RICERCA
RICERCA
Proceedings della Multiconferenza EM&M ITALIA
Progress to work
Contesti, processi educativi e mediazioni tecnologiche
EXTENDED ABSTRACTS DELLA MULTICONFERENZA
EMEM ITALIA
2017
Bolzano, 30-31 agosto, 1 settembre 2017
MARINA RUI a cura di MARINA RUI
Collana Proceedings della Multiconferenza EM&M ITALIA
03
Collana diretta da:
Prof.ssa Laura Messina
Comitato Scientiico:
Prof.ssa Marina Rui
(Univ. di Genova, Presidente del comitato organizzativo locale, membro del comitato promotore MoodleMoot)
Prof.ssa Laura Messina
(Univ. di Padova, Presidente SIREM: Società Italiana di Ricerca sull’educazione Mediale)
Prof. Tommaso Minerva
Progress to work
Contesti, processi educativi e mediazioni tecnologiche
EXTENDED ABSTRACTS DELLA MULTICONFERENZA
EMEM ITALIA
2017
Bolzano, 30-31 agosto, 1 settembre 2017
MARINA RUI a cura di
è il marchio editoriale dell’Università degli Studi di Genova
Realizzazione Editoriale
GENOVA UNIVERSITY PRESS
Piazza della Nunziata, 6 - 16124 Genova Tel. 010 20951558
Fax 010 20951552
e-mail: ce-press@liste.unige.it e-mail: labgup@arch.unige.it http://gup.unige.it/
Gli autori rimangono a disposizione per gli eventuali diritti sulle immagini pubblicate. I diritti d’autore verranno tutelati a norma di legge.
Riproduzione vietata, tutti i diritti riservati dalla legge sul diritto d’autore Impaginazione: Università degli Studi di Modena e Reggio Emilia
Finito di stampare aprile 2018
ISBN: 978-88-94943-06-1 (versione eBook) (versione eBook)
INDICE
Comunicazioni di Ricerca
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Brancaccio, Anna; Marchisio, Marina; Esposito, Massimo; Meneghini, Carlo; Pardini, Claudio
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Catelani, Marcantonio; Formiconi, Andreas; Ranieri, Maria; Pezzati, Francesca; Raffaghelli, Juliana Elisa; Renzini, Gabriele; Gallo, Francesco
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186
Di Mele, Luciano; Paciello, Marinella; Cerniglia, Luca
Digital Media e apprendimento
194
Falcinelli, Floriana; Cimichella, Massimo; De Santis, Mina
La Formazione Docente alle ICT: Problema Aperto e Linee di Inter-vento con il Progetto ITELab
203
Iannella, Alessandro; Fiorentino, Giuseppe
Strumenti digitali per la didattica del latino: una valutazione qualita-tiva
212
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Flipped Classroom ed EAS. Il caso della scuola Primaria G. Car-ducci di Fucecchio
225
Marzano, Antonio; Miranda, Sergio
Personalizzazione della piattaforma Moodle per un progetto di Life-Long Learning rivolto agli “over 50”
234
Paoletti, Gisella; Fattorini, Riccardo
Il ruolo dei gesti significativi del docente nei video multimediali per l’educazione
247
Weyland, Beate
Abitare i media. Indicatori per valutare lo spazio mediaeducativo
Esperienze
Amendola, Daniela; Nalli, Giacomo; De Vivo, Maria Concetta
Il Blended Learning per migliorare l’efficacia della didattica univer-sitaria: il corso di Computer Ethics
270
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Master blended UniFg: tra innovazione dei contenuti e riprogetta-zione didattica
279
Bonora, Ugo
Sistemica Per Migliorare L’efficacia Del E-Learning
286
Bucciarelli, Ilaria
Rendere visibile l'innovazione - Sviluppo di un ambiente online vi-deo-based per la documentazione di pratiche didattiche innovative
295
Calabrese, Mario
Valutazione fra pari: quando riflessione e collaborazione fanno rima con valutazione
302
Calegari, Silvia; Meluso, Floriana; Secci, Stefano; Avogadro, Paolo; Dominoni, Matteo
Sviluppo di una dashboard per l’analisi del comportamento sociale degli utenti di un Learning Management System
308
Calzini, Manuela Kelly; Lawson, Elizabeth
Innovative approaches in teacher training
318
Caposeno, Katia; Dipace, Anna; Bellini, Claudia; Perrella, Sara; Limone, Pierpaolo
Alternanza Scuola-Lavoro: l’esperienza di apprendimento attraverso la progettazione di contenuti e-learning
327
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339
Carniato, Alessandro; Chierichetti, Franca; Fontana, Luciana; Maira Moletta, Cristina; Recla, Mauro
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Cecconi, Luciano
pMOOCs: partecipatory approach to designing, developing, delive-ring and evaluating moocs in adult learning environments
354
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383
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Tecnologie
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A Model for structuring shared learning materials within a virtual community
613
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La comunicazione video delle Università: un’analisi dei canali You-tube e dei loro contenuti
A model for structuring shared
learning materials within a
Virtual Community
Luigi DI CARO1, Michele FIORAVERA2 , Marina MARCHISIO2, Sergio RABELLINO1
1 Department of Computer Science, University of Turin, Turin, (TO), Italy 2 Department of Mathematics, University of Turin, Turin (TO), Italy
Abstract
