SVC 200113 Information Theory

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SVC 2001-13 Information Theory

• Project presentation and site visit
• 9 september 2004
• Nadia Spang Bovey

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Project data

• Partner institutions
• Prof. François Bavaud University of Lausanne
• Dr. Jean-Cédric Chappelier Swiss Federal
  Institute of Technology
• Prof. Jürg Kohlas University of Fribourg
• Initial budget
• Total Fr. 700500.-
• OFES contribution Fr. 250000.-
• Leader partners virtual money Fr. 250000.-
• Leader partners real money Fr. 225500.-
• State subsidized work 10 months (full time)
• Timeline
• Sept. 2001 Dec. 2003 (Aug. 2004)

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Institutional context

• Fully integrated in all three partner
  institutions (credits or exams)
• Used by regular students since Oct. 2002
• Evaluated by students, teachers and SVC
  pedagogical adviser

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Univ. of Lausanne
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Epfl
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Univ. of Fribourg
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Production cycle

• Sept. 2001 Oct. 2002
• Prototype and conversion script production
  WebCT 3.8
• Production of common modules (4/4)
• Production of linguistics, geography and
  statistics modules (3/6)
• Production of study help additional material

• Jan. Aug. 2004 (Reduced team)
• 2rd and 3rd course (regular students)
• Adjustments in all three implementations
  support to teachers and teaching assistants
• Production of additional study help videos (in
  progress)
• Migration to WebCT Vista (in progress)
• Translation of specialised modules
• Preparation of learning materials for compliance
  with reusability and interoperability standards
  (in progress)

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Pedagogical model

• Guided autonomous learning
• A jointly written textbook (3 levels of
  mathematical abstraction)
• Learning aids of various kinds
• concepts maps
• online tutoring
• control questions with feedback
• assistance for project work
• collective construction of meaning through
  negociated exam contracts
• metacognitive online work

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Deliverables ILearning objects

• Course related learning material
• English online textbook French version
• Concept maps
• Control questions
• Demos and calculation tools
• Additions (st. feedback)
• Intro/synth videos
• Conference video

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Deliverable IIConversion script

• Source text in LaTeX
• Conversion script in Python
• Each teacher can produce its own textbook
• Selected modules
• Selected level of difficulty
• With or without control questions
• French or English version
• Html and pdf files

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Deliverables IIICourse site

• Various learning scenarii (WebCT 4.0 Vista)
• 80 autonomous/online work / 20 face-to-face

UNIL Introductory meeting C1 video
intro C2 C3 Class meeting C4 G1 video intro (in
prod.) L1 video intro (in prod.) S1 video
intro (in prod.) Collective construction of
meaning Indiv. or group project Learning journal
EPFL Introductory meeting C1 - C3 Video
synthesis (in prod.) C2 - I1 Video synthesis (in
prod.) C4 - I2 I3 Video synthesis (in
prod.) Additional modules S1 L1
UNIFR Introductory meeting C1 I3 In class
introduction C2 - C3 - I1 In class
introduction C4 - I2
4.0
4.0
V
4.0
Maintenance
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Deliverables IVCourse evaluation

• Students evaluations (2002-3 / 2004)
• Report group (5 students 3-6 reports / 1 sem.)
• Class questionnaires (3x cohort 12 / 1x cohort
  3)
• Teachers and pedagogical advising team evaluation
• One-day seminar (17.09.2003) with
• All teachers teaching assistants
• Interstices (SVC mandate)
• Development team

Maintenance
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Deliverables VProject visibility

• Papers and presentations
• ONLINE COURSE DESCRIPTIONS
• EPFL eLearning Day (June 2002)
• SVC workshop on Active Pedagogy (Fribourg Oct.
  2002)
• SVC workshop on Course Evaluation (Genève May
  2003)
• SVC Days (Lucerne May 2004)
• Ed-Media (Lugano June 2004)
• CHANGE IN TEACHING PRACTICE
• Site (Atlanta March 2004)
• Math teaching online vs in-class (in progress)

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Deliverables VIStandardisation

• Reusability and interoperability strategy (in
  progress)

• IMS Content Packaging
• IMS QTI
• IMS Learning Design

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Deliverables VIStandardisation
Preparing the material for compliance

• Modeling the course and the learning activities
• Writing the imsmanifest.xml file
• Writing the LOM (Learning Objects Metadata)
• Producing the QTI xml
• Describing the LD (Learning Design) components
• Packaging and distributing the files

Maintenance
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Modeling
IMS recommandation USE CASE description
according to Unified Modeling Language (UML)
conventions
Information Theory 2nd semester
(Visual Paradigm)
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Writing the imsmanifest.xml file
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Previewing the package / QTI
(QTIviewer)
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Maintenance

• Creation of additional study helps (eg. treatment
  and integration of several videos) according to
  available students feedback
• Completion of migration to WebCT Vista
• Support to students and teachers in adopting new
  habits
• Diffusion of content and scripts in the academic
  community
• Participation in an international network for the
  development of educational technology
  interoperability standards

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THE END