learning - Academic Conferences Limited

Evaluation of Quality of Learning Scenarios and Their
Suitability to Particular Learners’ Profiles
Eugenijus Kurilovas 1, 2, 3 , Inga Zilinskiene 2 and Natalija Ignatova 4
1
Centre of Information Technologies in Education, Vilnius, Lithuania
2
Vilnius University Institute of Mathematics and Informatics, Lithuania
3
Vilnius Gediminas Technical University, Lithuania
4
Vilnius Pedagogical University, Lithuania
eugenijus.kurilovas@itc.smm.lt
inga.zilinskiene@gmail.com
natalija.ignatova@itc.smm.lt
Abstract: The aim of the paper is to investigate and present a comprehensive scientific model and several
methods suitable for the expert evaluation of quality of learning scenarios. A special attention is paid to their
suitability to particular learner groups (i.e., profiles). The solution of learning scenarios quality evaluation and
optimisation problems could help educational institutions to select suitable learning scenarios for the particular
learner profiles. The research results will be implemented in iTEC – a four-year, pan-European research and
development project focused on the design of the future classroom funded by EC 7th Framework Programme.
The main objectives of iTEC are to develop and refine a range of teaching and learning scenarios for the future
classroom, to develop decision support criteria that facilitate the selection of scenarios that can be mainstreamed
and taken to scale; and to carry out large-scale pilots in up to 1,000 classrooms in at least 12 European countries
exploring both the integration of technologies and how these impact on teaching and learning practices.
Suitability of several iTEC scenarios to particular learner groups is analysed in the paper. A number of multiple
criteria decision analysis principles are applied to create a comprehensive quality model (criteria tree) for
evaluating learning scenarios. Several optimisation methods are explored to optimise learning scenarios in
conformity with particular learner’s profile. Several practical examples of iTEC learning scenarios have been
evaluated against the proposed model and methods. The research results have shown that both Analytic
Hierarchy Process (AHP) method to establish the weights of quality criteria and several fuzzy optimisation
methods are suitable to solve learning scenarios’ multiple criteria evaluation and optimisation tasks for particular
learner profiles.
Keywords: learning scenarios, evaluation of quality, multiple criteria decision analysis, learner profile,
optimisation methods, Analytic Hierarchy Process (AHP)
1. Introduction: Evaluation of learning scenarios in iTEC project
The aim of the paper is to investigate, propose, and demonstrate examples of practical application of
a model and methods suitable for the expert evaluation of quality of learning scenarios (LS). A special
attention is paid to LS suitability to particular learner groups (i.e., profiles).
1.1 What is learning scenario?
Unit of Learning (also known as ‘Learning Scenario’ (LS) – this term is commonly used in European e-
Learning community, e.g., in iTEC project) is referred here as an aggregation of learning activities that
take place in particular virtual learning environments (VLEs) using particular learning objects (LOs).
This notion is based on Koper and Tattersall (2005) work and IMS Learning Design (IMS LD, 2003)
specification. Quoting Koper and Tattersall (2005), “a 'Unit of Learning' refers to a complete, selfcontained
unit of education or training, such as a course, a module, a lesson, etc”. IMS LD (2003)
specification’s conceptual vocabulary clarifies that a 'unit of learning' is an abstract term used to refer
to any delimited piece of education or training. It is noted that a 'unit of learning' represents more than
just a collection of ordered resources to learn, it includes a variety of prescribed activities (problem
solving activities, search activities, discussion activities, peer assessment activities, etc.),
assessments, services and support facilities provided by teachers, trainers and other staff members.
A learning design as an integral part of any unit of learning is a description of a method enabling
learners to attain certain learning objectives by performing certain learning activities (LA) in a certain
order in the context of a certain learning environment. According to IMS LD (2003), activities are one
of the core structural elements of the 'learning workflow' model for learning design. They form the link
between the roles and the learning objects and services in the learning environment. The activities
describe a role they have to undertake within a specified environment composed of learning objects
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