1 ics-forth & univ. of crete selene november 2002 stratakis miltos miltos stratakis e-learning...
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ICS-FORTH & Univ. of Crete SeLene November 2002
Stratakis Miltos
Miltos Stratakis
E-learning Standards
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ICS-FORTH & Univ. of Crete SeLene November 2002
Stratakis Miltos
The Magic of Connecting Two Minds
Instructor describes, explains, questions, guides, poses problems, leads exploration......
Conceptual model in the instructor's mind
or its functional equivalent - is transferred to the student's mind
What happens when we introduce a computer in the middle?
How do we capture the instructor's mind in a computer?
How do we capture other students' minds in a computer?
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Principles for Applying Computers to Learning
Think of learning as involving at least two minds in communicationThe role of the computer is to augment and facilitate this
communication, not to be an intrusive entity that exists for its own sake Center the activity on the student, not the computer: an e-Learning system
must recognize the differences among learning stylesmust adapt to the student, not the other way around is a window into a knowledge space
Some areas are well structured, e.g. by a syllabus the student needs to learn to navigate these structures
Much larger areas are poorly structured the student may get lost or might discover something remarkable
We must also support the instructor or teacherConnecting with the community of practitionersModeling the skills or capability of the studentsRelating the success of his or her overall teaching with the needs of the
organization
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What is a Learning Object ?
A learning object can be any entity, digital or not, that can be used or referenced in technology- supported learning
Can be:Physical, such as
A workbookA CD-ROM
Online, such as A .GIF graphic imageA Java appletA Web page
PHYSICAL
ONLINE
??
?
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Granularity of Learning Objects: CS 252 Example
ProgramProgram
CourseCourse
ModuleModule
LessonLesson
ComponenComponentt
Introduction Java Programming Basics
A first view in OOP Languages OOP
Principles
CS 252
CS 360
CSD Studies
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E-learning End-User Services
Data and referenced material integration On demand accessibility Knowledge validation/assessment Personalized Content Aggregation Sharing information among distributed learning systems
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E-learning Standards May be:
Formal or “de jure” (the designation/certification of a specification's status by an accredited body, like IEEE or ISO)
“de facto” (when a critical mass or majority choose to adopt and use a specification)
Needed for:Durability: No need for modification as versions of system software
changeInteroperability: Operability across a wide variety of hardware,
Operating Systems, Web browsers and Learning Management Systems
Accessibility: Indexing and tracking on demandReusability: Possible modification and use by many different
development tools Address:
Learning Object Structure (i.e. Metadata)Content Sharing (i.e. Interoperable Content Structure Models)
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E-Learning Standards Organizations
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Stratakis Miltos
Focus of the Main e-Learning Standards
Metadata Content Structure Models
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Representing e-Learning Objects: Example
LO
Program ComponentCourse Module Lesson
ISA
Part ofPart of Part of Part of
Related to
Person/
Organization
Contributed by Topics
TaxonomyDescribed by
Name RoleTitle Size Format Cost
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Typical e-Learning Standards Process Model
IMS
AICC
ARIADNE
Specifications
ADL
(SCORM)
Reference Models
IEEE
ISO
CEN
Formal Standards
Labs,Testbeds,Markets
Labs,Testbeds,Markets
Labs,Testbeds,Markets
StandardsBodiesStandards
Bodies
“de facto”standards
Common,
Voluntary
Use
R & DConcept
s
R & DConcept
s
SpecConsortiaSpec
ConsortiaSpecConsortiaSpec
Consortia
CLEO Lab
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International Metadata: IEEE LOM
LOM (Learning Object Metadata) has been created from a joint proposal of IMS and ARIADNE to the IEEE
Co-operates with Dublin Core Specifies the syntax and semantics of learning object metadata, using
XML DTDsIncludes the attributes required to describe adequately a LO (e.g.,
element name, definition, data type, taxonomy, vocabulary, field length)
RDF/S binding from IMS (version 1.0) Focused on the minimal set of attributes needed to allow learning objects
to be managed, located and evaluated The newest version of IEEE LOM is the 3.8
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IEEE LOM Information Categories (All Optional)
