Research Papers - Dept of Software Engineering
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Publication Open Access Towards scalable collaborative learning flow pattern orchestration technologies(IATED, 2017) Manathunga, K; Hernández LeoCollaborative Learning Flow Patterns (CLFPs) structure learning flows to shape desired social interactions among learners leading to fruitful learning gains. It is worthwhile to study the possibilities of CLFP extensions to be applicable in large class contexts and also in Massive Open Online Courses (MOOCs) considering their dynamic, unpredictable nature. This study considers most commonly used patterns for the adaptability in such contexts from different dimensions like pedagogical interest, scalability and other related perspectives. As a result derived from the analysis, a collection of use cases is elaborated illustrating potential collaborative learning opportunities, design requirements, initial screen designs of such activities and expected functionality descriptions for novel CSCL orchestration technologies. One of these use cases is implemented in the PyramidApp tool.Publication Open Access Connecting pattern-based learning designs with analytics: The case of the PyramidApp(2016) Manathunga, K; Michos, K; Hernández Leo, DThis paper presents preliminary work aiming to identify learning analytics that can be presented to teachers or learning designers to support (re)use or (re)design of learning scenarios based on the pyramid (a.k.a. snowball) pattern by using the PyramidApp. A pattern-based analytics approach considers teacher´s metacognition in three levels, the pedagogical intent, pedagogical method/structure of a CLFP pattern and the practicalities to implement a learning scenario. Learning analytics are proposed to inform these three dimensions. A case scenario where N = 38 secondary school students in a face to face classroom used the PyramidApp was analyzed from the log files of the App. The recommended analytics for teachers are visualized in such a way that are hypothesized to foster decision making for customization of specific design elements of the pyramid pattern.Publication Open Access Flexible CSCL orchestration technology: mechanisms for elasticity and dynamism in pyramid script flows(International Society of the Learning Sciences (ISLS), 2019) Manathunga, K; Hernández-Leo, DFlow patterns (e.g., Pyramid or Snowball) formulate good practices to script collaborative learning scenarios, which have been experimented in small-scale settings widely. Applying flow patterns on large-scale contexts present challenges to educators in terms of orchestration load. Orchestration technology can support educators to manage collaborative activities; yet existing technology do not address flexibility challenges like accommodating growing numbers of students or tolerating dynamic conditions in learning settings. We define elasticity and dynamism as two key elements in the flexibility of a script. Elasticity is related to the capacity of an orchestration technology to incorporate varying participant counts. Dynamism is the capacity to maintain a pedagogically meaningful script progression in presence of different individual behaviors. In this paper we propose flow creation and flow control mechanisms to address elasticity and dynamism in orchestration technology for Pyramid flows. These mechanisms, implemented in the PyramidApp tool, have been evaluated across four scenarios varying from small to large settings. The results show that rules enabling pyramid creation on-demand and the use of timers are useful to achieve elasticity and dynamism in the pyramid formation and progression in an automatic manner.Publication Open Access A multiple constraints framework for collaborative learning flow orchestration(Springer, Cham, 2016-10-26) Manathunga, K; Hernández-Leo, DCollaborative Learning Flow Patterns (e.g., Jigsaw) offer sound pedagogical strategies to foster fruitful social interactions among learners. The pedagogy behind the patterns involves a set of intrinsic constraints that need to be considered when orchestrating the learning flow. These constraints relate to the organization of the flow (e.g., Jigsaw pattern - a global problem is divided into sub-problems and a constraint is that there need to be at least one expert group working on each sub-problem) and group formation policies (e.g., groups solving the global problem need to have at least one member coming from a different previous expert group). Besides, characteristics of specific learning situations such as learners’ profile and technological tools used provide additional parameters that can be considered as context-related extrinsic constraints relevant to the orchestration (e.g., heterogeneous groups depending on experience or interests). This paper proposes a constraint framework that considers different constraints for orchestration services enabling adaptive computation of orchestration aspects. Substantiation of the framework with a case study demonstrated the feasibility, usefulness and the expressiveness of the framework.Publication Embargo Improvements for agile manifesto and make agile applicable for undergraduate research projects(IEEE, 2013-04-26) Manamendra, M. A. S. C; Manathunga, K; Perera, K. H. D; Kodagoda, NThe paper describes the use of Agile software development methodology for undergraduate research projects. The students are required to do a project which spans for two academic semesters. The main objective is to see the appropriateness of Scrum for the undergraduate projects which is a widely used agile method at present in the software industry. The paper discusses main agile principles in the student's viewpoint to check how those are affected to meet the learning outcomes of the module by means of meeting the deadlines and getting constructive feedback from supervisors. The circulated survey results are analyzed thoroughly and discussed to prove the arguments made during the research time and the recommendations are provided to improve appropriateness hence required changes for the agile principles. Finally