Educational Script Visualization

The educational script visualization I presented at the Duisburg mini camp on Educational Modelling (IMS-LD, UML and Active Documents)

Maze diagram


Arguegraph diagram

Some of the features I noted as missing (and some answers goten)
- is a ressource a learning object (-> part of the environment)?
-> A resource could be seen as a learning object, that is an atomic environment (a tool)
- what kind of constraints do we have (input?, time?)
-> Silence. No other type of constraint were specified
- no data flow between activities and social planes
-> A different perspective like the SWISH model could be useful
- how could we call the flow between activities (interactions)
-> ?
- Events needed for the flow are not necessary
-> UML state diagram could be a solution
- no sence of timing
-> Only time constraints specifiy the timing
- formal and informal roles?
-> Informal roles are note necessary to specifiy and could be put in the design rational

Feedback received for my presentations
- A ressource is context related, so I sense of context is needed. A context is more than and environment. It has preconditions, prerequisits.
- Another method on an in/output could be “H” for hearing
- The social description should be present at the highest level (“pedagological” level)
- The representation of changing the roles should specifiy “why” the roles are changed
- Mapping the “when learning happens” with external description or comments
- Social planes are not described. Possibly describe with another perspective
- There could be a symbol for every learning activity (could complexify too much the visualization)
- We had a talk on the information the researchers want the student to experience and the gap between what should happen and what really happens (expecation what happens)
- Ways to script the interaction is not present (good to prevent over-scripting?)
- It shoud be mentionned “why” such environment and tools are present (what are their puprose)
- The first level should show the environment and educational description
- Add a “!” signal to emphasize the critical moments of the scripts
- It is weak on constraint management
- classification of activities
- Why not use already used modeling artecfacts (eg UML)?
- Work on the different levels to final have a strong connexion”educational” “system” (having the same conceptual model)
- Define the conceptual model (inventory of elements)
- Define perspective (what elements are available on the inventory)
- Integrate the perspective and elements

Ulrich got more comments

- Not to go down to model mental processes
- External action into a role (separate)
- What could be in the workflow model and the design rational
- The is a need for both simple or rich conceptual model
- 2 ways: Mapping the conceptual model to descriptive language (ie IMS-LD) or give a new model
- Design retional (what do we want to express)
- Important are objects and their definition