Ramosus: a tool for online problem-based learning
Ramosus (L. full of branches; branching) is the latest addition to the toolset of ProLearn, a learning content management system developed at Massey University by Dr Bruce MacKay. Ramosus combines an online authoring and student tracking system with an active learning tool to encourage deep learning and create a potent online educational environment.
Ramosus is a 100% online, web-enabled application. The Ramosus wizards make easy work of creating dynamic, interactive e-learning resources. Ramosus was originally developed based on a maze metaphor; the learner was placed at the centre of the maze and presented with a scenario and associated problem. The learner must find a solution (an exit from the maze) to the problem from a range of options and feedback and subject to a set of constraints (e.g. time, budget, score). The current version of Ramosus extends its capability considerably and it can now generate and manage interactive case studies and complex student- and instructor-directed non-linear learning paths.
User-controlled learning paths
Figure 1 depicts the user-controlled version of the type of non-linear e-learning model that Ramosus can create. In this model, the user works through a series of pages that present information and decides whether to bypass the additional instructional material for any topic, irrespective of their level of understanding. For example, a user may take the "direct route" to the end of the lesson (Topic 1 > Topic 2 > Topic n) or choose to spend time learning more about a particular topic (e.g. Topics 1a-1c; Topics 1d-1f) before moving on.
For example, the Apostrophes! application (http://ramosus.massey.ac.nz/demo.asp#r23) is based on three levels of difficulty associated with the use of apostrophes. At each level, the user is presented with a lesson followed by a quiz. If they pass the quiz, they move up to the next level. If they don't pass the quiz, they are presented with a link to a new lesson at the same level and a link to the higher level - the decision on the direction to proceed is left entirely to the user.
Instructor-controlled learning paths
In the instructor-controlled version of the non-linear e-learning model (Figure 2), progress from one topic to the next depends on whether the user has satisfied specific requirements set by the instructor in the Ramosus application. Examples of such requirements range from achieving an 80% pass in a quiz to having accumulated a specified number of marks for correct answers (or not having achieved the specified number!). If the user does not meet the set requirements, they are directed to supplementary lessons on the topic. If they meet the specific requirements they can proceed to the next topic, but if not, they are directed to a further set of supplementary lessons (e.g. Topics 1d-1f). If they do not meet the requirements after this second cycle, they may be directed back to the start (e.g. from Topic 1f back to Topic 1a) or onto another cycle of supplementary material (not shown).
Case studies/problem-based learning
Ramosus can generate e-learning applications which involve a series of problem statements interspersed between scenario or topic development (Figure 3) which may or may not lead to a solution or resolution. Like all Ramosus applications, dead-ends and random branches can be incorporated into the application at any point along the pathway. An excellent model on which to base interactive case studies is the "interrupted case method" of Herreid (2005) in which information is fed piecemeal to the user, allowing them time to consider, reflect upon and react to the information before moving through to the next step in the case.
The case of the sick greenhouse crop (http://ramosus.massey.ac.nz/demo.asp#r8) is a good example of this model.
Generating unique sets of outcomes
Ramosus can generate sets of different outcomes or scenarios. One example of this use of Ramosus is for generating assignment topics (e.g. My assignment; http://ramosus.massey.ac.nz/demo.asp#r18). Ramosus randomly allocates each user one of n possible alternatives (outcomes/scenarios) from each of i variables or issues, thereby giving each user a different problem to solve (Figure 4). If the user is to be prompted for an immediate answer, then it is also possible - by using the "Feedback" tool - to provide the user with feedback appropriate to the generated set of alternatives.
Generating diagnostic keys
Figure 5 illustrates the concept of keys. The use of keys to help users solve problems or make the correct decision for their given set of circumstances is a common practice across a range of disciplines. For example, botanists use keys to identify plants; plant pathologists have constructed keys to help growers identify the likely cause of a plant malady. An example is available on the Ramosus web site (e.g. What's wrong with my tomatoes; http://ramosus.massey.ac.nz/demo.asp#r50).
The same model can also be used to train users in procedural application of company policy or government regulation.
Common to all applications generated by Ramosus is the ability to:
- record the progress of individual learners through the e-activity
- use these records to customise an automated end-of-session review or generation of expected solutions.
- "expose" the learner to "random" events, multiple solutions, quizzes, blind alleys and trapdoors as they move through the e-activity.