May 28, 2016 2:16 PM
Paul Inventado co-authored a book chapter “Educational Data Mining and Learning Analytics: Potentials and Possibilities for Online Education” with Ryan Baker in Emergence and Innovation in Digital Learning:
Foundations and Applications.
April 16, 2016 6:04 PM
Peter Scupelli gave a talk on “Improving Online Learning Experiences with Big Data, Design Patterns, Randomized Control Trials, and Online Repositories” as a guest lecturer at the HAN University of Applied Sciences in Arnhem, Netherlands.
Last updated: 6:04 pm
April 11, 2016 8:10 AM
Peter Scupelli and Paul Inventado presented “Design Patterns for Math Problems and Learning Support in Online Learning Systems” at the Viking Conference on Pattern Languages of Programs (Viking PLoP) 2016 in Leerdam, Netherlands.
Abstract:
Increasingly, many institutions and students benefit from online learning systems each year. For example, in 2016 Massive Open Online Courses (MOOCS) reported as many as 16 million enrolled students and online tutoring systems reported over half a million enrolled students. In the literature, many design patterns capture online learning system designs for class management, discussion facilitation, lecture delivery, and feedback. In this paper, we describe design patterns that describe finer-grained activities within online learning systems such as the design of problem-solving activities and their associated learning support. The three patterns presented in this paper describe designs for constructing math-problem content and corresponding learning support for students who answer these problems – Mastery Learning Templates, Explain Worked Solutions, and Scaffold Problems with Guide Questions. We found these patterns using the data-driven design pattern production (3D2P) methodology on data collected from the ASSISTments online learning system. The design patterns we describe were mined from data on student interactions with an online learning system and linked patterns to existing learning science literature.
Last updated: 8:10 am
March 20, 2016 5:33 PM
Peter Scupelli gave a talk on “Post-HCI worlds: Exploring design spaces with environments, values, narratives, and time horizons.” as a guest lecturer at the PSI Workshop 2016 at Virginia Tech University’s Center for Human-Computer Interaction in Blacksburg, Virginia.
Last updated: 5:33 pm
February 29, 2016 5:45 PM
Peter Scupelli and Austin Lee gave a talk on “Teaching Interaction Design in Physical, Digital, and Hybrid Environments” at the Interaction Design Education Summit 2016, interaction16 (IXDA) Conference in Helsinki, Finland.
Summary:
Over the past two decades, new technologies shifted what Interaction Design (IxD) students need to learn for professional practice. In the mid-nineties, IxD education covered interface design and web design to the plethora of topics currently explored today, such as, sensor networks, smart environments, smart cities, Internet of Things, Augmented Reality Interfaces, and so forth.
To keep IxD university programs relevant, educators seek new ways for students to learn to design in emergent areas such as: larger scale environments (e.g., smart environments, Internet of Things, augmented reality interfaces). New technologies and design opportunities often require new design and prototyping methods.
Last updated: 5:45 pm
October 27, 2015 3:36 PM
Paul Inventado and Peter Scupelli presented “A Data-driven Methodology for Producing Online Learning System Design Patterns” at the 22nd Conference on Pattern Languages of Programs (PLoP) 2015 in Pittsburgh, Pennsylvania.
Abstract:
Online learning systems are complex systems that are frequently updated with new content, upgraded to support new features and extended to support new technologies. Maintaining the quality of the system as it changes is a challenge that needs to be addressed. Design patterns offer a solution to this challenge by providing guides to stakeholders responsible for making design changes (e.g., system developers, HCI designers, teachers, students) that will help them ensure system quality despite changes. Although design patterns for online learning systems exist, they often focus on one aspect of the system (e.g., pedagogy, learning). The data-driven design pattern production (3D2P) methodology utilizes data for producing design patterns in collaboration with stakeholders, addresses stakeholders’ concerns, and ensures the system’s quality as a whole. The paper presents five patterns produced by applying the methodology on the ASSISTments online learning system namely: all content in one place, just enough practice, personalized problems, worked examples, and consistent language. We made two changes to the pattern format: added in-text references in the forces section, and added an evidence section. The references allow the reader to learn more about the force in question. The evidence section highlights key findings uncovered from the 3D2P methodology. Four sources of evidence were considered in the pattern format: (a) literature – existing research on the problem or solution, (b) discussion – expert opinions about the problem or solution, (c) data – measures of the problem’s recurrence, and the solution’s effectiveness based on collected data; and (d) evaluation – assessment of the pattern’s performance when it was applied on an existing system. The changes to the format highlight linkages between pattern elements, theory, and empirical evidence. We believe that links further justify the design pattern, and make it easier for multiple stakeholders to understand them.
Last updated: 3:36 pm
October 27, 2015 3:32 PM
Paul Inventado and Peter Scupelli led a focus group discussion on “Developing an open, collaborative design pattern repository” at the 22nd Conference on Pattern Languages of Programs (PLoP) 2015 in Pittsburgh, Pennsylvania.
