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EML, IMS Learning Design and IMS Simple Sequencing Colin Tattersall Educational Technology Expertise...

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EML, IMS Learning Design and IMS Simple Sequencing Colin Tattersall Educational Technology Expertise Centre Open University of the Netherlands
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Page 1: EML, IMS Learning Design and IMS Simple Sequencing Colin Tattersall Educational Technology Expertise Centre Open University of the Netherlands.

EML, IMS Learning Design and

IMS Simple Sequencing

Colin Tattersall

Educational Technology Expertise Centre

Open University of the Netherlands

Page 2: EML, IMS Learning Design and IMS Simple Sequencing Colin Tattersall Educational Technology Expertise Centre Open University of the Netherlands.

Overview

­ A­word­or­two­on­who­I­am­ EML,­Learning­Design,­Simple­Sequencing

­ What­are­they?­ How­do­they­relate­to­each­other?­ What­are­their­strengths/weaknesses?

­ Summary­ Discussion

Page 3: EML, IMS Learning Design and IMS Simple Sequencing Colin Tattersall Educational Technology Expertise Centre Open University of the Netherlands.

Colin­Tattersall

­ British,­11­years­in­NL;­ Computer­Scientist;­ Exposure­to­Computer­Based­Learning­and­

Intelligent­Tutoring­Systems­in­late­80s­at­CBL­Unit,­Leeds­University;

­ Last­few­years:­product­manager­at­software­company­producing­XML-based­authoring/content­management­systems;

­ Started­at­OUNL­on­Nov.­1st­2002:­ OTEC,­Development

Page 4: EML, IMS Learning Design and IMS Simple Sequencing Colin Tattersall Educational Technology Expertise Centre Open University of the Netherlands.

Overview

­ A­word­or­two­on­who­I­am­ EML, Learning Design, Simple Sequencing

­ What are they?­ How­do­they­relate­to­each­other?­ What­are­their­strengths/weaknesses?

­ Summary­ Discussion

Page 5: EML, IMS Learning Design and IMS Simple Sequencing Colin Tattersall Educational Technology Expertise Centre Open University of the Netherlands.

Educational­Modelling­Language­(EML)

­ Developed­by­OUNL­in­the­late­nineties­ Made­generally­available­December­2000

­ Language­for­describing­Units of Learning­ All­the­content­and­processes­in­function­of­learning­something­

­ A­model­of­the­activities,­content,­tools­and­workflow­for­learners­and­staff­to­accomplish­one­or­more­learning­objectives

­ Examples:­module,­course,­curriculum,­practical,­lesson,­…

Page 6: EML, IMS Learning Design and IMS Simple Sequencing Colin Tattersall Educational Technology Expertise Centre Open University of the Netherlands.

Educational­Modelling­Language

­ Brought­into­the­standardisation­process­via­IMS­in­2001­(www.imsglobal.org)

­ IMS­goals:­ “Defining­the­technical­specifications­for­interoperability­

of­applications­and­services­in­distributed­learning”­ “Supporting­the­incorporation­of­the­IMS­specifications­

into­products­and­services­worldwide”

­ IMS­SIG­on­Instructional­Design­which­led­to­…­

Page 7: EML, IMS Learning Design and IMS Simple Sequencing Colin Tattersall Educational Technology Expertise Centre Open University of the Netherlands.

IMS­Learning­Design­v1.0

­ Approved­February­the­10th­2003­ EML­will­now­no­longer­maintained­or­updated­ EML­and­IMS­Learning­Design­are­very­similar,­

though­there­are­some­differences­…­

Page 8: EML, IMS Learning Design and IMS Simple Sequencing Colin Tattersall Educational Technology Expertise Centre Open University of the Netherlands.

