design of CSCBL scripts Operationalization of CSCBL scripts Two multicase studies Summary of contributions and future work PhDPresentation, 1stJuly 2011 15

28. Educational modelling languages such as IMS Learning Design (Hernández-Leo (2006), Hernández-Gonzalo et al. (2008), Zarraonandia et al. (2006))

29. Learning platforms such as Moodle or .LRN

30. Participantsoperationalization

31. Specifications such as IMS Learner Information Package (Smythe et al. (2001))

32. Applications for group formation considering the students’ profile (Ounnas et al. (2001), Hwang et al. (2008))Lack of flexibility when applied to blended learning settings 16 PhD Presentation, 1st July 2011

34. An adaptive UoL: Adaptive PM according to participants’ profile

35. The grouping tool: Adaptation of pre-defined groups of students according to intrinsic and extrinsic constraints of the PMPhD Presentation, 1st July 2011 17

38. Adaptation & monitoring of the students' activityPhD Presentation, 1st July 2011 18

40. For complex collaborative tasks & huge groups

41. Monitoring of the students in class and the final distributions

42. Guidance supporting groups re-design on runtime through notifications PhD Presentation, 1st July 2011 19

45. Formal and computational representation of the spaces for the integration with other factors.21 PhD Presentation, 1st July 2011

47. The final group activity of the learning flow was different and adapted to the particular characteristics of the space22 PhD Presentation, 1st July 2011

50. Adapting the learning flow according students’ actions

52. Students actions on runtime24 PhD Presentation, 1st July 2011

53. Outline Introduction Factors in the design of CSCBL scripts Operationalization of CSCBL scripts Two multicase studies Summary of contributions and future work 25 PhD Presentation, 1st July 2011

54. 4Two multicase studiesExperiments MAIN QUESTION Does 4SPPIces assists technicians and practitioner designing meaningful and innovative CSCBL scripts and the technology operationalizingtheir enactment? PhD Presentation, 1st July 2011 26

56. Multicase study Q1: Design perspective

57. Multicase study Q2: Operationalization perspective

58. Mixed Method data gathering techniques (Martínez et al. 2003)

59. Data analysis through triangulation: comparative analysis of evidences from different resourcesPhD Presentation, 1st July 2011 27

62. Q2-T2 Does the operationalization solution successfully support students’ tasks?MULTICASE STUDY Q1 MULTICASE STUDY Q2 PhD Presentation, 1st July 2011 28

63. 4Two multicase studiesMulticase Q1 CASE Q1-A CSCBL scripts for discovering the campus CASE Q1-B Discovering BCN CASE Q1-C 4SPPIces seminar Extending a design with 4SPPIces Creating a CSCBL script from scratch Enhancing designs with 4SPPIces 31students 2 teachers Mobiles GPS QuesTInSitu Moodle Mobiles, NFC Moodle .LRN IMS+GSI 241 students 31 students 11 practitioners 2 technicians Mobiles GPS QuesTInSitu Moodle Campus ‘09 4SPPIces seminar Campus ‘10 Discovering BCN ISSUE/S Does 4SPPIces support collaboration between technicians and practitioners? Are 4SPPices-based design meaningful? Are 4SPPIces-based designs descriptive? ISSUE/S Does 4SPPIces help on supporting communication among practitioners and technicians for extending an existing educational practice? ISSUE/S Does 4SPPIces help on designing a meaningful and motivational CSCBL script leading with the objectives of the practitioners? Quitain Q1: Does 4SPPIces assist technologists and practitioners when designing meaningful and innovative CSCBL scripts adapted to the needs of actual educational context? PhD Presentation, 1st July 2011 29

64. 4Two multicase studiesData from case Q2 PhD Presentation, 1st July 2011 30

65. 4Two multicase studiesAssertions Multicase Q1 Assertion Q1-2: 4SPPIces is a good assistance for designing meaningful and innovative CSCBL scripts or for extending existing practices particularized to a learning context Assertion Q1-1: 4SPPIces is a good assistance for communities of practitioners and technicians to share knowledge when designing CSCBL scripts for extending and enhancing existing practices CASE Q1-A CSCBL scripts campus I, II, III, IV CASE Q1-B Discovering BCN V, VI, VII VII, VIII, IX, X, XI CASE Q1-C 4SPPIces seminar XII, XIII, XV XII, XIII, XIV PhD Presentation, 1st July 2011 31

67. 4SPPIces-based designs make explicit the constraints of the activity that cannot be varied during the enactment [Comparative of the designs]

68. 4SPPIces-based designs make explicit the different locations where the activities take place and their characteristics [Comparative of the designs]

69. Usefulness of 4SPPIces from the designers’ perspective

70. “( the model) has helped me to consider unexpected situations and think about alternatives” [Designers Quest-d2]CASE Q1-C 4SPPIces seminar Enhancing designs with 4SPPIces 11 practitioners 2 technicians Mobiles GPS QuesTInsitu Moodle 4SPPIces seminar ISSUE/S Does 4SPPIces support collaboration between technicians and practitioners? Are 4SPPices-based design meaningful? Are 4SPPIces-based designs descriptive? PhD Presentation, 1st July 2011 32

