Σχεδίαση Διδακτικών Συστημάτων
Πρότυπα Μαθησιακών Τεχνολογιών
Metadata (to describe learning content & objects)Content Packaging (to transfer & display content)QTI (to describe portable tests and return results)LIP (to describe learners and their learning)
Activity‘interaction of learner
with environment, leading to planned
outcome’
Knowledge represented in specific media and formats; skills facilitated through specific tools; impact of learning environments on the meaning of knowledge and skills
Prior subject knowledge and
skills of learner(s), prior conceptions,
motivation to achieve specific
outcomes, match of style/ approach
to content
Prior experience of learner(s) with tools, environments, services; match of learning style and approach to affordances of learning environment
Environmentavailable tools,
facilities, services, resources,
environments etc
Learner(s)needs, motives, prior
experience of learning, social and interpersonal skills,
learning styles and approaches
Outcomesubject/discipline area, target knowledge/ skills
A specification for learning activities (H.Beetham, Feb ‘04) & (P. Goodyear, 2002)
σύνοψη σύντομη εισαγωγή στα πρότυπα
μαθησιακών τεχνολογιών– what, why, how– LOM, LIP– content packaging, simple sequencing, QTI,
learning design
The Program: Learning Content
Ψηφιακό Υλικό
Learning Content Authoring Tools Τεμαχισμός
Δημιουργία
Επαναχρησιμοποίηση
Συναρμολόγηση
LearningBrokers
LMS
ΕισαγωγήAccess
Deliver
LearnerRecord system
Ένα λειτουργικό μοντέλο των e-Learning Εφαρμογών
Content Authoring
Tools
Catalog Manager
Content Assembly
Tools
Learner Registrar
Delivery Environment
Content Repository
andOffering Catalog
Learning Planner
CollaborativeEnvironment
Learner ProfileManager
Activity Info
Offerings
Register Info
Register Info
Offerings
Goals
Plans
Plans
Register Info
Register Info
Activity Info
Assessment / TestingEngine Results Info
Register InfoAssessmentObjects
Learning Offerings
Learning Objects
RecordedEvents
Learning Objects Learning
Objects
http://www.sun.com/products-n-solutions/edu/elearning/eLearning_Application_Infrastructure_wp.pdf
See e-Learning Application Infrastructure by Geoff Collier
Ποιος κάνει τι… Search, catalog, discover
learning content– Metadata– Digital Repositories
Content/LMS interoperability– CMI– SCORM
Assessment– Question & Test
Interoperability– SCORM
Enable Adaptivity– Learner Information Package– Personal and Private
Information– Competency Definitions
System Interoperability– Open Knowledge Initiative– Schools Interoperability
Framework– IMS Abstract Framework
Instructional Design– IMS Learning Design
Singapore
IMS Asia
CEN/ISSSISO/IEC JTC1 SC36
ALIC
Dublin Core
AICC
LOM (metadata) is an approved IEEE standard.
eLIG
Ποιος κάνει τι…
Οργανισμοί Προτυποποίησης IMS Global Learning Consortium IEEE LTSC - Learning Technologies Standards
Committee CEN/ISSS LTW - European Committee for
Standardisation, Information Society Standardisation System, Learning Technologies Workshop
ADLnet - Advanced Distributed Learning Project AICC - Aviation Industry Computer-Based Training
Committee
History of Standards Railway Tracks
By the late 1860’s nine different train track gauges (σιδηροτροχιές) sizes were in use in North America.
Why? Strictly used for local transportation or rival ambitions of the competition
“Standardization of gauge facilitates the exchange of rolling stock, enabling freight shipment and passenger traffic to pass over the track of multiple companies.”
Source: Standardization of Track Gauge on North American Railways (2000) Journal of Economic History
Standards = Interoperability
παράδειγμα αναπτύσσουμε μαθησιακό περιεχόμενο για
LMS (π.χ lecture1.ppt)– το αποθηκεύουμε στο server του Moodle ώστε
να είναι διαθέσιμο κάποιος συνάδελφος θέλει να βρει
μαθησιακό περιεχόμενο για LMS– πώς θα βρει το περιεχόμενό μας, που είναι ήδη
διαθέσιμο?