This paper discusses the development of a model for structuring shared learning mate-rials within a Virtual Community to facilitate various types of learning and teaching. The adoption of a system that allows to match similar learning materials according to learning objectives is proposed, by exploiting Natural Language Processing (NLP) and Mathematical Language Processing (MLP) techniques for extracting relevant infor-mation from the shared contents. An ontology is presented as the core of the Italian implementation of the system.
Keywords
Learning Outcome; School Education; Technology Enabled Learning; Virtual Commu-nity
Di Caro, Fioavera, Marchisio, Rabellino
Introduction
In Virtual Communities, teachers and learners can enrich their interaction and be the “prosumers” (Tapscott, 2006) of collaboratively constructed educa-tional contents. Nevertheless, amid the constant change of technology and its radical effects on the nature of learning and teaching, one thing does not change: what it takes to learn (Laurillard, 2009). As evidence of this, the choice of joining Technology Enhanced Learning Environments (TELEs) is not given for granted: instead, it primarily depends on the trust that the in-tended learning outcomes will be achieved. The research presented in this pa-per is proposed to be collocated among the expa-periences which strengthen this trust.
The ongoing development of a system for automatic grouping and dis-patching learning materials on the base of their similarity in verifying similar learning outcomes is discussed. The system is intended for teachers and stu-dents’ use via Virtual Learning Environments (VLEs) integrated with specific-scope tools, where the need for organizing and dispatching digital learning contents grows concurrently to the enhancements in Technology Enabled Learning (TEL) and its users’ expertise. The identification and restructuration of the common frameworks of learning objectives which is on top of the in-teraction between teachers, contents and students is proposed as the core of the system, introduced for turning the “one(teacher)-to-many(students)” ap-proach to a “many-to-many” interaction between teachers, contents and stu-dents mediated by the common frameworks.
State of the art
The outcome-based approach – rather than the duration of the studies (number of years), the terms or learning situations (formal, informal and non-formal) or modes of instruction (input-based approach) – rules national sys-tems for the comparison of qualifications (Council, 2008). Following the prin-ciple of the equivalence of all training courses, the learner is the focus, re-gardless of his/her study path. Institutions’ regulations aim at supporting stu-dents’ different learning styles and give a detailed answer to issues related to the world of work and professions (MIUR, 2010a). This means to overcome the cultural idea based on a sequential relationship between theory and prac-tice and the primacy of theoretical knowledge. This is especially relevant in Mathematics and other scientific disciplines where an effective learning is re-lational rather than instrumental (Skemp, 1976).
This research considers the learning objectives framework as key instru-ment for the practice of Computer-Supported Collaborative Learning (CSCL). CSCL enhances teaching methods consistent with the cultural setting of
A model for structuring shared learning materials within a Virtual Community
nical education that are capable of achieving the involvement and motivation of the students. However, it could require at least as much effort by human teachers as classroom teaching (Stahl, 2014). A lot of work has already been done to facilitate the tasks of finding, sharing, reusing, and analysing educa-tional contents. As examples, there exist various online repositories such as Merlot (http://merlot.org), CeLeBraTe (http://celebrate.eun.org), Wisc-Online (http://wisc-online.com). Nevertheless, learners still need the teacher’s guid-ance to find and select proper educational contents, while teachers/course ed-itors are not asked to give the same kind of help to all the students, since each of them can have different learning habits which are not completely predicta-ble. The proposed system aims at reducing this effort, by exploiting compre-hensive ontologies which facilitate the use of applications requiring domain-specific knowledge. Indeed, the need for more complete ontologies has moti-vated much research work in systems for extracting ontological relations (Hamid et Al., 2014) and in calculating the similarity between sentences or be-tween documents using an ontology (Liu & Wang, 2014). In the domain of Sci-ence, Technology, Engineering and Mathematics (STEM), students and scien-tists would especially profit from systems that are able to manage not only texts, but also formulae (Pagel & Schubotz, 2014) (Youssef, 2017). Therefore, the proposed system will be based upon both NLP and MLP techniques.
