Creating, importing and using SELEAC content EVTEK – EVITech

Transcription

Creating, importing and using SELEAC content EVTEK – EVITech
SELEAC 2003-4715 /001-001 EDU-ELEARN
Creating, importing and using
SELEAC content
Pentti Viluksela
EVTEK Institute of Technology
Finland
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EVTEK – EVITech
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• polytechnic
• three institutes
– Technology
– Business
– Arts and Design
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• Insitute of Technology
– 10 B.Sc. programmes in
Finnish
– 2 B.Sc. programmes in
English
– campuses in Vantaa and
Espoo
Finnish educational system
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Higher
education
Universities
Polytechnics
Secondary
education
Upper Secondary
Schools
Vocational
Schools
Adult
education
Comprehensive School
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Media technology at EVTEK
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• Media Technology Programme
– in Finnish
– Digital media, Print media
• Media Engineering Programme
– in English
– Digital media
• educational options
– full time / adult education
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– specialization studies
EVTEK and SELEAC
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• Partner in CustomDP
– 2002 - 2004
• Partner in SELEAC
– 2004 - 2005
• System and content used in teaching and
learning
– Digital printing systems
– Materials
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– Finishing
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SELEAC team of EVTEK
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Pentti Viluksela
Chief editor,
Materials
Krista Timonen
Content creator,
Finishing
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Vesa Heikkinen
Content creator,
Paper
Seija Ristimäki
Chief editor,
Finishing
Mari Ali-Raatikainen
Content creator, Inks
Contents
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1. content creation
– how to create learning material
2. loading into the system
– how to transfer the content to the database
3. using content
– how to use the content in different teaching and
learning situations
4. experiences
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– lessons learnt at EVTEK
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SELEAC content structure
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Course
Module
Topic
SCO
Materials
Paper and board
Paper properties
Strength
properties
Finishing
Inks and
varnishes
Paper grades
Optical
properties
Printing
Light-sensitive
materials
Paper and ink
interaction
Surface
properties
etc.
etc.
etc.
etc.
• SCO = Sharable Content Object
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• can be used alone or in different aggregations
– teacher (or learner) decides on the use
Part 1. Creating content
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Creating a SCO
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• one SCO teaches one thing
– optimal length?
• learning goals?
– should be defined
• structure of headings, text, tables?
– should promote easy reading
• interactivity?
– may enhance learning
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Text
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• the SCO text created with any text
processing software
– spell checker
• can also be created with XML editor
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Images
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• processed with image editor
• image size
– low res version for screen display
– optional high
res version for
pdf output
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Files & links
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• animations, video clips, pdfs...
• links to web pages...
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Combining the ingredients
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• creating a XML file for a SCO
– using XMetaL software with SELEAC style
definitions (DTD)
– typing or copy-pasting texts
• formatting the text
– applying formatting with style tags
– inserting objects like tables, images, tests
– inserting links, vocabulary entries, etc.
• saving and validating the file
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• zipping XML and other files
New XML document
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• the selected DTD contains style definitions
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Empty document
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Text entry & formatting
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Images
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Code view
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Content creation: Summary
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• technically easy to use
• the challenges
– what are the learning goals?
– how will the content be used, by whom?
– what is the optimal screen design?
– what limitations do we have to consider?
– how to create the best ingredients - text, images,
videos, animation, etc.?
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...normal pedagogical considerations!
Part 2: Loading into the system
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Loading
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• log into the SELEAC website
• upload zipped file
– xml file + images etc.
• input metadata
• done!
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Metadata
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• contains useful data about the SCO
– used for searching, classifying, crediting...
– useful for teachers, content creators, students
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Part 3: Using the content
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SELEAC website
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• log in
• search
– browse through contents
– search using various criteria
– add your own bookmarks
– make your own aggregations
or
• go to a predetermined content
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– ready courses, modules, topics
Use as course material
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• Case: Digital printing systems
– CustomDP content on digital printing
• Complementary to lecture material
– powerpoints often difficult as learning material
• Base for tasks and exercices
– fact-finding, presentations, quizzes
• PDF output produces a course book
– works well with larger aggregations
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• main resource for the exam
Use as complementary material
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• Case: Digitaaliset painojärjestelmät
– lectures in Finnish
– CustomDP material in English
• Students learn terminology in English
– a “soft landing” to international communication
• Resource for tasks and exercises
– complementary and supplementary to lectures
• Resource for the exam
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Use as self-study material
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• Case: Digital printing systems
– for students who missed the course (exchange
students etc.)
• ready-made aggregation, no lectures
• basis for exam
• supplemented with lab exercises
– various digital printing tasks
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Use as reference material
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• option for advanced students
– student browses the content
– creates her/his own aggregations
– tools: bookmarks, aggregation editor, pdf tool
• various uses
– resource for projects, assignments, group work
– reference for thesis work
– material for language training
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• usage will increase as more content becomes
available
Using content: Summary
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• SCOs + aggregations = flexibility!
– different learning situations
• classroom teaching, open learning, blended approach
– different student groups
• Finnish/English speakers, exchange students, individuals
– different approaches
• teacher-centered vs. student-centered
• teacher to guide & give support
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Part 4: Experiences
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Community approach
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• common effort
– sharing the work, resources and results
• rights issues
– use and translation allowed for partners
• quality assurance
– pool of experts available for advice and review
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Language issue
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• learning is best in one’s mother tongue...
– helps deeper understanding
– many EVTEK students complain about lectures
and material in English (let alone in Swedish...)
• ...but content in other languages may enrich
learning
– two-language approach
– policy of the Finnish polytechnics
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Content creation by students
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• “creating learning material and teaching
others is the best way for students to learn”
• selected EVTEK students as content creators
– senior students: total responsibility (with teacher
supervision)
– junior students: using content and improving it
– specific tasks: illustrations, animations
• a good solution when...
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...combined with a quality assurance system!
Usability issues
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• CustomDP system had some problems
– slow pdf conversion & loading of content
– inflexible aggregation editor
• first experiences from SELEAC are good
– user account management
– uploading of SCOs, metadata input
– browsing, searching
– aggregation tool
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Textbook or SELEAC content?
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• potential benefits of SELEAC
– content can be tailored for the target group
– content can easily be updated
– continuous development is possible
– quality assurance mechanism in place
– reasonable costs (?)
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Virtual learning environments
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• WebCT used in EVTEK
– until August 2005
• Moodle introduced in late 2004
– students convert WebCT courses into Moodle
– training provided for teachers and staff
• SELEAC content not yet imported into
WebCT or Moodle
– comments form other users awaited
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Screen or paper?
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– Observation: most students prefer paper
– Prediction: most students will prefer screen
• Advantages of the screen
– better screens, cheaper colour, recyclable content
– videos, animations
• Advantages of paper
– better resolution, easier annotations
– portability (prestige)
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• SELEAC has both...
... and in the future, mobile phones, PDAs, digiTV?
Future
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• new content
• translation of content
– into English, Greek, Dutch, German, Finnish
• content used in teaching and learning
– feedback collected
• continuous improvement
• expansion
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– more users, content creators, subjects, content
– critical mass
Create - Share - Learn
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Thank you for your attention!
www.evtek.fi
pentti.viluksela@evtek.fi
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