Digital Repositories… an Analogy
Container of yogurt = ‘learning object’
Labeling = “Metadata”• Market’s Organic Yogurt (title)• 2% plain yogurt (description)• 500 grams (size)
Janet Bartz 2002
Refrigerator = ‘Digital Repository’• A large storage area for objects• Different shapes and sizes and content• Metadata allows for search and retrieval
Learning Objects
Lego Example
Contentis seen as “buildingblocks” Module from one course
using ‘chunks’ of content.Module from another course re-purposing ‘chunks’ of content and
adding new content.
Learning Objects Meta-dataΕνιαίος τρόπος περιγραφής μαθησιακών πόρων, ώστε να είναι ευκολότερη και αποτελεσματικότερη η αναζήτηση/ανεύρεσή τους.
Learning Object Models Lego
– Small pieces– Assemble in many ways– All lego blocks fit
together– Anybody can put Lego
together
Atoms (D. Wiley)– Small pieces– Not every atom is
combinable with every other atom
– Atoms can only be assembled in certain structures prescribed by their own internal structure
– Some training is required in order to assemble atoms
“Ideal” concept
A bit more reality-based concept
Definitions vary:• “as small as a drop, as wide as the ocean”• the context of how learning objects are used is important• need the “glue” to tie learning objects together to create a meaningful learning experience
Metadata:“Information about Information” Administrative metadata
– Author– Revision date– Rights, . . .
Technical metadata (medium-specific)– Duration– Digital format– Platform requirements, . . .
Subject classification– Catalogue system– Subject heading– Keywords
Map Text Interactiv
e Image Video
(Learning Object)
Examples of Canadian Learning Object Repositories
Campus Alberta Repository of Educational Objects http://www.careo.org LearnAlberta.ca www.LearnAlberta.ca TeleCampus http://courses.telecampus.edu/about/index.cfm?fus
eaction=introduction
eduSource Canada Project http://www.edusource.ca/
USA-Based Examples Multimedia Educational
Resource for Learning and Online Teaching
http://www.merlot.org
Gateway to Educational Materials
http://www.thegateway.org/
EducaNext Homepage
Metadata
Federated Search
Broker 1
Broker 4
Broker 3
Broker 2
Learning Object Metadata?
Images Text
Video
Audio
+ Metadata
LO files
What is a Learning Object Repository?
Metadata Repository
Content Repository
Learning Object Repositories
Content sent to User
LOR1 LOR2 LOR3 LOR#
Metadata Repository
Content Repositories
Content Located
Search Request
IEEE LOM – Meta-data Structure Learning object data elements are grouped
into nine categories:
Category Function
1 General General information
2 Lifecycle Features related to the history and current state of the learning object
3 Meta-Metadata Information about the metadata instance itself
4 Technical The technical requirements and technical characteristics of the learning object
5 Educational Groups the educational and pedagogic characteristics of the learning object
Category Function
6 Rights Groups the intellectual property rights and conditions of use for the learning object
7 Relation Features that define the relationship between the learning object and other related learning objects
8 Annotation Provides comments on the educational use of the learning object
9 Classification Describes this learning object in relation to a particular classification system
IEEE LOM – Meta-data Structure
IMS Content package Έχει 2 συστατικά: Ένα ειδικό XML έγγραφο που περιγράφει την
οργάνωση του περιεχομένου και αναφορές στα αντίστοιχα αρχεία – IMS manifest file: imsmanifest.xml. – Το Manifest file είναι μια περιγραφή σε XML κάποιων
πόρων που συναποτελούν το υλικό του μαθήματος. Περιλαμβάνει επίσης τρόπους στατικής οργάνωσης των πόρων για παρουσίαση
Τα ίδια τα αρχεία Τα παραπάνω ενοποιούνται σε ένα αρχείο
(.zip, .jar, .cab κλπ) που πλέον ονομάζεται Package Interchange File.