71. 4Two multicase studiesMutlicase Q2 CASE Q2-B Discovering BCN CASE Q2-C Discovering the campus 2010 CASE Q2-A Discovering the campus 2009 S&P-focussed Operationalization S-focussed Operationalization S&P&PM-focussed Operationalization 31students 2 teachers Mobiles GPS QustInsitu Moodle Mobiles, NFC Moodle . 241 students 3 teachers Mobiles NFC IMS + GSI .LRN 31students 4 teachers Campus ‘09 Discovering BCN Campus ‘10 ISSUE/S Does 4SPPIces help on identifying the operationalization requirements for enacting a CSCBL script focussed on supporting the monitoring of the participants across spatial locations on runtime? ISSUE/S Does 4SPPIces help on identifying the operationalization requirements for enacting a CSCBL script focussed on the integration of activities across spatial locations and the adaptability of the activity on runtime? ISSUE/S Does 4SPPIces help on identifying the operationalization requirements for enacting a CSCBL script focussed on the integration of activities across spatial locations? Quintain Q2: Does 4SPPIces-based operationalization solutions successfully support the enactment of a CSCBL script? 33 PhD Presentation, 1st July 2011

72. 4Two multicase studiesData multicase Q2 PhD Presentation, 1st July 2011 34

73. 4Two multicase studiesAssertions Multicase Q2 Assertion Q2-2: 4SPPIces supports the desing of technolgical solutions with different operationalization degrees that successfully support students’ tasks during the CSCBL script enactment Assertion Q2-1: 4SPPIces suppots the design of technolgical solutions with different operationalization degrees that succesfully support teachers’ tasks during the CSCBL script enactment CASE Q1-A Discovering Campus 2009 I, III II, IV CASE Q1-B Discovering BCN V, VI, VII, VIII V, VII, VIII CASE Q1-C Discovering Campus 2010 IX, X, XI, XIII X, XII, XIV PhD Presentation, 1st July 2011 35

75. “You know the campus better because you can follow the mobile phone indications” [Students Exploration Questionnaire]

76. “The combination of formal and informal activities help students to get familiar with the university methodologies” [Students Exploration Questionnaire]

77. Weak points of the CSCBL script space-focussed operationalization

78. “The most time demanding and difficult part was to organize the groups depending on the students’ activity registered in the log files and the preferences answered in the questionnaires” [Teachers final Questionnaire]CASE Q2-A Discovering the campus 2009 S-focussed Operationalization Mobiles, NFC Moodle 241 students 3 teachers Campus ‘09 ISSUE/S Does 4SPPIces help on identifying the operationalization requirements for enacting a CSCBL script focussed on the integration of activities across spatial locations? PhD Presentation, 1st July 2011 36

81. Considering the History in third tool applications: NFC kit and QuesTInSitu

82. Specification of the space factor

83. 3 CSCBL scripts and associated operationalization systems

84. 4SPPIces-based CSCBL designs by practitioners in media educationSynthetic experiments Testing the computational mechanisms for operationalizing 4SPPIces factors Multicase study Q1 A cross case analysis of 3 case studies Multicase study Q2 A cross case analysis of 3 case studies 37 PhD Presentation, 1st July 2011

85. Outline Introduction Factors in the design of CSCBL scripts Operationalization of CSCBL scripts Two multicase studies Summary of contributions and future work 38 PhD Presentation, 1st July 2011

87. Definition of CBL and CSCBLscripts according to the terminology in CSCL

88. Operationalization framework for organizing approaches in CSCL

89. 4SPPIces model: for supporting the design of CSCBL scripts

90. Journal of Computer Assisted Learning (JCAL, conditionally accepted) (JCR)

91. IEEE Multidisciplinary Engineering Education Magazine, 2009 (history factor)

92. Two ICALT papers, 2009 (participants factor)PhD Presentation, 1st July 2011 39

94. 3 CSCBL scripts and operationalization systems with different operationalization degrees

95. 1 seminar with 4SPPIces and real educational practitioners in media education

96. Journal of Network and Computer Applications (2011) (JCR);

97. International Journal of Computer Supported Collaborative Learning (ijCSCL) (JCR, conditionally accepted)PhDPresentation, 1st July 2011 40

99. 2 operationalization solutions based in IMS LD to support an operationalization focussed on the adaptation of the PM method

100. An operationalization solution for managing participants on runtime and recommends adaptations according to the contextual situations

101. Influence in the development of NFC kit and QuesTInSitu

102. Formal representation of the space factor

103. International Journal of Emerging Technologies in Learning (iJET) (2008);

104. Book chapter in “Studies in computational intelligence”, Springer (in press) (extended version of conference paper INCOS 2009);

105. ECTEL (2010)

106. Book chapter (under revision) (extended version of conference paper INCOS 2010);PhD Presentation, 1st July 2011 41

108. Include 4SPPIces into existing CSCL existing tools

109. Propose new operationalization solutions for the different factors`

110. Extend IMS LD with the specification of the Space Model

111. Extract patterns or guidelines of the CSCBL experiments to facilitate the enactment of similar experiences

112. CSCBL scripts as a particular type of ubiquitous learning scenarios

113. Operationalization solutions as a link between spacesPhD Presentation, 1st July 2011 42

115. 2 international journal papers (iJET 2008, JNCA, 2010) + 2 under revision positivelyconsidered for publication(JCAL, ijCSCL)

116. 1 book chapter (Springer) + 1 under revision (Springer)

117. 7 international conference papers (ICALT09 (2 contributions), INCOS09, INCOS10, ECTEL10, TENCompetenceOpenWorkshop 2009, CSCL2009)

118. 1 magazine (IEEE Multidisciplinary Engineering Education Magazine)

119. Projects

120. European projects: TENCompetence

121. Spanish Ministry of Education and Science projects: Learn3PhD Presentation, 1st July 2011 43

122. Thank you http://www.marps.info 44 PhD Presentation, 1st July 2011