it is positive feedback from the students about using Agile for undergraduate projects to achieve the targets given to them.Publication Open Access Sustaining continuous collaborative learning flows in MOOCs: orchestration agent approach(Graz University of Technology. Institut für Informationssysteme und Computer Medien (IICM), 2018) Amarasinghe, I; Hernández Leo, D; Manathunga, K; Jonsson, ACollaborative learning spaces deployed in Massive Open Online Courses (MOOCs) provide productive social learning opportunities. However, sustaining collaboration in these spaces is challenging. This paper provides a classification of MOOCs participants based on their behavior in a structured collaborative learning space. This analysis leads to requirements for new technological interventions to orchestrate collaborative learning flows in MOOCs. The paper proposes the design of an intelligent agent to address these requirements and reports a study which shows that the intervention of the proposed orchestration agent in a MOOC facilitates to maintain continuous yet meaningful collaboration learning flows.Publication Open Access Collaborative learning orchestration using smart displays and personal devices(Springer, Cham, 2015-09-15) Manathunga, K; Hernández-Leo, D; Caicedo, J; Ibarra, J. J; Martinez-Pabon, F; Ramirez-Gonzalez, GPervasive classroom environments with interconnected smart devices permit enacting diverse pedagogical models in education. This paper proposes an extensible architecture integrating smart display, smart phones and wearable devices to support flexible orchestration of dynamic collaborative learning activities in face-to-face educational scenarios. The paper motivates an architectural design and describes its main components based on existing systems like Signal Orchestration System (SOS) and a multi-screen cooperation middleware. An applicable scenario illustrates the usage of proposed architecture in which wearable devices are used to indicate orchestration mechanisms (group formation, change of activity), a shared display visualizes tasks with summary of the orchestration and activity progress for collective awareness and smart phones are used to interact with the shared display and complete the activities.Publication Open Access A Social Learning Space Grid for MOOCs: Exploring a FutureLearn Case(Springer, Cham, 2017) Manathunga, K; Hernández Leo, D; Sharples, MCollaborative and social engagement promote active learning through knowledge intensive interactions. Massive Open Online Courses (MOOCs) are dynamic and diversified learning spaces with varying factors like flexible time frames, student count, demographics requiring higher engagement and motivation to continue learning and for designers to implement novel pedagogies including collaborative learning activities. This paper looks into available and potential collaborative and social learning spaces within MOOCs and proposes a social learning space grid that can aid MOOC designers to implement such spaces, considering the related requirements. Furthermore, it describes a MOOC case study incorporating three collaborative and social learning spaces and discusses challenges faced. Interesting lessons learned from the case give an insight on which spaces to be implemented and the scenarios and factors to be considered.Publication Open Access PyramidApp: Scalable Method Enabling Collaboration in the Classroom(Springer, Cham, 2016-09-13) Manathunga, K; Hernández-Leo, DComputer Supported Collaborative Learning methods support fruitful social interactions using technological mediation and orchestration. However, studies indicate that most existing CSCL methods have not been applied to large classes, means that they may not scale well or that it’s unclear to what extent or with which technological mechanisms scalability could be feasible. This paper introduces and evaluates PyramidApp, implementing a scalable pedagogical method refining Pyramid (aka Snowball) collaborative learning flow pattern. Refinements include rating and discussing to reach upon global consensus. Three different face-to-face classroom situations were used to evaluate different tasks of pyramid interactions. Experiments led to conclude that pyramids can be meaningful with around 20 participants per pyramid of 3–4 levels, with several pyramids running in parallel depending on the classroom size. An underpinning algorithm enabling elastic creation of multiple pyramids, using control timers and triggering flow awareness facilitated scalability, dynamism and overall user satisfaction in the experience.Publication Open Access Authoring and enactment of mobile pyramid‐based collaborative learning activities(Wiley Online Library, 2018-03) Manathunga, K; Hernández‐Leo, DCollaborative learning flow patterns (CLFPs) formulate best practices for the orchestration of activity sequences and collaboration mechanisms that can elicit fruitful social interactions. Mobile technology features offer opportunities to support interaction mediation and content accessibility. However, existing mobile collaborative learning research has mostly focussed on simple activity orchestrations from the perspective of collaborative flow orchestration and flexibility requirements, predominantly in face-toface pre-university educational contexts. This paper proposes a particularisation of the Pyramid CLFP to support flexible face-to-face and distance mobile learning scenarios in which learners interact in increasingly larger groups along a sequence of activities (Pyramid levels). PyramidApp implements this Pyramid particularisation that provides both a web-based authoring tool and an enactment tool accessible through web or mobile devices. The authoring tool was evaluated in workshops where teachers appreciated its design and applicability to their educational contexts. PyramidApp flows were enacted in three higher education settings. Learners enjoyed the activities but usage and satisfaction varied depending on several design and contextual factors like the epistemic tasks given, the education level and application mode (face-to-face or distance).