1. General Groups the general information that describes the resource as a whole
2. Life Cycle Describes the history and current state of the resource and those who have affected the resource during its evolution
3. Meta-Metadata Describes the specific information about this metadata record itself (e.g. who created this record, how and when). This is not the information that describes the resource
4. Technical Describes the technical requirements and characteristics of the resource
5. Educational Describes the key educational or pedagogic characteristics of the resource
6. Rights Describes the intellectual property rights and conditions of use for the resource
7. Relation Defines the relationship between the resource and other targeted resources, if any
8. Annotation Provides comments on the educational use of the resource, who created this annotation and when
9. Classification Describes where the resource is placed within a particular classification system
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IEEE LOM Granularity Levels
Similarly with the general granularity levels of LOs, LOM granularity levels of LOs are from higher to lower:
Curriculum Course Unit Topic Lesson Fragment
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IEEE LOM : CS252 Example
1.2. General.Title:Language “en”String “CS252:Object Oriented Programming”
1.4. General.Language “en”, “gr”1.6. General.Keywords:
Language “en”String “Object Oriented Programming”Language “gr”String “Οντοκεντρικός Προγραμματισμός”
1.7. General.CoverageLanguage “en”String “University of Crete, Spring 2002 Heraklion, Greece”Language “gr”String “Πανεπιστήμιο Κρήτης, Άνοιξη 2002 Ηράκλειο,Ελλάδα”
1.9. General.Aggregation Level “3” (Level 3: course)Different values w.r.t. the granularity level of the resource
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IEEE LOM : CS252 Example
2.2. LifeCycle.Status (“Final”,null)2.3.1. LifeCycle.Contribute.Role (“Author”, “Vassilis Christophides”)2.3.2. LifeCycle.Contribute.Entity vCard-christophides2.3.3. LifeCycle.Contribute.Date:
DateTime 2002-02-10Description:
Language “en”String “Spring Semester 2002”Language “gr”String “Εαρινό Εξάμηνο 2002”
3.4. MetaMetadata.Metadata Schema LOM Schema4.3. Technical.Location “http://www.csd.uoc.gr/~hy252”4.4.1. Technical.Requirements.Type (“Browser”,null)4.4.2. Technical.Requirements.Name (“Microsoft Internet
Explorer”,null)4.4.2. Technical.Requirements.Name (“Netscape Communicator”,null)5.1. Educational.Interactivity Type (“Expositive”,null)
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IEEE LOM : CS252 Example
5.2. Educational.Learning Resource Type (“Index”, null)5.4. Educational.Semantic Density “3” (3: High)5.5. Educational.Intended End User Role (“Learner”,null)5.6. Educational.Context (“University First Cycle”,null)6.1. Rights.Cost (“no”,null)7.1. Relation.Kind (“IsPartOf”,null)7.2.1. Relation.Resource.Identifier CSD-Undergraduate-Courses-id7.2.2. Relation.Resource.Description:
Language “en”String “CS 252 is a second-year course of CSD Studies”Language “gr”String “Το ΗΥ-252 είναι μάθημα 2ου έτους του T.E.Y.”
7.1. Relation.Kind . . . . . . 7.2.1 Relation.Resource.Identifier . . . . . . 7.2.2. Relation.Resource.Description: . . . . . .
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IEEE LOM Relation Kinds
Best practice list: IsPartOf HasPart IsVersionOf HasVersion IsFormatOf HasFormat References IsReferencedBy IsBasedOn IsBasisFor Requires IsRequiredBy
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Specification Development: ARIADNE
Initiative of European Community: Computer networks of education and learning Methodologies for the development, management and reuse of
educational contents Syllabus definition for Computer Based Training Educational metadata
Metadata specification on two practical problems: Indexing of learning objects (i.e. metadata creation by humans)
should be as easy as possible Exploitation of the metadata by users looking for relevant
pedagogical material should be as easy and efficient as possible
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ARIADNE Metadata Specification
The newest version of ARIADNE Metadata Specification is the 3.2 In ARIADNE Metadata Specification v3.2, Metadata are grouped in
the following seven categories:1. General information of the resource2. Semantics of the resource3. Pedagogical attributes4. Technical characteristics5. Conditions of use6. Meta-metadata information7. Annotations (Optional Category)
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ARIADNE Semantics Example of CS252
2.1. Semantics.Discipline Type “Natural, Exact or Engineering Sciences”
2.2. Semantics.Discipline “Computer Science”
2.3. Semantics.Subdiscipline “Software Programming”
2.4. Semantics.Main Concept “Object Oriented Programming”
2.6. Semantics.Other Concepts “JAVA PL”
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ARIADNE Pedagogical Attributes: Example of CS252
