eCOOL eLearning combined with cooperative, open learning eCOOL eLearning combined with cooperative, open learning Overview what is eCOOL? working with assignments competence based learning individualization eCOOL tools für Moodle ePortfolio work & feedback game-based learning scenarios … based upon work from John Dewey & Helen Parkhurst … using Dalton-Principles COOL (COoperative Open Learning) was first introduced in Upper Secondary Schools with business-background in Austria – ages 14-20 focus at first was in classes with weak learners due to the big success it was shortly after transferred to all classes now the transfer to different school-types (schools with technical or general focus) has been initiated What is COOL? History teamwork responsibility self-dependency learning to cooperate, freedom, creativity, learning to be a teamplayer free choice of when to do what (budgeting time, place of work and being responsible for individual advancement („learning-contract“) controlled planning of projects, documentation of learning-advancement, individual activities = cooperative, open Learning What is COOL? COOL Quality-Criteria class-teacher teams with team communication (at least three meetings per semester) COOL-course training required by at least two teachers written assignments with precise educational objectives freedom of choice to work on assignments within open learning phases – recommended at least 3 hours per week class councils as a social-integrative method (3 per semester) Must-Haves Center of Cooperative Open Learning main tasks cooperation / networking / information/ pr continuous development educational concepts organizing seminars http://cool.schule.at Austrian-wide center to establish this learning-method on a broad range – an initative of the Austrian Federal Ministry of Education (bm:ukk) bmukk.gif Quality-Criteria COOL COOL networking partners optional certification at http://cool.schule.at COOL (impulse)schools certified visitable school multiplier HQ E-Cool_neu.jpg netzwerklogo Logo Impulsschule Neu.JPG 3-year-certifications schools using COOL & eLearning some logos… ecool_button.jpg oesterreich.jpg certified COOL impulse-schools HAK Klagenfurt International CHS Villach BHAK/BHAS Bludenz BHAK/BHAS Reutte BHAK/BHAS Imst BHAK/BHAS Deutschlandsberg BHAK/BHAS Bruck/Mur BHAK/BHAS Oberwart HAK/HAS Mödling BHAK/BHAS Neunkirchen BHAK/BHAS Kirchdorf BHAK/BHAS Laa/Thaya Wien HAK22-Donaustadt SZ Ungargasse HAS Friesgasse BHAK Neumarkt AC Salzburg HAK Hallein center of cooperative open learning HLW Linz- Landwiedstr. HLW Bregenz- Marienberg HLW Zwettl HLW Hartberg eCOOL eCOOL uses eLearning tools with the cooperative, open learning method utilizing COOL method eLearning platforms (lms systems such as MOODLE) minimizing online-phases eCOOL assignments ePortfolio-work game-based learning E-Cool_neu.jpg definition eCOOL lms systems using collaborative & communicative elements, activities promotion of social competences & soft skills results of assignments as parts of ePortfolios verbalized feedback & reflection individualization didactical scenarios like game-based learning more aspects working with assignments eCOOL goals precognition budgeting time (release & deadline) interest pockets materials tasks & learning products examination method, choice of social-form feedback/ePortfolio/SCORM/blogging commitment, learning contract ecool.jpg assignments Basic: assignments in structured form with goals, time-table, social-form assignments in word format distributed via lms upload of assignments verbalized teacher feedback Advanced: feedback of students – electronic questionnaire downloadable in SCORM format Expert: integration & use of ePortfolios use of social media didactical scenarios such as game-based assignments eCOOL assignments compentence based learning (e)COOL-competences social metho-dological media content-related competences eCOOL social competence (teamwork) methodological competence (extract, structure, reflect, ….) eCOOL: media competence content competence (Vienna educational standards) competence orientation … is done primarily by the description of educational objectives competences are referred to with „I can…“-statements within the educational objectives as part of assignments = descriptors for educational standards Example: „I can present myself within a social community in a correct manner“ or „I can do calculations using an electronical spreadsheet“. assignments understand use analyze develop competence model actions (…used for competence