EML­and­Learning­Design

EML IMS LD Produced­by­OUNL­and­made­available­to­the­learning­technology­community;­

A­specification­developed­and­promoted­by­IMS;­

Contains­a­content­model,­indicating­how­learning­objects­should­be­structured­(based­on­the­DocBook­DTD);­

No­content­model.­Use­of­XHTML­recommended,­although­other­content­supported­(eg­RTF);­

A­single,­all-embracing­approach­to­developing­learning­experiences;­

A­framework,­integrated­with­IMS­Content­Packaging­and­integrating­­IMS­Meta­Data,­IMS­Question­&­Test­Interoperability,­IMS­Simple­Sequencing­and­other­IMS­specifications;­

­

Page 9: EML, IMS Learning Design and IMS Simple Sequencing Colin Tattersall Educational Technology Expertise Centre Open University of the Netherlands.

But­why­EML/IMS­LD?

­ Pedagogical­meta­model­ Offers­a­level­of­abstraction­enabling­different­

educational­models­to­be­described­ Software­which­knows­about­the­meta-model­can­

interpret­specific­models—model­an­approach­to­learning­(eg­problem­based­learning)­and­have­it­executed­(‘played’)

­ Moves­the­focus­from­Learning­Objects­to­Learning­Activities­….

Page 10: EML, IMS Learning Design and IMS Simple Sequencing Colin Tattersall Educational Technology Expertise Centre Open University of the Netherlands.

My­first­steps­in­the­e-learning­world

­ Downloaded­Microsoft’s­LRN­3.0­Toolkit­­ IMS­Content­Packaging­ IMS­Meta-data

­ Downloaded­all­example­content­packages­ Things­were­looking­good­….

Page 11: EML, IMS Learning Design and IMS Simple Sequencing Colin Tattersall Educational Technology Expertise Centre Open University of the Netherlands.
Page 12: EML, IMS Learning Design and IMS Simple Sequencing Colin Tattersall Educational Technology Expertise Centre Open University of the Netherlands.
Page 13: EML, IMS Learning Design and IMS Simple Sequencing Colin Tattersall Educational Technology Expertise Centre Open University of the Netherlands.
Page 14: EML, IMS Learning Design and IMS Simple Sequencing Colin Tattersall Educational Technology Expertise Centre Open University of the Netherlands.
Page 15: EML, IMS Learning Design and IMS Simple Sequencing Colin Tattersall Educational Technology Expertise Centre Open University of the Netherlands.
Page 16: EML, IMS Learning Design and IMS Simple Sequencing Colin Tattersall Educational Technology Expertise Centre Open University of the Netherlands.

Things­were­looking­good,­but­…

­ Some­engaging­content,­but­each­example­seemed­to­be­a­slight­variation­of­the­previous;

­ Learning­felt­like­(only)­consuming­content­ Support­often­looked­like­page-turning

­ Is­this­the­style­of­e-learning­that­the­IMS­specifications­are­about?

Page 17: EML, IMS Learning Design and IMS Simple Sequencing Colin Tattersall Educational Technology Expertise Centre Open University of the Netherlands.

From­Learning­Objects­to­Learning­Activities

­ What­about­situations­in­which­learning­happens­without­learning­objects?

­ What­about­when­several­learners­cooperate­to­solve­a­problem?

­ Where­are­the­teachers­and­staff?

­ Learning­Design­meta-model:­­ Modelling­the­performance­of­individual­and­group­learning­activities­designed­to­attain­learning objectives­and,­in­the­process,­making­use­of­learning objects.

Page 18: EML, IMS Learning Design and IMS Simple Sequencing Colin Tattersall Educational Technology Expertise Centre Open University of the Netherlands.

Making­IMS-LD­‘learning­experiences’

­ Learning­processes­are­modelled­in­the­IMS-LD­language

­ These­models­are­‘played’­in­an­IMS-LD-aware­player;

­ Analogous­to­marking-up­learning­materials­in­HTML­and­having­a­browser­interpret­them

Page 19: EML, IMS Learning Design and IMS Simple Sequencing Colin Tattersall Educational Technology Expertise Centre Open University of the Netherlands.

IMS-LD­concepts

­ People­act­in­different­roles­ working­towards­certain­objectives­ by­performing­learning and/or support activities­ within­an­environment,­consisting­of­learning

objects­and­services­used­in­the­performance­of­the­activities.

­ Analogy­with­a­play­….

