The first level of integration involves the use of Explor@ tools by managers in order to create user accounts that grant users access to virtual center ser- vices. Users are identified by name, ID number, password, courses in which they are enrolled, and the roles they are allowed to play in these courses. Once
these data are saved in the database, an identification and course selection mechanism is enabled for them.
Other tools allow managers to create groups that contain a certain num- ber of learners and one or many trainers or other facilitators. These data are fed into the tools that enable communication between the members of the group, providing a list of the resource persons, a directory of the members of the group, chat tools, means of exchanging personal profile information, access to a virtual showcase of shared productions, and a means of transfer- ring productions to an evaluator for assessment and feedback.
A third group of tools, integrated into the designer’s environment, allows the creation of environments, relevant spaces and resources for each actor, a definition of the course structure and associated resources, and information on course sequencing. With this information in Explor@’s database, other user tools can also be made available.
These first-level operations deal with the functions of the course Web site that are totally independent from the actors’ environments. At this level the Explor@ navigator is simply a tool to assemble resources, launch applications, post documents from the user’s environment, and facilitate communication among the members of a group.
“Intelligent” Assistance
The Explor@ system also allows the integration of higher-levels tools, those that require coordination between the course Web site and the user’s envi- ronment. This is the second level of integration into the virtual learning cen- ter. It is particularly relevant to the progress report, calendar, group profile, and adviser tools (Resources 2, 3, 14, and 22 in Table 2-2). This more inti- mate integration requires three operations, which are supported by Explor@ tools that can be integrated in a designer’s environment (Figure 2-7). Description of the Activity and Knowledge Structures. Two hierarchical struc-
tures, one derived from the knowledge model and one derived from the course instructional model, are integrated into the Explor@ database. The instructional structure presents a course composed of various modules, units,
and activities. All these entities are labeled as instructional units(IU). The cog- nitive structure presents the knowledge model covered in the course; its enti- ties are called cognitive units(CUs). Web pages are then associated with each IU and each CU.
These two operations activate the tools mentioned earlier. For example, the user has access to a color-coded data system. And he or she can obtain a list of Web pages identified by the activity or the knowledge associated with the page. An option allows the user to open these pages from the list. Definition of Progress Levels and Transitions Between Levels. For each IU and
CU, the designer defines progress levels, using templates. The number of lev- els defined depends on the complexity of the activity or knowledge. For a sim- ple activity, such as sending a comparative assignment to an evaluator, only two levels are planned: sent and not sent. Other activities require more lev- els. For example, if a learner had to read two texts, view a video, and pass a test to complete an activity, at least five progress levels would be required: the
V i r t u a l L e a r n i n g C e n t e r s 4 7
zero level, meaning that none of the subtasks are completed; and levels 1, 2, 3, and 4, meaning that one, two, three, or all four subtasks are completed. More progress levels will be required when multiple test-score levels need to be tracked.
Once the designer has defined the various levels for each IU and CU to be implemented in Explor@, other user tools become operational and may be integrated in actors’ environments, as shown in the progress and group profile tools in Figure 2-8. They present the structure of the course activities to the user in the form of bar graphs indicating a user’s progress level. This allows the user to regularly evaluate his or her progress in the course and to take corrective measures. A user may also authorize other group members to view these data for comparison purposes and to identify the other learners they would be interested in working with. It also facilitates the task of train- ers and other facilitators who use the group progress viewer and decide on some interaction.
Adviser Definition. The designer can create an even more interactive environment by planning for advisers that take into account the previous actions of a user in his or her environment. This requires defining rules that associate advisory actions with certain progress levels reached by the user in one or more IU or CU. These actions may open short advisory texts on the user’s screen. They may launch an external file (a sound or visual message) or initiate a dialogue with the user. The advice may be generated by the user when he or she selects an appropriate option in the Explor@ assistance menu. It may also be gener- ated by the system when certain conditions are met: for example, when the system determines that the learner is completing Activity X without having completed the prerequisite activities or that the learner has received an unsat- isfactory evaluation for a certain CU.