E-Learning in Age of Google is Not
Enough
Narayanan Kulathuramaiyer
Universiti Malaysia Sarawak
nara@fit.unimas.my
July 20, 2009
Agenda
• State of E-Learning
• Why E-Learning is not Enough
• What can we do?
State of E-Learning
E-Learning Development
Mainstream
– Teacher Centred
– Mass Teaching
– Generalised
– Prescriptive
– Just in Case
– Blended Approach
Innovative
– Student Centred
– Focused Groups
– Personalised
– Adaptive
– Just in Time
– Inquiry Driven
Current State of E-Learning
• Focuses more on supporting the Instructor
• Blended Learning has mainly blended
modalities
• Predominantly ‚Just-in-case‘ learning
• Flexible Ways of Helping Students Needed
• Effectively ways of measuring learning are
lacking
Plagiarism is a serious problem
A
B
E
F
Plagirarism Detection
Software says:
Degree of Similarity: 3.1458 %
C
G
D
H
I
Plagiarism Detection Techniques Cannot
Solve the Problem
Task
Tool
Manual Technique
Search Engines [Maurer et al, 2006]
Text-based Document
Similarity Detection
Dedicated Software (MyDropBox,
TurnItIn), Search and Web Databases
[Maurer, Zaka, 2007]
Writing Style Detection
Stylometry software [Eissen, Stein,
2006]
Document Content Similarity
Semantic Analysis [Dreher, Williams,
2006], [Ong, Kulathuramaiyer, 2006],
[Liu et. al., 2006]
Denial of Plagiarism
Cloze Procedure [Standing, Gorassini,
1986]
Content Translation
Normalized Representation [Maurer,
Zaka, 2006]
Multi-site Plagiarism
Distributed Plagiarism
[Kulathuramaiyer, Maurer, 2007]
Power of Social Computing:
Networking
Power of Social Computing:
Community Engagement
Over 60,000 citizen journalist!
Content Explosion !
Technoratti
35.3 Million Blogs
75,000 Blogs per day
Blogosphere doubling
every 6 months
Implications of Web 2.0
Moodle
1.7 million courses
70 languages 196 countries
• Difficult to Keep Track of Contents
• Difficult to establish Trust and Reliability of
content
Shallow Contents that is affecting millions:
•Copy-Paste Syndrome [Weber, 2006]
Learning Scenarios for Learning Paradigms
Source: WBT-Master
Facilitation of Progressive Inquiry
Source: http://www.helsinki.fi/science/networkedlearning/eng/delete.html
A Rigid Research and Inquiry Process in a Learning
Environment
See [Muukonen, et, al, 2005]
A Conceptual view for integrating Semantic technology
and visualisation
[Haller, 2006]
Concept Mapping tools
[Novak, Canas, 2004]
[Novak, Canas, 2006]
E-Portfolio Tools
Emerging Web Tools that are really easy to use
Source:http://www.protopage.com/eportfolios
Blended Learning
Mainstream
Innovative
– Teacher Centred – Student Centred
– Mass Teaching – Focused Groups
– Generalised
– Personalised
– Prescriptive
– Adaptive
– Just in Case
– Just in Time
– Blended Approach– Inquiry Driven
Why E-Learning is not Enough
The Problem is Far Worse!
A
B
E
F
C
G
D
H
I
Google Copy-Paste Syndrome
„fast and easy... copying and ....abduction of
passages...proliferation of plagiarism.......impeding
inquiry driven scientific process....eventually
endangering creative writing and thinking“
Weber
“ Most
students, researchers and journalists start
their work with Google and Wikipedia, and that is
it. And they use information without re-checking
and as they please.“ Weber
Search is Replacing Research! Brabazon,
Addressing Plagiarism
Current Approach:
– Uses a Single Checking Tool
– Performs Superficial Checking
– Results of Plagiarism Detection is not Conclusive
– Impossible to Verify Learning or Copying after work is
done, with no information about learning process
Solution:
•Integrate Detection Needed
•Detection Tools should also be used to help students
See Kulathuramaiyer N., Maurer, H.,
Fighting Plagiarism and IPR Violation: Why is so Important ?,
Learned Publishing, Vol. 20. No. 4, pp. 13-19, 2007
Issues far more
Important!
Business Week
Online
Cover Story
April 7, 2007
Maurer H, Balke, T., Kappe, F., Kulathuramaiyer, N., Weber, S., Zaka, B., Report on Dangers and
Opportunities Posed by Large Search Engines, particularly Google, Bundesministerium fur
Verkehr, Innovation und Technologie, September, 2007
Social and
behavioural Patterns
Social
Discourses
Metadata
Web Contents
Mining
&
Analysis Tools
Documents
HyperLinks
Layered personalised
Maze of intrinsic
Pattern discoveries
Media tags
Query
Log
Web Usage Log
Extensive Data mining
By Search Engine
Data Cleaning
Search Pattern
Modelling
Transaction
Aggregation
User Behaviour
Modelling
Data Integration
User Profile
Interest Aggregation
Thread Aggregation
Transaction
Cluster-Profile
Profile Mining
Data Cosolidation
Data
Transformation
Profile Targetting
Transformation
Pattern Discovery
Profile
Consolidation
Pattern Discovery
Pattern Analysis
Contentious
Discoveries
Pattern Analysis
Unbounded Domain
e.g. Search Log
Connecting the Dots
Bounded Domain
e.g E-mail Content
Kulathuramaiyer N., Maurer, H., The Implications of Emerging Data Mining,
Blumauer,A, Pellegrini,T, (Eds.) Social Semantic Web, Springer Heidelberg, May 2008
Implications of Data Control
Capture
Global
Consciousness
Symbolic
Power over
Masses
Control Over
Vital Resources
Establish
Dominant
Culture
See Kulathuramaiyer N., Balke, W.T.
Restricting the View and Connecting the Dots - Dangers of a Web Search Engine Monopoly,
Journal of Universal Computer Science, Vol. 12, No. 12, pp. 1731-1740, 2006
http://www.jucs.org/jucs_12_12/restricting_the_view_and
Community Library
with Internet Access
We need to ensure that Learning is actually taking Place!
Presenting ICARE as the
answer!
Presented as an Invited Paper in E-Learn 2007
Published in National University Journal, USA, June 2008
Basic idea of ICARE
Collaborative learning environment
With experts (teachers, tutors) being involved and help
Allows dozens of different learning scenarios
(„pedagogical models“)
Most importantly: keep track of what students are doing
in a „diary“
„Diary“ is mainly (but not only) created by system.
It helps both students and teachers
Context of ICARE
Institution
Learning
Process
Management
I-CARE
ecosyste
m
Learner
Management
Collaborative
Learning
Management
Teacher
Student
Personal
Knowledge
Management
Identify-Correlate-AssimilateRationalize-Express (ICARE).
• Identify: Identify key points (relevant) while reading
a text document
• Correlate: Associate reading with concepts in the
mind map of a learner
• Assimilate: Associate concepts learnt with prior
knowledge of learner
• Rationalize: Formulate ideas based on concepts
arising from student learning
• Express: Express idea in learners own words
ICARE Ecosystem
Learner
Profile
Learner
K-Maps
Learning Scenarios
Learning
Content Space
Learner’s
Diary Records
Self-Learning
Guided Learning
Collaborative Learning
Mentoring
Personal Space
© H. Maurer
Shared Space
20
Copy-Paste
Handling
Suite
GCPS
Google
Copy
Paste
Syndrome
Guided
Copy
Paste
Scheme
Multiple Modes
Mode
Learning by
absorbing
Learning by
doing
Guided