IMS Content package
Logical and Packaging View
Course
SCOLesson 1
Lesson 2
Part A
Module 1
Lesson 3
Module 2
Lesson 1
Lesson 2
Assessment
Part B
Resource
Resource
Resource
Resource
Resource
Resource
Resource
SCO
SCO
SCO
SCO
SCO
SCO
Organization
SCOItem
Item
Item
Item
Item
Item
Item
Item
Item
Item
Resource
Resource
Resource
Resource
Resource
Resource
Resource
SCO
SCO
SCO
SCO
SCO
SCO
Logical ViewLearning Content Structure as seen on the browser
Packaging ViewLearning Content Oganisation in IMS CP
<imsmanifest version="1.3" identifier=“CourseDSP"><organizations default="TOC1">
<organization identifier="TOC1"><title>DSP Courseware</title><item identifier="S.10269" identifierref="S.10269_RES">
<title>Elements of Discrete Systems</title></item><item identifier="S.10271" identifierref="S.10271_RES">
<title>Properties of Discrete Systems</title></item><item identifier="S.10273" identifierref="S.10273_RES">
<title>Sampling of Analog Systems</title></item><item identifier="S.10275" identifierref="S.10275_RES">
<title>Sampling of Sinusiodal Systems</title></item>
<!-- . . .--></organization></organizations>
<resources><resource identifier="S.10269_RES" href="units/intro_1.html">
<title>Elements of Discrete Systems</title></resource><resource identifier="S.10271_RES" href="units/intro_2.html">
<title>Properties of Discrete Systems</title></resource>
<!-- . . . --></resources></imsmanifest> The IMS content packaging manifest
The SCORM ADL Run-time environment (RTE) v1.3, [http://www.adlnet.org/].
Learning Content Management Systems
Για να τα πάρουμε τα πράγματα με τη σειρά ξανά …
CREATECONTENT
PACKAGE, TEST &
MANIPULATE[RELOAD]
STORE[REPOSITORY]
DELIVER[MLE]
Aloha Metadata Editor
Metadata Profile Editor 1
Metadata Profile Editor 2
Metadata Profile Editor 3
LRN toolkit – Ένα εργαλείο
simple sequencing
Simple Sequencing
Activity AIf status == “satisfied”Then goto CElse goto B
Activity B
Goto C
Activity C
If status == “not satisfied”Then goto AElse goto…
Activity A
Activity B
Activity C
If status == “satisfied”
If status != “satisfied”
Goto C
If status == “not satisfied”
CP and SS
Sequencing Information Model Control - describes where navigation events can originate from
– Flow, Choice, Mixed, Auto Traversal
– Sequential, Any, Concurrent PreviousAllowed – is backward traversal permitted (true/false) Selection - how the set of sequenced items for the current aggregation
are selected and ordered. Pre-Condition (condition, action)
– E.g. if max attempts exceeded, skip this item Post-Condition (condition, action)
– E.g. if failed, retry the item Etc… to be defined.
Tracking Information Model Tracking information
– Activity attempt count– Activity duration– Activity completion– Activity score– Activity mastery– Referenced learning objective/competency completion
Activity launch limits– Time limits for completion– Time based availability– Maximum attempt limit for completion– Prerequisite completion prior to entry
Sequencing Rules Rules include:
– Precondition Rules If … then Disable this activity If … then Skip this activity in flow mode If … then Stop Forward Traversal If … then Hide this activity from Choice
– Exit Action Rule If … then Exit
– Post Condition Rules If… then Continue If… then Previous If… then Exit All If… then Retry If… then Retry All
Question and Test Interoperability Περιγράφει τη βασική δομή για την
αναπαράσταση ερωτήσεων και test Επιτρέπει την ανταλλαγή δεδομένων
(ερωτήσεων-test) μεταξύ διαφόρων Learning Management Systems
Το QTI δεν ασχολείται με θέματα σχεδιασμού, user interfaces, τεχνολογιών ή παιδαγωγικών μοντέλων των εφαρμογών που το ακολουθούν
Question and Test Interoperability Διαφορετικοί τύποι «ερωτήσεων» που καλύπτονται από το
QTI:– Multiple choice– True false– Multiple response– Image hot spot– Fill in the blank– Select text– Slide– Drag object– Drag target– Order objects– Match item– Connect the points
An example of QTI question
<questestinterop><qticomment>Simple True/False multiple-choice example.</qticomment><item ident="IMS_V01_I_trfl_ir_001"><presentation label="BasicExample001"><material><mattext> Paris is the Capital of France ?</mattext><material><response_lid ident="TF01" rcardinality="Single"rtiming="No"><render_choice><response_label ident="T"><material><mattext> True </mattext></material></response_label><response_label ident="F"><material><mattext> False </mattext></material></response_label></render_choice></response_lid></presentation></item></questestinterop>
The IMS QTI manifest
Quiz tool Create all the familiar forms of assessment including true-false, multiple
choice, short answer, matching question, random questions, numerical questions, embedded answer questions with descriptive text and graphics.