3.1. PA.End User Type “Learner”
3.2. PA.Document Type “Expositive”
3.3. PA.Document Format “Hypertext”
3.4.1. PA.Didactical Context.Country “gr”
3.4.2. PA.Didactical Context.Context “University degree”
3.4.3. PA.Didactical Context.Level “2” (2nd year course)
3.6. PA.Interactivity Level “Very low”
3.7. PA.Semantic Density “High”
3.8. PA.Pedagogical Duration 3 months in minutes ????
3.9. PA.Granularity “Course or Course Template”
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Specification Development: IMS
Defines and delivers specifications for exchanging learning content and information about learners among learning system components
These specifications are all XML-based
IMS provides the following released specifications so far:1.IMS Metadata specification2.IMS Question & Test Interoperability specification3.IMS Content Packaging specification4.IMS Learner Information Package specification5.IMS Enterprise specification6.IMS Reusable Competencies Definition Information Model Public Draft
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IMS Metadata specification
Comprises, with ARIADNE Metadata Specification, the basis of IEEE LOM standard
Has the same granularity levels with IEEE LOM The number of LOM elements too big, so IMS distinguishes two
different specifications:1.IMS Core (20 LOM elements, describes a reduced set of
fundamental metadata)2.IMS Standard Extension Library or IMS-SEL (the remaining LOM
metadata elements) Provides XML/RDF (Schema) bindings for implementation
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IMS Content Packaging (CP) specification Defines an information model based on a set of data structures to provide
content interoperability in an Internet environment (newest version 1.1.2)Co-operates with ADL SCORM when we deal with test cases (i.e. prerequisites of a lesson)The key element of this model is the packageEncapsulates a complete course (with its related metadata) in a single file
IMS Package Manifest:Has flexible scopeFacilitates aggregation/unfolding: A package always contains a top-level
manifest that can include sub-manifests associated to a part of the contents encapsulated into this package
Example: A content developer who wants to move multiple courses could create a manifest for each course and then aggregate all of them in a single package, with a top-level manifest describing the collection of courses as a curriculum
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IMS CP Information Model v1.1.2
PACKAGEManifest
Metadata
Organizations
ResourcesSub-Manifest(s) Usually LOM, other
could be ADL SCORM Metadata
Could be Table Of Contents (TOC), ADL SCORM CSF or AICC
CMI
Package
Interchange File
(e.g. .zip)
PHYSICAL FILES(The actual Content, Media,Assessment, Collaboration
and other files)
Manifest File
(imsmanifest.xml)
…External Packages…
Base resource type is
webcontent
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IMS CP Manifest: Example of CS252(Using IMS CP Schema 1.0)
0.1. Manifest.Identifier The unique ID of this manifest(e.g. MANIFEST-CS252)
1.1. Metadata.Schema “IMS Content”1.2. Metadata.SchemaVersion “1.0”1.3. Metadata.{IMS Metadata} The IMS Metadata describing CS252
(e.g. LOM)2.2.1. Organizations.Organization.Identifier The unique ID of this organization
element (e.g. TOC1)2.2.3. Organizations.Organization.Title “Lectures”2.2.4.1. Organizations.Organization.Item.Identifier The unique ID of this item
(e.g. TOC1_ITEM1)2.2.4.2. Organizations.Organization.Item.IdentifierRef The reference to the ID of
this item in the Resources section
(e.g. TOC1_RESOURCE1)2.2.4.3. Organizations.Organization.Item.Title “Introduction: Programming
Languages and Paradigms”
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IMS CP Manifest: Example of CS252(Using IMS CP Schema 1.0)
2.2.4.1. Organizations.Organization.Item.Identifier TOC1_ITEM2
2.2.4.2. Organizations.Organization.Item.IdentifierRef TOC1_RESOURCE2
2.2.4.3. Organizations.Organization.Item.Title “Java Programming Basics: Types, Variables, Operators”
2.2.4.1. Organizations.Organization.Item.Identifier …
2.2.4.2. Organizations.Organization.Item.IdentifierRef …
2.2.4.3. Organizations.Organization.Item.Title …
2.2.4.1. Organizations.Organization.Item.Identifier …
2.2.4.2. Organizations.Organization.Item.IdentifierRef …
2.2.4.3. Organizations.Organization.Item.Title …
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ICS-FORTH & Univ. of Crete SeLene November 2002
Stratakis Miltos
IMS CP Manifest: Example of CS252(Using IMS CP Schema 1.0)
