The added value of implementing the Planet Game scenario with Collage and Gridcole

Abstract

This paper discusses the suitability and the added value of Collage and Gridcole when contrasted with other solutions participating in the ICALT 2006 workshop titled "Comparing educational modelling languages on a case study." In this workshop each proposed solution was challenged to implement a Computer-Supported Collaborative Learning situation (CSCL) posed by the workshop's organizers. Collage is a pattern-based authoring tool for the creation of CSCL scripts compliant with IMS Learning Design (IMS LD). These IMS LD scripts can be enacted by the Gridcole tailorable CSCL system. The analysis presented in the paper is organized as a case study which considers the data recorded in the workshop discussion as well the information reported in the workshop contributions. The results of this analysis show how Collage and Gridcole succeed in implementing the scenario and also point out some significant advantages in terms of design reusability and generality, user-friendliness, and enactment flexibility.

A multicase study for the evaluation of a pattern-based visual design process for collaborative learning

“…The workshop is entitled "Comparing educational modelling languages on a case study" and its aim is to confront different learning design approaches and tooling through a common scenario. The scenario, approaches under comparison and detailed results are described in [19], we now introduce the conceptual structure of this case along with the main findings relevant to the multicase study and selected illustrating data. As indicated in Table 1, in this case the data under analysis include the script representing the scenario visually created with Collage, the papers presented in the workshop and the transcription of the recorded discussions.…”

“…In this sense, it should be noticed that although the expert group phase of the jigsaw is not strictly considered in this scenario (not visible), the corresponding expert-group role must exist to differentiate between members of team A and team B. This is needed for providing the right expert interview (through a shared document repository) and the specific chat room in the discussion activity of the "Jigsaw Group" phase [19]." "There are only two details that cannot be rigorously authored with Collage.…”

“…One of them is that It is not possible to specify that "the teacher decides when the exchanges are finished" because the IMS LD elements that enable its computational representation are not included in the Jigsaw-based template. However, it is possible to add the necessary IMS LD constructs to the script using other more general IMS LD compliant editor [19]. "…”

“…Finding II: the script created with Collage can be enacted using Gridcole system An IMS LD runtime system such as Gridcole is capable of interpreting the UoL created using Collage -Screenshots showing the enactment of the created script are available at http://ulises.tel.uva.es/collage/l3astronomy -By interpreting the design Gridcole guides users through the flow of collaborative learning activities integrating the tools (different instances of the tools to each group) needed to support them [19]. The tools integrated to satisfy the third party scenario are chats, a shared repository and a web tool for questionnaires.…”

A Transversal Analysis of Different Learning Design Approaches

“…The Collage Team (see Hernández-Leo et al (2008)) avoids this duplication as the number of teams is defined during the operationalisation phase. The LDL Team (see Ferraris et al (2008a)) also avoids it, but in a different way.…”