Page 20: EML, IMS Learning Design and IMS Simple Sequencing Colin Tattersall Educational Technology Expertise Centre Open University of the Netherlands.

play

Act 1 Act 2 Act 3 Act 4 Act 5

Role-part 1

Role-part 2

Role-part 4

Role-part 5

Role Activity Environment

Learning objects

Learning services

Activity-Description

Page 21: EML, IMS Learning Design and IMS Simple Sequencing Colin Tattersall Educational Technology Expertise Centre Open University of the Netherlands.

Who­does­what,­when?

Page 22: EML, IMS Learning Design and IMS Simple Sequencing Colin Tattersall Educational Technology Expertise Centre Open University of the Netherlands.

But­what­do­students­and­staff­see?

­ The­diagram­helps­to­identify­roles,­activities,­acts,­etc,­easing­the­creation­of­an­XML-based­representation­of­the­learning­process;

­ Modelling­is­one­thing,­experiencing­the­learning­design­is­another;

­ Today­there­is­no­IMS-LD­player,­but­ An­impression­can­be­gained­through­the­

prototype­EML­player­…

­ Warning:­you­are­about­to­see­Dutch­content

Page 23: EML, IMS Learning Design and IMS Simple Sequencing Colin Tattersall Educational Technology Expertise Centre Open University of the Netherlands.
Page 24: EML, IMS Learning Design and IMS Simple Sequencing Colin Tattersall Educational Technology Expertise Centre Open University of the Netherlands.
Page 25: EML, IMS Learning Design and IMS Simple Sequencing Colin Tattersall Educational Technology Expertise Centre Open University of the Netherlands.

Reflecting­on­IMS-LD­concepts

­ People­act­in­different­roles­ Students and facilitator

­ working­towards­certain­objectives­ Understanding the role of learning technology standards

­ by­performing­learning and/or support activities­ Answering questions, discussing, reading, …

­ within­an­environment,­consisting­of­learning objects­and­services­used­in­the­performance­of­the­activities.­ Material on standards, discussion forum, …

Page 26: EML, IMS Learning Design and IMS Simple Sequencing Colin Tattersall Educational Technology Expertise Centre Open University of the Netherlands.

Having­been­introduced­to­EML­and­LD,­

here’s­Simple­Sequencing­…

Page 27: EML, IMS Learning Design and IMS Simple Sequencing Colin Tattersall Educational Technology Expertise Centre Open University of the Netherlands.

IMS­Simple­Sequencing

­ Released­March­2003­ Will­be­part­of­SCORM­1.3­ “Simple"­because­it­includes­a­limited­number­of­

widely­used­sequencing­behaviours,­not­because­the­specification­itself­is­simple.

­ WARNING:­some­terminological­differences­with­LD­ahead

Page 28: EML, IMS Learning Design and IMS Simple Sequencing Colin Tattersall Educational Technology Expertise Centre Open University of the Netherlands.

What­Is­Sequencing?

­ Predictable,­consistent­ordering­and­delivery­of­learning­activities,­in­an­instructionally­meaningful­manner,­regardless­of­delivery­environment­ Designers/authors­specify­sequencing­behaviors­at­design/authoring­time.

­ Activities­are­sequenced­at­time­of­delivery­depending­on­specified­behaviors­and­the­learner’s­actions.­­

­ Sequencing­behaviors­are­external­from­the­content­to­enable­greater­degree­of­granularity­and­reuse

Page 29: EML, IMS Learning Design and IMS Simple Sequencing Colin Tattersall Educational Technology Expertise Centre Open University of the Netherlands.

Problems­­that­­the­IMS­Sequencing­

Specification­is­Trying­to­Solve

­ Code­for­sequencing­is­embedded­with­code­inside­learning­resources

­ Sequencing­behavior­is­inconsistent­in­different­delivery­systems

­ Models­of­sequencing­are­proprietary­or­idiosyncratic

­ Models­of­sequencing­behaviors­and­activities­are­poorly­defined

Page 30: EML, IMS Learning Design and IMS Simple Sequencing Colin Tattersall Educational Technology Expertise Centre Open University of the Netherlands.
Page 31: EML, IMS Learning Design and IMS Simple Sequencing Colin Tattersall Educational Technology Expertise Centre Open University of the Netherlands.