2.2.1. Organizations.Org.Identifier The unique ID of this TOC element (e.g. TOC2)
2.2.3. Organizations.Org.Title “Assisting Lectures”2.2.4.1. Organizations.Org.Item.Identifier TOC2_ITEM12.2.4.2. Organizations.Org.Item.IdentifierRef TOC2_RESOURCE12.2.4.3. Organizations.Org.Item.Title “The Java Programming
Environment” 2.2.4.1. Organizations.Org.Item.Identifier TOC2_ITEM22.2.4.2. Organizations.Org.Item.IdentifierRef TOC2_RESOURCE22.2.4.3. Organizations.Org.Item.Title “Files, Streams, Filters and
Strings”2.2.4.1. Organizations.Org.Item.Identifier …2.2.4.2. Organizations.Org.Item.IdentifierRef …2.2.4.3. Organizations.Org.Item.Title …
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IMS CP Manifest: Example of CS252(Using IMS CP Schema 1.0)
3.1.1. Resources.Resource.Identifier TOC1_RESOURCE1
3.1.2. Resources.Resource.Type “webcontent”
3.1.3. Resources.Resource.HRef
“www.csd.uoc.gr/~hy252/lectures/CS252Intro.pdf”
3.1.1. Resources.Resource.Identifier TOC1_RESOURCE2
3.1.2. Resources.Resource.Type “webcontent”
3.1.3. Resources.Resource.HRef
“www.csd.uoc.gr/~hy252/lectures/CS252Basics.pdf”
3.1.1. Resources.Resource.Identifier TOC2_RESOURCE1
3.1.2. Resources.Resource.Type “webcontent”
3.1.3. Resources.Resource.HRef
“www.csd.uoc.gr/~hy252/assist/CS252JavaProgrammingEnvironment.pdf”
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IMS CP Manifest: Example of CS252(Using IMS CP Schema 1.0)
3.1.1. Resources.Resource.Identifier TOC2_RESOURCE2
3.1.2. Resources.Resource.Type “webcontent”
3.1.3. Resources.Resource.HRef
“www.csd.uoc.gr/~hy252/assist/streams_files.pdf”
3.1.1. Resources.Resource.Identifier …
3.1.2. Resources.Resource.Type …
3.1.3. Resources.Resource.HRef …
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Specification Development: AICC
Has a close relationship with ADL initiative Develops technical specifications for the management of CBT
(Computer-Based Training) course modules Its specifications cover 9 major areas, including:
Computer-Managed Instruction (CMI) Systems, like Learning Management Systems (LMS)
Assignable Units (AU), like Learning Objects (LOs) CBT courses, like learning tracks or program
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AICC CMI Guidelines for Interoperability
This specification is neutral with respect to LO granularityIt is possible to nest as many LOs as desired
For avoiding inconsistency, it has established a ten-level reference hierarchy (AICC granularity levels)
Defines the format of a set of files that store the course structure of a course moved from a particular e-learning system to another
AICC’s structure elements : two types of course parts
1.Assignable Units (AU)
2.Blocks There are also another building blocks, the objectives, which are not
structure elementsAUs, blocks and objectives are all AICC’s course elements
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ICS-FORTH & Univ. of Crete SeLene November 2002
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AICC CMI Course Example
Course is a collection of Assignable Units, Blocks and Objectives
AU Simple Objective
Complex Objective
CourseCourse
BlockNested Block
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ICS-FORTH & Univ. of Crete SeLene November 2002
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AICC Granularity Levels
1. Curriculum2. Course3. Chapter4. Subchapter5. Module6. AU/Lesson7. Topic8. Sequence9. Frame/Screen10. Object
1. Graphic Object2. Text Object3. Logic Object
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AICC vs. IEEE LOM LO Granularity
Function AICC IEEE LOM
Outer Container Course Course
Nesting Container Block Unit
Content Aggregate AU Lesson
Reusable Media Element Object ? -
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ICS-FORTH & Univ. of Crete SeLene November 2002
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Testing/Piloting: ADL/SCORM
ADL: Provides the mandatory input for the IMS specifications Uses IMS specifications
SCORM: Result of collaborative work of ADL, AICC, IMS and IEEE Comprises three major elements:
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SCORM Elements
1. Metadata : When describing the IEEE LOM elements in XML, SCORM refers to the IMS Metadata specification
2. Course Structure Format (CSF): An XML-based representation of a course element’s structure and external references needed to exchange a course from one LMS to another
Overlaps significantly with IMS Content Packaging specification3. Runtime Environment : It includes