Self-learning




Diagnostic
(formative)
Learning by
interaction
Evaluative
(summative)


Mentor-assisted


Peer-learning


Structured Learning by Doing is Emphasized
G-2
G-4
Keeping track
of student Learning
Learner
G-5
G-1
G-6
Goal
G-3
Annotations
to Readings
Interactions
& Content
Creation
Instructor
Milestones
Achieved
G-n
Learning Sub-goals
Space
Similarity Detection and Data Mining are key Concepts
components
K-Maps
Text Analysis
keywords
keywords
keywords
Trees
Mouse
bus algorithms
Concepts Visualized
Community Participation/
Rankings
Shared K-Map
Student Portfolio
Personal Data
Mentor Records
Profile
E-Diary
Reviews
E-portfolio
Showcase
Published Works
Papers
Demo/Artefacts
Contributions
Achievement Records
Workspace
Knowledge maps
Active Rooms
Ideas
Copy paste checking
Overview
Diary
High Degree of Similarity with R1
Groupwork
Guiding and Checking Copy-Paste
Copy-Paste Tutoring Session
Text
Original text selected by student is placed here
.
Pharaphrase
Paraphrased text is shown here
Source of Text
See Kulathuramaiyer N., Zaka, B., Helic, D., Integrating Copy-Paste Checking into an
E-Learning Ecosystem, Ed-Media 2008, Vienna, June 2008
Reading Room Scenario
This paper explores the responsibility of governments in
combination with the role of market forces in shaping the
provision and delivery of public services. It is an attempt to
show that modern Information and Communications
Technology (ICT) is probably calling also for public attention
to entirely new aspects. To be more specific, the
1
reconciliation of the powers of market forces together with
concerns of public welfare is a major concern in addressing
emerging questions such as ‘Should access to information
and knowledge discovery service not be considered a right of
every citizen?’ and ‘Should search engines be left entirely at 2
the hands of market forces ?’
3
Annotations from
students
Not clear!
K-Map
K-Map
I don‘t agree! (3)
Key point (15)
Key point (5)
Key point (6)
Published Works in progress
Response from
Instructor as
annotation
ICT should be made the right of
every citizen beacuse this is the
Information Age.
Instructor‘s Input...
This key point is important but
needs to be elaborated.
Refer to Text #1
Output from Copy-Paste system
Degree of Similarity with Document 2: PYA: 10%
Human Centric Metrics
• Number of related diary entries, concept
formulations for a given task
• Time spent on internalisation as percentage of time
spent on an assignment
• Number of objectives or targets met by student
• Efforts spent in knowledge creation (helping other
students answer questions)
• Number of students who misunderstood topic
• Number of highly ranked ideas produced
Reducing the Reliance on Global Search
Engines
• Decentralized Global Search
• Dedicated Data Control Facilities
• Neutralizing Web Influence
In Conclusion
•
•
•
Paradigm Shift Needed in E-Learning
Need to Re-look Education as a whole
Focus on Knowledge Worker Development
Terima Kasih
The End of Education is Character
Baba