SS:­Definition:­Activity­Tree

­ LMS­Sequencing­behavior­is­described­in­terms­of­traversing­the­nodes­of­an­activity­tree­to­determine­which­activity­to­deliver­to­the­learner

Page 32: EML, IMS Learning Design and IMS Simple Sequencing Colin Tattersall Educational Technology Expertise Centre Open University of the Netherlands.

SS:­Content­Package­Structure

Page 33: EML, IMS Learning Design and IMS Simple Sequencing Colin Tattersall Educational Technology Expertise Centre Open University of the Netherlands.

Example­sequencing­behaviour

Page 34: EML, IMS Learning Design and IMS Simple Sequencing Colin Tattersall Educational Technology Expertise Centre Open University of the Netherlands.

Sequencing­Rules­

­ Rules­have­conditions­which­are­based­on­Tracking­Status­(e.g.­completed,­satisfied,­etc.)­­

­ Rules­are­evaluated­at­specific­times­during­the­various­sequencing­processes

­ Rules­include:­ Precondition­Rules

­ If­…­then­Disable­this­activity­ If­…­then­Skip­this­activity­in­flow­mode­ If­…­then­Stop­Forward­Traversal­ If­…­then­Hide­this­activity­from­Choice

­ Exit­Action­Rule­ If­…­then­Exit

­ Post­Condition­Rules­ If…­then­Continue­ If…­then­Previous­ If…­then­Exit­All­ If…­then­Retry­ If…­then­Retry­All

Page 35: EML, IMS Learning Design and IMS Simple Sequencing Colin Tattersall Educational Technology Expertise Centre Open University of the Netherlands.

Example­Simple­Sequencing­Rules­…

­ Satisfied­–­evaluates to True if the Objective Progress value of Objective Satisfied Status for the objective associated with the activity (indicated by Rule Condition Referenced Objective) is True.

­ Completed­–­evaluates to True if the Attempt Progress value of Activity Attempt Completion Status for the activity is True­

Page 36: EML, IMS Learning Design and IMS Simple Sequencing Colin Tattersall Educational Technology Expertise Centre Open University of the Netherlands.

Overview

­ A­word­or­two­on­who­I­am­ EML,­Learning­Design,­Simple­Sequencing

­ What­are­they?­ How do they relate to each other?­ What­are­their­strengths/weaknesses?

­ Summary­ Discussion

Page 37: EML, IMS Learning Design and IMS Simple Sequencing Colin Tattersall Educational Technology Expertise Centre Open University of the Netherlands.

LD­and­SS­similarities

­ Both­offer­sequencing­mechanisms;­ Both­are­packaged­in­the­organizations­section­of­

an­IMS­Content­Package­ Both­talk­about­learning­activities;­ Both­talk­about­learning­objectives;

Page 38: EML, IMS Learning Design and IMS Simple Sequencing Colin Tattersall Educational Technology Expertise Centre Open University of the Netherlands.

It’s­not­…..

Simple Sequencing

Learning Design

… because SS is single learner and LD is multi-learner and so there are things in LD which can’t be modelled in SS

“SS does not address synchronization between multiple parallel learning activities … simple sequencing recognizes only the role of the learner” (SCORM 1.3)

Page 39: EML, IMS Learning Design and IMS Simple Sequencing Colin Tattersall Educational Technology Expertise Centre Open University of the Netherlands.

But­is­it­…..

Learning Design

Simple sequencing

Can everything that can be done in SS also be done in LD?

Page 40: EML, IMS Learning Design and IMS Simple Sequencing Colin Tattersall Educational Technology Expertise Centre Open University of the Netherlands.

Or­is­it­…..

Are there things in SS which can’t be done in LD?

Learning Design

Simple sequencing

Page 41: EML, IMS Learning Design and IMS Simple Sequencing Colin Tattersall Educational Technology Expertise Centre Open University of the Netherlands.

