Making Tracks – Bridging the Chasm
Partnership betweenUniversity of Hull ( Robert Sherratt and Steve Jeyes)
Icodeon Ltd (Warwick Bailey)
NRICH Maths at Cambridge University
(Mike Pearson and Charlie Gilderdale mainly)
ELF demonstrator using the ADL coLab/ ISIS/ ASSIS Simple Sequencing outputs and NRICH’s wealth of developing Maths learning activities / problems etc
Why did we do it ?
Easy creation of standards conformant sequenced learning trails incorporating resources from NRICH
Introduce explorative games-based educational environments
Use Simple Sequencing creatively to help a learner capture pedagogical strategies for problem solving
(Systematics teaching) develop thoughtful play leading to useful reflective
insights and methods of solution
Technical Overview
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Demo and Fallback
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Challenges and Problem Areas
Substantial development was needed to deliver reusable sequenced resources
On its own Simple Sequencing can only realistically be used for sequences that truly are simple
Additional technologies may be needed for complex developments such as games based learning
Can these limitations be overcome with better authoring tools?
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V Card Trail
Teaching Systematics the structure and tools for problems
Capturing Teacher / Learner dialogue Charlie Gilderdale storyboarding with 138 ppts
with problems , hints, directions etc Converted to active simulation (Flash) and
relevant docs (XHTML etc) Being sequenced to mimic the appropriate
Teacher intervention
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Card 1
Length of arms 3
Start no. 1
Increment 1
No. of solutions 3
Timed No
Time allowed n/a
Start Number Range n/a
Increment range n/a
Hint text: Try all the different possible numbers at the bottom.
Objective: Find all solutions
Submit sequence:Finished if learner has found all solutions and thinks so.
Suggested Level: 1
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10Planet Vogsphere
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Planets unavailable grey
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14www.brantacan.co.uk for these and many more great bridges
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How to bridge the chasm ??
Tough challenge – ok for savvy developers with plenty of glue and string
Definitely needs meta-tools to allow for widespread adoption
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Rules decide entry
visibility and exit
Initial room
Other rooms appear depending on behaviour
Other floors accessed depending on behaviour and roll up
elevation
plan
Basic views for structure
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Tutor
Tutorial
Learning
Learner
Designs Learning
Interacts
Reflects
Creates Model & Narrative
ActivitiesTasksGoals
Experience / Pilots
(Monitors)
Advises/Stimulates
Tracks(Objectives)
(Rules/Rollup)
Builds concepts
Adapts
Actively Engages
Controls Activities Directs Learning
Adapts(Rules/Visibility)
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Prototype authoring tool
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Extra Technical slides
Not to be talked through End now !!!
How ? (technical stuff )
Services• SSRun (ISIS output)• CMIRun (a prototype adapter developed for this
project providing the SCORM 2004 CMI services)
Standards• SCORM 2004 packaging• IMS Content Packaging, IMS Simple Sequencing as
used by SCORM 2004 Sequencing and Navigation book, and SCORM 2004 run time environment.
Technologies• Java, Javascript (Ajax), Flash Actionscript
Successes
ISIS SSRun service works well and has improved with refactoring
The LMS webapp demonstrates how a server can use SSRun to create adaptive navigation
The SSRun unit test framework has proved very useful in verifying the behaviour of sequencing manifests.
Automated creation of courses containing dumb resources which use simple choice or flow sequencing is achievable.
The Future
Use the Making Tracks LMS to create a portable pick and mix application so teachers can select, annotate and sequence resources from NRICH
What should JISC/CETIS do next Lobby for improved standards for reusable
learning resources that are less didactic We have identified some simple extensions that
would help see the Final Report for more details
Simple Sequencing problems
It’s extremely time consuming to create and test manifests where there is interaction with intelligent SCOs.
Opaque documentation. Nothing for users. With intelligent SCOs, sequencing
exceptions are handled at the wrong level. Conformance tests are incomplete. In practice it is limited to sequencing
dumb or templated resources.
SCORM CMI problems
For SCOs, the CMI database is essentially write-only.
Inter-SCO communication is limited to passing information via objectives.
Attempt limits can not be reset. These factors bias the standard
towards assessment rather than learning.