The implementation of technologically advanced computer-supported learning environments in educational practices can be difficult (Engeström, 2016). Engeström argues that the efforts to improve the implementation may be largely misguided and therefore proposes a conceptual shift from learning environments to collective activity systems, including schools and other educational institutions, and from implementation to expansive learning. This research focuses on communities of users involved in different Activity Systems which share the same objectives: the proposed automatic organization of the objectives shall help analysing the Activity Systems and understanding their behaviour.
Methodology
In a Virtual Community, the learning process can be managed at different levels thanks to TEL that makes continuous adjustments to the learning prac-tices: students participate to online courses held by teachers and can receive automatic assessment of their understanding, teachers manage cohorts of students and share learning materials with other teachers, tutors and experts supervise and help teachers populate their courses with educational contents. In this context, the development of a system for automatic generation of learning paths is proposed, adaptively to the learners, that better suits the learner and supports teachers with the evaluation of students’ understanding. The development of such a system takes advantage of the ongoing
Di Caro, Fioavera, Marchisio, Rabellino
es and experiences carried by the University of Turin in STEM learning and teaching via the use of TELEs integrated with Advanced Computing Envi-ronments (ACEs), Automatic Assessment Systems (AASs) and simulation la-boratories. The research is carried out jointly with leading companies in Mathematics-based software solutions for educators and researchers in STEM fields.
The idea on top of the system development is to automatically cluster shared contents by the topics of the common framework of learning objetives that teachers use for contents’ creation, which constitute the nodes of the learning paths. The assumption is that it is possible to detect the relatedness between a learning material and its implicit intended learning outcomes by the extraction of the information contained in the material itself. The collec-tion of relevant informacollec-tion forms a thesaurus. NLP and MLP techniques are proposed to extract relevant information from a generic source containing a mixture of explanatory text and mathematical expressions, to be matched against the terms of the thesaurus. From these matchings, links between the digitalized version of the learning objectives’ framework and the source are established. This process of relatedness matching is based on the results ob-tained through the following investigations:
• a study on the structure of the environments involved, in order to establish how to retrieve variables of interest – about contents and users – to be used by the system;
• the identification and restructuration of the common framework of learn-ing objectives which is on top of the interaction between teachers, con-tents and students;
• the establishment of the thesaurus of elementary information expected to be found in the learning materials, and the choice of the connections with the restructured framework;
• the selection, validation, and classification of sample materials.
The feasibility of the system relies on the domain of texts’ arguments that is under investigation: mathematical/scientific sentences constitute a restrict-ed domain. Several existing thesauri can be addrestrict-ed to the learning objectives’ framework, and machine learning techniques can be exploited for the im-provement of the thesauri and related connections: trainable clustering pro-cedures will be applied to selected collections of materials validated by teachers.
The system, initially proposed both in English and Italian language, is in-tended to be a RESTful Web Service integrated to virtual environments, ad-hering to the following principles: resource identification, explicit use of HTTP methods, self-descriptive resources, resource links, stateless communi-cation. Among the variables of interest for the system there are textual de-scriptions of the learning resources stored in the environment, student’s
A model for structuring shared learning materials within a Virtual Community
vant data (history of learning achievements certified by the teacher), class results (on assessments related to learning resources), teacher’s suggestions (expected learning time, fundamental learning objectives), students’ feedback (forum posts, amount of usage, like/dislike), hardware and software capabili-ties.
The development of the system continues with the following steps: • highlight of the different language/country dependencies;
• set up of the system, independently from the virtual environments consid-ered, working with natural language inputs;
• definition of the method for verifying the correctness and reliability of the system;
• definition of projects for the experimentations with teachers, classes, stu-dents;
• consideration about the system update issues on teachers/editors’ modifi-cations to the resources;
• creation of the integration of the system into the virtual environments. The experimentation involves the following phases:
• survey on students and teachers involved in the project in order to figure out the most wanted feature of the orienting system;
• engagement of groups of experts/teachers in the definition of the “weight” that the system should consider when creating the suggested learning paths;
• applications to existing projects and/or creations of new projects to test the system.