grid) educational objectives teachers‘ viewpoint: by describing educational standards as goals within a given assignment students‘ viewpoint: pre-assignment goal assessments – self-reflection competence orientation assignments educational objectives example educational objectives methodological competence - examples „find the provided expression (i.e. what is usb?) on the web and summarize it into the MOODLE-glossary – all information in the glossary will part of an examination“ „read the weblink provided, extract some multiple choice questions with answers, enter them in MOODLE question creation activity“. then: do quiz reflect results rework questions do quiz again use superbrain game with quiz and work on it at home match yourself with others – MOODLE results block „If you can google it – don‘t teach it!“ educational objectives methodological competence individualization COOL related to environment: school architecture, netbooks related to time: schedule, COOL hours related to content: individualized differences within assignments DSC00903.JPG individualization learning contracts (COOL assignments) consist of main topic possible subtopics several assignments educational objectives are proposed by the student and negotiated with the teacher (who adds or removes items). COOL learning contracts With my signature I confirm that I have carefully read this assignment and that I have understood all the tasks. eCOOL ATTLS-questionnaire to gain information related to the types of learners (connected knower vs. seperate knower) electronical assignments with educational objectives and individualized subtasks (obligatory/voluntary) self-assessment with additional tools (rubrics) ePortfolio-upgrade – competence-grid individualization eCOOL tools for MOODLE exabis_student_review_block.jpg exabis student review for MOODLE 11.jpg exabis ePortfolio block for MOODLE exabis flashgames for MOODLE eCOOL tools eCOOL ePortfolio work eCOOL Usage of ePortfolios within eCOOL concept document management self-reflection & trainer-feedback (blogging) publishing-aspect (i.e. one‘s best work) documentation of learning progress ePortfolio work exabis ePortfolio block internationally certified1 freely available/opensourced integrateable into Moodle as a block downloadable via moodlekurse.org easy start into ePortfolio work easily exportable and transferrable ePortfolio data via SCORM export 1 – first internationally certified third-party-tool for Moodle facts myportfolio.jpg views exabis ePortfolio block 16.jpg exabis ePortfolio block SCORM-export eCOOL reflection & review reports for students aggregated from different teachers based on variable time period verbalized feedback rating on COOL scale (teamwork, responsibility, self-dependency) printable customizable version exabis student review facts exabis_student_review.jpg exabis_student_review_block.jpg exabis student review mask zeugnis exabis student review report eCOOL game-based learning game-based learning there are many games around, but… they are usually not developed by/for teachers cannot be manipulated by teacher are not integrateable into platforms usually don‘t have a didactical concept introductory thoughts game-based-learning – categorization of serious games1: knowledge-oriented contents questions glossary memory … operative competence and systematical context virtual worlds role-playing games simulations 1simplified illustration from Mayer/Seufert, 2003 game-based learning systematics Demo-Games.jpg The games-module of Moodle combines simple games with contents of courses: questions, quizzes, glossary… games: hangman, crossword, cryptex, millionaire, sudoku, "Snakes and Ladders", "Book with questions" and "The hidden picture" game-based learning MOODLE games Do you think it is useful to use games as part of class work? Would you use games to learn certain subjects? How should a game work so it will be accepted by students?   Re: Game Based Learning2 Yes, I think that games are useful for class work. They are fun and can simplify learning. A game has to be fun and thrilling for students! Re: Game Based Learning Nice game – even though it does not quite come up to Warcraft III. It can be used for learning in class because it is good for a change. I would however prefer multi-player games so I can match myself with classmates. 2students asked were age-group 15-18 game-based learning student feedback – snakes & ladders Re: Game Based Learning In my opinion it is very innovative to use games during classes. They can help teachers make courses more interesting and simplify learning.   