Standards and interoperability- a Norwegian perpective

Project Coordinator Tore Hoel,the Norwegian eStandard project www.estandard.no

The first learning technology standard was developed by

”electrical engineers”

IEEE LOM (Learning object metadata) standard, June 2002,Institute of Electrical and Electronics Engineers, Inc

e-learning standards does not carry any learning theory? Standardization of e-learning technology

is a complex negotiation of meaning and interests within large actor-networks…

Inscription, translations and delegations We are modelling specific worlds – not

any worlds Tools come with embedded ideology –

e.g. Powerpoint vs. Mindmaps

Be aware of easy ways out of the alphabet soup

SCORMIEEE - LTMS

AICC

ARIADNE

DCMIW3C

CEN/ISSS

We do not have anyde facto standard!

Stakeholders in standardization

Governmental authorities Educational communities Vendors Publishing houses Content developers Individuals

All have different agendas and strategies for learning and teaching

Authorities

Mediating negotiation

Vendors

TeachersUniversitiesSchoolsLearners

Contentproviders

We need a bodies that are neutral, respected by everyone, and able to facilitate the negotiations between the stakeholders

The eStandard project of Norway

Funded by the Ministry of Education as part of the Programme for Digital Competence (2004 – 2008)

Raise awareness - not do research Convey international best practice Give advice to Norwegian projects Participate in international

standardization bodies (ISO & CEN) coordinated by Standard.no

www.estandard.no

Do not ignorethe academicdiscourse – thereare no goodanswers yet!

The importance of a driving force

Somebody has to put the questions!

The need for a pedagogical framework for e-learning to build a technical framework

Learning is a Social Phenomenon: Negotiation of meaning through dialogue, collaboration collaboration, and reflection

Learning is more than consuming content

IMS Learning Design – do we care – or are we content with SCORM’s tracking and simple sequencing the single, self paced learner?

Architecture for learning

We are locked into content centric platforms - how to break out?

Identity management (the au-au) Federated identity for education (FEIDE)

Today gigantic components - tomorrow a webservice architecture?

User Agents

Application Services

Common Services

Institutional Infrastructures (TCP/IP etc)

E-learning architecture

LMS Component

Content Mgt

Library Component

Search

Content Mgt

Packaging

Search

Packaging

Activity Mgt

Collaboration

Assessment

Authentication Authentication

SRS Component

Learner Info

Enrolment

Reporting

Authentication

TODAY: LAND OF THE GIANT COMPONENTS

Messaging Messaging Messaging

Cataloguing

LMS in an e-learning architecture

From CETIS

User Agents

Application Services

Common Services

Institutional Infrastructures

VLE Portal LibrarySRS Authoring tool

Activity MgtContent Mgt

Search

Collaboration

Assessment

Messaging Authentication AuthorizationDRM GUIDs

Cataloguing

Packaging

Sequencing

Course Mgt

Enrolment

Learner Info

PDP

Competency Mgt

Reporting/BI

A service-based model of architecture

From CETIS

LibraryAuthoring toolSRSportalVLE

User Agents

Space allocationTimetabling

Application Services

Learner Profile management

GradingTerminologyRating / annotation Assessment

ArchivingResource listPackagingCatloguing Activity author

Content managementResource Discovery

SchedulingGroup management Resource management

Course managementActivity managementLearning flowSequencing Collaboration

ePortfolioCompetency User Preferences

Common Services

Service registrySearch

WorkflowFilingLoggingMetadata registry Identifier

DRMResolverAuthenticationMessaging Authorisation

Institutional infrastructure

From CETIS

Learning resources - navigation and distributions

LOM profiles Secondary metadata

Topic Maps Digitalization of the curriculum - a topic to

be explored Distribution of learning resources:

How to achieve interoperability between repositories?

Digital Rights Management - where to start?

As they stand, DRM solutions designed to protect commercial interests are unsuitable for the education sector. (JORUM Scoping and Technical Appraisal Study, UK)

User Licences to communicate betterabout digital rights!

Items for cooperation

Metadata RDF, TopicMaps

ePortfolios Designing for social constructivist

learning theories How to capitalize on the highest

penetration of LMS systems in the world?

Thank you!

Tore.Hoel@estandard.no