Abstract:
Ensuring the production of high quality patterns is challenging for four reasons: first, it is expensive (e.g., face-to-face meetings in international conferences); second, it lacks incentive for evaluating, critiquing, improving, and evolving existing pattern languages; third, author attribution is an issue; and fourth, stakeholders, especially designers and end-users who are the primary beneficiaries of patterns, are often not part of the process (Dearden & Finlay, 2006). There have been calls for a widespread collaboration between stakeholders in the production of design patterns (Bayle et al., 1998; Dearden & Finlay, 2006). In this workshop, we present a framework for collaboratively producing design patterns. We use the case study of producing online learning system design patterns to explain the open, collaborative pattern repository. We describe how diverse stakeholders (e.g., educators, learning analytics experts, interaction designers, online learning system experts and developers, pattern writers) could contribute to the design pattern production process. We use an open pattern repository Wiki prototype to illustrate the concept. The repository would manage design patterns and the processes needed for producing and maintaining them such as indexing, versioning, documentation, and communication.
Last updated: 3:32 pm
October 16, 2015 8:29 PM
Paul Inventado and Peter Scupelli presented “Addressing MOOCs’ Sustainability Issues Using Data-driven Design Pattern Production” at Learning with MOOCs II – 2015 in Teachers’ College Columbia University, New York.
Abstract:
Despite the popularity of MOOCs, some higher education institutions have started moving away from it. Academic leaders seem to be less convinced of MOOCs’ sustainability. Four challenges need to be addressed to improve MOOC sustainability: (a) representing and communicating MOOCs best practices, (b) evaluating MOOC quality, (c) testing, validating, and refining MOOC designs, and (d) fostering research and collaboration around MOOCs. The data-driven design pattern production (3D2P) framework discussed here, can be used to address these four issues and can lead to the development of more sustainable MOOCs.
Last updated: 8:29 pm
August 23, 2015 9:00 AM
Peter Scupelli presented a paper he co-authored with Judy Brooks and Arnold Wasserman on “Learn!2050 and Dexign Futures: Lessons Learned Teaching Design Futures” at the Industrial Designers Society of America (IDSA) International Conference 2015 in Seattle.
Introduction:
This paper explores how we might redesign education to face the challenges and opportunities of sustainable futures. Increasingly, designers operate within ever-broader contexts (e.g., technological, social, political, environmental, global). Design for sustainable futures requires the ability to envision longtime horizon strategic scenarios driven by forces likely to shape change in broader contexts. Traditional pedagogy poorly equips designers to integrate long-range strategic thinking with current human-centered design methods.
We present two interlocking projects: LEARN! 2050 and Dexign the Future. Please note the term dexign was introduced to indicate an experimental type of design. The LEARN! 2050 scenario describes design pathways from today to a new learning landscape in the year 2050. Dexign the Future, a course integrating Futures Thinking with Design Thinking, was introduced in the School of Design at Carnegie Mellon University in fall 2013 to a mix of third year undergraduate and graduate design students.
Students learned to engage strategic longtime horizon scenarios from a generative design perspective.
Lessons learned led to a three-semester sequence teaching design methods for longtime horizons aimed at transitioning towards sustainable societies. The sequence includes: Dexign Futures Seminar, Introduction to Dexign the Future, and Dexign the Future. The Dexign Futures Seminar is an online module that teaches students to critique and deconstruct existing futures scenarios. In the Introduction to Dexign the Future course students explore futures based themes, design methods, and research techniques. The Dexign the Future course deep-dives into a semester long project set in 2050. In summary, we provide here three contributions: first, an example of a future learning scenario set in 2050; second, a design course sequence that combines Futures Thinking with Design Thinking to create desirable design futures (what futurists refer to as Normative Scenarios); and third, lessons learned that lead to a pedagogy for designing for longtime horizon futures.
Last updated: 9:00 am
July 31, 2015 6:04 PM
Paul Inventado virtually presented “Promoting Online Learning System Design Quality: Utilizing Design Patterns Produced by Data-driven Approaches” at the Learning Analytics workshop in Prague, Czech Republic.
Abstract:
Many students benefit from online learning systems each year. However, it is not easy to ensure the design quality of these systems due to their complexity. In this paper, the data-driven design pattern production (3D2) methodology is presented as a solution. Specifically, it uses learning analytics and educational data mining to help uncover relationships between student learning outcomes and system designs. Designs that lead to better learning can be formalized into design patterns, which stakeholders can use to guide them in upgrading the online learning system’s components, and adding new content. The approach is further extended into an open, collaborative framework, which allows stakeholders to collaborate in the production of design patterns. A collaborative effort can speed up the pattern production process, improve the quality of the design patterns produced, share benefits among all members, and ultimately, elevate the standards of online learning system development.
Last updated: 6:04 pm
learning environments lab 