Re: Game Based Learning I think that this game is way too boring – there is no benefit for me to play this game. All you do is climb up a ladder and after finishing nothing really happens. A game should be exciting, challenging and also useful for learning. It might be a good start but there is still a lot to do ;) game-based learning student feedback – snakes & ladders ctd. braingame.jpg game-based learning exabis flash games so far: superbrain game combinable with results block future business simulation „start-up“ new game: click and unhide full integration of gamelabs.at http://www.moodlekurse.org/course/view.php?id=61 http://moodle.hak-steyr.at/course/view.php?id=167 didactical setting communicates with MOODLE challenge-aspect downloadable at: www.moodlekurse.org game-based learning superbrain game Where is the connection between eCOOL and game-based learning? braingame.jpg startup.jpg 127thstreet.jpg usage of games using eCOOL-assignments: using different social-forms (individual work, group-work, partner-work) assignments with work packages individualized knowledge acquirement interdisciplinary work development of media competences eCOOL game-based learning game category assignment time aspects Superbrain-game quiz read articles make questions/answers enter questions into lms give test reflect play superbrain-game 2-4 hrs motivational individualized challenge Startup simulation introduction into subject produce scenario play game reflection of results do alternative scenarios 2-4 hrs simulation manipulation of scenarios Museum Online adventure use different subjects develop storyboard with students use software/editor other students play adventure reflection and correction 8-10 hrs interdisciplinary high level of student-involvement braingame.jpg startup.jpg http://ooe.mo09.museumonline.at/ forumhall.jpg eCOOL game-based learning scenarios with micro games eCOOL game category assignment time aspects The movies simulation getting acquainted with the game creative process: find ideas, develop storyboard Individualized development of dialogs actors scenes audio-sequences film 12-16 hrs high level of individualization strengthening of media competences interdisciplinary motivational Rockband rythm-game group of students become band develop marketing-concept develop virtual identities play game business-aspects: management competition „Battle of the bands“ 12-16 hrs challenge social competence multimedia competence interdisciplinary themovies.jpg rockband.jpg scenarios with complex games 480px-Rock_band_cover.jpg rockstar.jpg IMG_2058 (Small).JPG IMG_2051 (Small).JPG eCOOL I wanna be a rockstar eCOOL I wanna be a rockstar – evaluation criteria evaluation_criteria.jpg cooperative project between teachers (provide professional contents) students (provide ideas for games, concepts) and developers (professional output). game-based learning scenarios and gaming concepts should be developed and published using game development engines (i.e. for making of adventures) and individually produced games (i.e. during school-projects). eCOOL gamelabs.at game category assignment time aspects gamelabs text-based adventure with background-graphics develop a game idea write a storyboard develop dialogs with questions and answers define scenarios create the game online integrate into MOODLE-courses challenge others 12-16 hrs high level of individualization emphasis on social competences strengthening of media competences interdisciplinary motivational gamelabs.at.jpg eCOOL gamelabs.at adventure_creator.jpg play games register as a teacher create online-adventures integrate games in Moodle challenge others ac1.jpg ac2.jpg eCOOL gamelabs.at konzept_farbe_browserfenster_planet.png Future project social communities communication act in a community intercultural differences strategies for solving problems can be extended by adding new tasks eCOOL community game „little green planet“ cool_dvd.jpg COOL-Trailer: http://www.youtube.com/watch?v=cbDFfjz39Qc eCOOL-Trailer: http://www.youtube.com/watch?v=vXSfVPWAqnw DVD: http://cool.schule.at Thank you! information regarding COOL http://cool.schule.at communication-platform for COOL-teachers www.cooltrainers.at/moodle eCOOL-assignments & exabis-MOODLE-modules www.moodlekurse.org my company: elearning, social media, cms twitter: http://twitter.com/gtnsolutions mail: ariepl@gtn-solutions.com web: www.gtn-solutions.com gtn.jpg

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