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Highly Interactive Web Courseware

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Highly Interactive Web Courseware Highly Interactive Web-Based Courseware Dissertation der Fakultät für Informations- und Kognitionswissenschaften der Eberhard-Karls-Universität Tübingen zur Erlangung des Grades eines Doktors der Naturwissenschaften (Dr. rer. nat.) vorgelegt von Dipl.-Inform. Frank Hanisch aus Reutlingen Tübingen 2004 Tag der mündlichen Qualifikation: 11.02.2004 Dekan: Prof. Dr. Martin Hautzinger 1. Berichterstatter: Prof. Dr.-Ing. Dr.-Ing. E.h. Wolfgang Straßer 2. Berichterstatter: O.Univ.-Prof. Dr.Dr.h.c.mult. Hermann Maurer (Technische Universität Graz) 3. Berichterstatter: Prof. Dr. Dr. Friedrich W. Hesse iii Zusammenfassung Zukünftige Lehr-/Lernprogramme sollen als vernetzte Systeme die Lernenden befähigen, Lerninhalte zu erforschen und zu konstruieren, sowie Verständnis- schwierigkeiten und Gedanken in der Lehr-/Lerngemeinschaft zu kommunizieren. Lehrmaterial soll dabei in digitale Lernobjekte übergeführt, kollaborativ von Programmierern, Pädagogen und Designern entwickelt und in einer Datenbank archiviert werden, um von Lehrern und Lernenden eingesetzt, angepasst und weiterentwickelt zu werden. Den ersten Schritt in diese Richtung machte die Lerntechnologie, indem sie Wiederverwendbarkeit und Kompabilität für hyper- mediale Kurse spezifizierte. Ein größeres Maß an Interaktivität wird bisher allerdings noch nicht in Betracht gezogen. Jedes interaktive Lernobjekt wird als autonome Hypermedia-Einheit angesehen, aufwändig in der Erstellung, und weder mehrstufig verschränk- noch anpassbar, oder gar adäquat spezifizierbar. Dynamische Eigenschaften, Aussehen und Verhalten sind fest vorgegeben. Die vorgestellte Arbeit konzipiert und realisiert Lerntechnologie für hypermediale Kurse unter besonderer Berücksichtigung hochgradig interaktiver Lernobjekte. Innovativ ist dabei zunächst die mehrstufige, komponenten-basierte Technologie, die verschiedenste strukturelle Abstufungen von kompletten Lernobjekten und Werkzeugsätzen bis hin zu Basiskomponenten und Skripten, einzelnen Programmanweisungen, erlaubt. Zweitens erweitert die vorgeschlagene Methodik Kollaboration und individuelle Anpassung seitens der Teilnehmer eines hypermedialen Kurses auf die Software-Ebene. Komponenten werden zu verknüpfbaren Hypermedia-Objekten, die in der Kursdatenbank verwaltet und von allen Kursteilnehmern bewertet, mit Anmerkungen versehen und modifiziert werden. Neben einer detaillierten Beschreibung der Lerntechnologie und Entwurfsmuster für interaktive Lernobjekte sowie verwandte hypermediale Kurse wird der Begriff der Interaktivität verdeutlicht, indem eine kombinierte technologische und symbolische Definition von Interaktionsgraden vorgestellt und daraus ein visuelles Skriptschema abgeleitet wird, welches Funktionalität übertragbar macht. Weiterhin wird die Evolution von Hypermedia und Lehr-/Lernprogrammen besprochen, um wesentliche Techniken für interaktive, hypermediale Kurse auszuwählen. Die vorgeschlagene Architektur unterstützt mehrsprachige, alternative Inhalte, bietet konsistente Referenzen und ist leicht zu pflegen, und besitzt selbst für interaktive Inhalte Online-Assistenten. Der Einsatz hochgradiger Interaktivität in Lehr-/Lernprogrammen wird mit hypermedialen Kursen im Bereich der Computergraphik illustriert. v Abstract The grand vision of educational software is that of a networked system enabling the learner to explore, discover, and construct subject matters and communicate problems and ideas with other community members. Educational material is transformed into reusable learning objects, created collaboratively by developers, educators, and designers, preserved in a digital library, and utilized, adapted, and evolved by educators and learners. Recent advances in learning technology specified reusability and interoperability in Web-based courseware. However, great interactivity is not yet considered. Each interactive learning object represents an autonomous hypermedia entity, laborious to create, impossible to interlink and to adapt in a graduated manner, and hard to specify. Dynamic attributes, the look and feel, and functionality are predefined. This work designs and realizes learning technology for Web-based courseware with special regard to highly interactive learning objects. The innovative aspect initially lies in the multi-level, component-based technology providing a graduated structuring. Components range from complex learning objects to toolkits to primitive components and scripts. Secondly, the proposed methodologies extend community support in Web-based courseware – collaboration and personalization – to the software layer. Components become linkable hypermedia objects and part of the courseware repository, rated, annotated, and modified by all community members. In