Discussion
As for the Italian version of the system, teachers and students involved in the National Project Problem Posing and Solving (PP&S) of the Italian Minis-try of Education are engaged (http://progettopps.it). PP&S is a community of teachers and a community of virtual classrooms for Italian Secondary Schools courses: teachers collaborate in the creation of learning materials, manage Moodle courses for their students and share learning materials through tools available as Moodle integrations or other resources of the common courses, under the supervision of tutors – experts in the use of digi-tal tools.
The common frameworks that rules PP&S teachers’ work are the docu-ments representing a common base of knowledge and skills for high school courses, namely the “National Guidelines” (MIUR, 2010a) (MIUR, 2010b). Pub-lished before the school year 2010/2011 by the Italian Ministry of Education, they specify competences, knowledge and abilities to be included in the
Di Caro, Fioavera, Marchisio, Rabellino
riculum of Secondary School students. An ontology is proposed as the re-structuration of these National guidelines:
• <learningobjective> are divided in <subjects>;
• each <subject> is in turn divided in <units>. For the “Math” subject, the fol-lowing units have been selected from the Guidelines: “Arimetica e Alge-bra”, “Relazioni e funzioni”, “Dati e previsioni”, “Elementi di informatica”, “Area generale”, “Geometria”;
• each <unit> contains different <themes>, known by domain of expertise; • <theme> serves as container for subthemes, namely the Natural language
description of learning objectives extracted from the Guidelines; • each <subtheme> can involve <knowledge> or <abilities>;
• each <aknowledge> or <ability>, while being described in Natural lan-guage, is related to <keywords> and <formulas>;
• the overall group of <keyword> and <formula> elements is the set of rele-vant terms to be matched against the terms found in learning materials. This hierarchical organization is designed to gather the structures of the different guidelines. Its usage shall encourage inferring the students’ posses-sion of competences by their essential components, knowledge and abilities. The Document Type Declaration (DTD) of the ontology is shown in Figure 1.
Figure 1 – DTD of the ontology
<!ELEMENT learningobjective (description, subjects)+> <!ELEMENT subjects (subject)+>
<!ELEMENT subject (description, units)+> <!ELEMENT units (unit)+>
<!ELEMENT unit (description, themes)+> <!ELEMENT themes (theme)+>
<!ELEMENT theme (description, subthemes)+> <!ELEMENT subthemes (subtheme)+>
<!ELEMENT subtheme (description, knowledge*, abilities*)+> <!ELEMENT knowledge (aknowledge)*>
<!ELEMENT abilities (ability)*>
<!ELEMENT aknowledge (description, keywords*, formulas*)+> <!ELEMENT ability (description, keywords*, formulas*)+> <!ELEMENT keywords (keyword)+>
<!ELEMENT formulas (formula)+> <!ELEMENT description (#PCDATA)> <!ELEMENT keyword (#PCDATA)> <!ELEMENT formula (#PCDATA)>
A model for structuring shared learning materials within a Virtual Community
It is planned to test the system on a collection of learning materials. The chosen collection comes from the web software used in PP&S for automatic assessment; its repository contains questions shared by teachers and tutors, well-suited to a first experimentation since they are mainly designed to assess specific knowledge or abilities. An analysis of this collection highlighted that questions can vary widely depending on several aspects:
• the type of question (Mathematical Free Response, Numeric response with margin-of-error, Multiple Choice, etc.) the relevant elements can be found in different question components;
• the structure of questions that evaluate knowledge has substantial differ-ences compared to the structure of questions intended for evaluating abili-ties;
• questions can be composed of heterogeneous parts, which make it eligible for several distinct learning outcomes;
• questions can be composed only by formulas – mainly written in MathML notation – and response areas;
• questions can be designed for evaluating students’ ability to switch from a “real situation” to the mathematical notation, or to solve a question using just the mathematical notation. In the former case, the relevant infor-mation must be retrieved from the question component dedicated to the automatic assessment;
• questions can make use of images, videos or different kinds of contents, which must be detected in advance.
As for the development of the English version of the system, the partners of the European Erasmus + Key 2 Action Project SMART – Science and Math-ematics Advanced Research in good Teaching have been engaged. Two Open Online Courses (OOC) were developed for High School teachers.