IMS­Learning­Design­is­a­Framework

­ An­IMS­Learning­Design­can/is­likely­to:­ Be­packaged­in­an­IMS­Content­Package­ Use­IMS­Meta-data­to­describe­various­elements­­ Incorporate­IMS­QTI­assessments­ Use­IMS­Reusable­Definition­of­Competency­of­Learning­

Objective­to­describe­Learning­Objectives­ Map­properties­to­IMS­Learner­Information­Package­

elements

­ And­may­…­ Include­IMS­Simple­Sequencing­…

Page 42: EML, IMS Learning Design and IMS Simple Sequencing Colin Tattersall Educational Technology Expertise Centre Open University of the Netherlands.

SS­in­LD

­ Sub-manifests­ A­content­package­using­LD­contains­a­sub-manifest­that­used­SS,­etc.

­ In­an­LD­instance­document.­­ inside­the­environments­elements,­

­ used­to­sequence­learning­objects­and­items­contained­in­the­learning­objects.­

­ within­the­learning­object­element­­ used­to­sequence­items­that­are­contained­within­a­learning­object.­

­ Places­requirements­on­runtime­engine

Page 43: EML, IMS Learning Design and IMS Simple Sequencing Colin Tattersall Educational Technology Expertise Centre Open University of the Netherlands.

Overview

­ A­word­or­two­on­who­I­am­ EML,­Learning­Design,­Simple­Sequencing

­ What­are­they?­ How­do­they­relate­to­each­other?­ What are their strengths/weaknesses?

­ Summary­ Discussion

Page 44: EML, IMS Learning Design and IMS Simple Sequencing Colin Tattersall Educational Technology Expertise Centre Open University of the Netherlands.

multiple­users single­user

multiple­roles single­role­(learner)

unlimited­number­of­properties

fixed­set­of­properties­in­tracking­model

no­detailed­behavioural­model­(left­to­implementers)

detailed­behavioural­model

No­SCORM­plans­yet Planned­for­SCORM­1.3

EduBox­Player,­WebMCQ­tools

GIUNTI,­IBM­engines­­being­built

LD­and­SS

Page 45: EML, IMS Learning Design and IMS Simple Sequencing Colin Tattersall Educational Technology Expertise Centre Open University of the Netherlands.

When­to­use­which­one?

­ Multiple­users/roles:­IMS­Learning­Design­ Single­user:­choice

­ External­requirements:­SCORM­1.3­ Which­players­are­available?­ Which­examples/tutorials­are­available

­ Both­likely­to­have­their­markets­ What­about­using­SS­in­LD?

­ Through­sub-manifests?­Not­Unlikely­ Within­an­LD­instance?­Unlikely

Page 46: EML, IMS Learning Design and IMS Simple Sequencing Colin Tattersall Educational Technology Expertise Centre Open University of the Netherlands.

Overview

­ A­word­or­two­on­who­I­am­ EML,­Learning­Design,­Simple­Sequencing

­ What­are­they?­ How­do­they­relate­to­each­other?­ What­are­their­strengths/weaknesses?

­ Summary­ Discussion

Page 47: EML, IMS Learning Design and IMS Simple Sequencing Colin Tattersall Educational Technology Expertise Centre Open University of the Netherlands.

Summary

­ LD­is­approved:­learning­and­teaching­are­getting­attention;­ Opportunity­to­move­away­from­designing­for­lone-

learners­reading­from­screens­to­focus­on­the­performance­of­individual­and­group­learning­activities­

designed­to­attain­learning­objectives­­ Horses­for­courses:­

­ LD­and­SS­will­have­their­own­niches­ IMS­aware­of­terminology­issues

Page 48: EML, IMS Learning Design and IMS Simple Sequencing Colin Tattersall Educational Technology Expertise Centre Open University of the Netherlands.

Overview

­ A­word­or­two­on­who­I­am­ EML,­Learning­Design,­Simple­Sequencing

­ What­are­they?­ How­do­they­relate­to­each­other?­ What­are­their­strengths/weaknesses?

­ Summary­ Discussion


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