addition to a detailed description of technology and design patterns for interactive learning objects and matching Web-based courseware, the thesis clarifies the denotation of interactivity in educational software formulating combined levels of technological and symbolical interactivity, and deduces a visual scripting metaphor for transporting functionality. Further, it reviews the evolution of hypermedia and educational software to extract substantial techniques for interactive Web-based courseware. The proposed framework supports multilingual, alternative content, provides link consistency and easy maintenance, and includes state-driven online wizards also for interactive content. The impact of great interactivity in educational software is illustrated with courseware in the Computer Graphics domain. vii Acknowledgements This thesis was conducted during my occupation as Research Assistant at the Graphical-Interactive Systems group of the Wilhelm Schickard Institute (WSI/GRIS), University of Tübingen. First and foremost, I would like to thank my advisor Prof. Wolfgang Straßer for supporting me throughout my work, and giving me the freedom in research I needed. The referees Prof. Hermann Maurer and Prof. Friedrich W. Hesse I would like to thank for rendering their expert opinion with respect to my work. Much gratitude is given to those who supported me and were of great help throughout the cooperations and meetings. Special thanks go to, in alphabetic order, Prof. Steve Cunningham (California State University Stanislaus), Dr. L. Miguel Encarnação (Fraunhofer CRCG, Providence), Prof. Dr. Thomas Ertl (University of Stuttgart), Prof. Dr. James D. Foley (Georgia Institute of Technology), Prof. Maike Franzen (University of Applied Sciences Solothurn), Prof. Mike McGrath (Colorado School of Mines), Prof. Dr. Michael H. W. Hoffmann (University of Ulm), Prof. Dr. Reinhard Klein (University of Bonn), and Prof. Dr. José Carlos Teixeira (University of Coimbra). I would also like to thank Dr. Beatriz Barquero (KMRC Tübingen), Tobias Bolch (University of Erlangen), Dr. Ulrike Creß (KMRC Tübingen), Prof. Craig Gotsman (Technion – Israel Institute of Technology), Dr. Kurt Kratschmann (IBM IT Education Services), Martin Rotard (University of Stuttgart), and Simon Wiest (University of Tübingen) for technical feedback and evaluation. Further thank is due to the colleagues and students of the WSI/GRIS, especially to my students Sven Gottwald, Christian Holzer, Patrizia Nardin, and Benjamin Nill. The Runge Kutta integrator is courtesy of my colleague Michael Hauth, and the Shear Warp factorization of Alexander Ehlert. A special thank belongs to my wife and my family for their appreciation. viii Contents 1 Introduction .................................................................................11 1.1 Grand Challenges .............................................................................. 11 1.2 The Computer Revolution ................................................................. 13 1.3 Structure and Scope .......................................................................... 14 2 Basics .............................................................................................17 2.1 Interactivity ....................................................................................... 18 2.1.1 GUI Characteristics ................................................................. 18 2.1.2 Perception and Cognition......................................................... 20 2.1.3 A Qualitative Framework ........................................................ 22 2.2 Hypermedia........................................................................................ 24 2.2.1 Origins ...................................................................................... 24 2.2.2 Design Principles...................................................................... 25 2.2.3 The Web .................................................................................... 29 2.3 Web-Based Courseware..................................................................... 31 2.3.1 Educational Software............................................................... 32 2.3.2 Learning Management Systems.............................................. 36 2.3.3 Content Management............................................................... 38 2.3.4 Learning Technology Standards.............................................. 42 2.4 Interactive Learning Objects ............................................................ 45 2.4.1 Repositories .............................................................................. 45 2.4.2 Software Components .............................................................. 52 2.4.3 Scripting...................................................................................
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