Mathemati-cal Modelling for Math teachers and Observing, Measuring and Modelling in
Science for Teachers of Physics and Science are the two Massive Open Online Courses (MOOCs) available at the web address http://opensmart.unito.it. They contain free contents built on top of educational models shared among Euro-pean countries. These contents have been designed to help teachers use learn-ing objectives related to key competencies, to access and share educational resources. Ready-to-use problems solved with an ACE have related assign-ments with automatic assessment: the connections between those materials, known a priori, could be effective for the investigation of possible patterns among natural text describing “real situation” and mathematical notations which describe the solutions or populate the questions.
Di Caro, Fioavera, Marchisio, Rabellino
Conclusions
A system that is able to identify questions similarity in verifying similar learning outcomes shall help teachers in evaluating knowledge and abilities - thence competences - and should be able not just to orientate students in find-ing the right resource - appropriate as for level and modality - but also to of-fer a panoramic of the most appropriate complete paths of required resources useful in order to accomplish one or more learning objectives, according to: • the teachers’ experience in creating 'proper contents';
• the competence of the system creators in recognizing and set up correct connections between different resources;
• the feedback/data from students.
Moreover, links between materials and learning outcomes could be also used for adaptive questions dispatching – for example, as feedback – within an assignment with automatic assessment performed by a student: depending on the result obtained by answering a question, the environment could sug-gest to the student another question chosen from the organized collection of shared materials.
A big value of this work will be to allow teachers to freely describe their learning materials, instead of a mere tag or classification. Concurrently, the emerging of similar formats is expected. The experimentation could lead to a smart, social and effective micro learning approach into Virtual Communities, since the system will help identify the ‘best’ resources for each student or classroom. Therefore, it will improve the creation process of knowledge ba-ses. Clearly, it shall also save time to teachers and especially to students.
The automatic guidance relies on the environment where the students – and teachers – are in. This would both add value to the great amount of digital ed-ucational resources currently possessed and shared among the communities of teachers, and enhance the future creation and validation of new resources. It is expected a spread of the use of the advanced tools involved in the project and of the digital educational resources currently possessed and shared among the communities of teachers.
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Collana Proceedings della Multiconferenza EM&M ITALIA
Volumi pubblicati
Design the Future! EXTENDED ABSTRACTS DELLA MULTICONFERENZA
EMEMITALIA2016, a cura di Marina Rui, 2017 (ISBN: 978-88-97752-89-9)
03.
01.
Progress to work. Contesti, processi educativi e mediazioni tecnologiche.
EXTENDED ABSTRACTS DELLA MULTICONFERENZA EMEM ITALIA 2017, a cura
di Marina Rui, 2018 (ISBN: 978-88-94943-06-1)
02.
Marina Rui, Laura Messina, Tommaso Minerva, Teach Diferent! Proceedings
della multiconferenza EMEMITALIA2015, 2016 (ISBN: 978-88-97752-60-8)
Proceedings della multiconferenza EMEMITALIA che raccoglie lo stato dell’arte a livello nazionale dell’e-learning, la media education e l’ambiente di condivisione Moodle.
EMEMITALIA è una MultiConferenza cui concorrono società scientiiche, associazioni, gruppi di ricerca, reti di istituzioni, ossia Comunità, attive nella ricerca e nella promozione delle metodologie e delle tecnologie per l’innovazione didattica, con l’obiettivo condiviso di aggregare la molteplicità di eventi e iniziative pubbliche relative a metodologie e tecnologie per l’innovazione didattica e realizzare un evento unitario nel panorama italiano con un rilesso internazionale.
I temi trattati nel 2017 sono: • Open Education e Moocs; • La scuola digitale;
• Open Communities ed Education Networks; • Games, simulazioni e formazione in ambito clinico;
• Flessibilità nella formazione continua e innovazione dei modelli formativi; • Tecnologie e didattica universitaria;
• Formazione degli insegnanti e competenze digitali.
Marina Rui, ricercatrice in Chimica Teorica all’Università di Genova, attualmente è Delegato
del Rettore per l’e-learning e per la rete EDUOPEN.
É il presidente in carica di EMEMITALIA (www.ememitalia.org).
È anche membro del Program Committee del Convegno internazionale sull’e-learning (IADIS e-learning) dal 2009. In qualità di chimico i sico, è parte del ECTN (European Chemistry Thematic Network) dal 1997.