An example of QTI question
QTI Resources Specs, tutorials, DTDs and XDRs, XML
examples, export validation tool– http://www.imsproject.org/question
The Questionmark viewer– http://www.questionmark.com/perception/help/
qtixml.html WebEx
– http://www.webassessment.co.uk SCAAN QTI tool
– http://www.scaan.ac.uk/ims.html
Learner profile standards
General Learning Technology Information
Learner Information
ExtensionsPAPI Learner Personal
ExtensionsPAPI Learner Performance
ExtensionsPAPI Learner Preference
ExtensionsPAPI Learner Portfolio
PAPI Learner Information
ExtensionsPAPI Learner Security
ExtensionsPAPI Learner Relations
Learner Security Info
Learner Portfolio InfoLearner Preference Info
Learner Relations Info
Learner Performance Info
Learner Personal Info
IEEE PAPIIMS LIP
Comparison of standardsIEEE PAPI categories IMS LIP categories
Personal Information Identification
Relations Relationships*
Preference Accessibility*
Performance Activity*, QCL, Competency*
Portfolio Transcript*, QCL---- Goals---- Interests
Course
Act 1 Act 2 Act 3 Act 4 Act 5
Role-part 1Role-part 2Role-part 4Role-part 5
Role Activity EnvironmentLearning objectsLearning services
Activity-Description
People engage in Activities with Resourcesroles (who does what)activities (what they do)environments (where they do them and what they do with them)(services) (learning objects).
Educational Modelling Language
Δραστηριότητες για LD Problem-based learning
(1) present problem (2) learner elaborates problem (e.g. through analysis, discussion) (3) learner seeks information (4) learner analyses and evaluate information for relevance (5) learner applies information to problem (6) learner presents solution(s)
Conversational model (Laurillard)(1) set task goal (2) describe conception of subject (3) learner describes conception of subject (4) re-describe in light of learner action or description (5) adapt task goal in light of action or description (etc)
Cognitive scaffolding (Piaget)(1) present content (2) learner engages in content-related task (3) test comprehension (4) present next content in scaffolded sequence (5) next content-related task (etc)
Development of EML at OU NL At design-time the people are unknown
therefore deal with Roles The fundamental roles are Learner & Teacher
but allow sub-roles to be defined also Roles need to do different things at the same time
allow separate activities with synchronisation points Activities can have parts and sub-parts
allow activity-structures to be created Activities need to be organised over time
support sequencing and user choice Resources can be of many different types
knowledge objects, communications, questions & tests, collaborative services, etc
Content needs to be presented via different media
Το όραμα…
συμπεράσματα τα πρότυπα μαθησιακών τεχνολογιών
προσφέρουν τη δυνατότητα να περιγράψουμε διάφορες πληροφορίες που αφορούν τη μαθησιακή διαδικασία με ένα κοινά αποδεκτό τρόπο– εκπαιδευόμενους, περιεχόμενο, δραστηριότητες, κλπ
με βάση αυτήν την πληροφορία μπορούμε να δημιουργήσουμε εφαρμογές εξατομικευμένης μάθησης– με επαναχρησιμοποιήσιμο τρόπο
Ας αποφύγουμε την πολυπλοκότητα …
Design is both art and science
M.C. ESCHER
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