1. A specific launch protocol to run executable Web-based content2. A common content-LMS API3. A data model defining the data that is exchanged between an
LMS environment and executable content at runtime
IMS Content Packaging supports fully the description and interchange of content that implement SCORM runtime features
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Meta-datadictionaryFrom IEEE
CONTENT AGGREGATION MODEL
RUN-TIMEENVIRONMENT
Content StructureFormat
Derived fromAICC
Meta-dataXML BindingBest Practice
From IMS
Content toLMS API
From AICC
Content toLMS data
modelFrom AICC
The Components of the ADL SCORM
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SCORM Metadata
SCORM has adopted the set of metadata elements based on IEEE LOM
Metadata usage: Recommends XML binding developed by IMS and ARIADNE for
validating SCORM implementations Maps LOM elements into three learning content elements for
providing the missing link between general metadata specifications and specific content models (SCORM granularity levels):
1. Course
2. Content
3. Raw media
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ICS-FORTH & Univ. of Crete SeLene November 2002
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SCORM Course Structure Format (CSF)
It is derived from AICC CMI but there are incurred changes It is not only applicable to complete courses, like AICC CMI, but
also to course subsets or to groups of courses It has renamed the term Assignable Unit to Sharable Content
Object (SCO), keeping its meaning
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CSF’s DTD (Main Elements)
Course
globalProperties?
block
1
blockAlias
externalMetadata+
curricularTaxonomy?
externalMetadata*
identification
prerequisites?
+
sco
block
1
scoAlias
externalMetadata*
prerequisites?
launch?
masteryScore?
timeLimit?
identification
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ICS-FORTH & Univ. of Crete SeLene November 2002
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SCORM Runtime Communication (AICC API)
HTML “wrapper” from LMS
Content
Content in Browser LMS/Server
APIAdaptor
FromLMS
ProcessingAPI
Calls
Internet
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ICS-FORTH & Univ. of Crete SeLene November 2002
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Main Standards Overview (IMS CP centered)
IEEE LOM
DC
ARIADNE
IMS
Metadata
Specification
Metadata
Content Structure
IMS
IMS CP
Metadata
Metadata
Metadata
ADL
SCORM
AICC
LOM Metadata
SCORM Metadata
CMI
CSF
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ICS-FORTH & Univ. of Crete SeLene November 2002
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E-learning Standards: What They do not Provide?
E-learning Standards have been developed to describe LOs and their relationships
IEEE LOM specifies a variety of bibliographic and technical properties of LOs, different relationships among LOs and enables metadata-based exchange, reuse and search of LOs
But, even though IEEE LOM standard includes an educational category, no information is included to specify which instructional roles are or can be played by a LO within a course
IEEE LOM concentrates on what should be taught and when, rather than how to teach
A standard for learning objects metadata should not tell how to teach, but it should be able to provide information on how to specify pedagogical aspects of LOs
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ICS-FORTH & Univ. of Crete SeLene November 2002
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E-learning Standards: What They do not Provide?
Students cannot choose courses or lessons in a meaningful way on the basis of standards like AICC, ADL SCORM and IMS, since instructional principles are not addressed so far by these standards
WHY ?????LOM specify properties only at a very basic abstraction levelLOM does not support instructional design
Metadata about instructional models and theoryInformation about the use of LOs in learning processes
Specifying author and title: EASIER! Specifying instructional metadata, models and theory: BETTER!
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ICS-FORTH & Univ. of Crete SeLene November 2002
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Recommendations for SeLene
Metadata Recommendation: IEEE LOM (RDF/S binding v. 3.8)Till now the most adequate metadata standard for a LO
Content Structure Recommendation: IMS CP (no RDF/S binding)Very flexible for the representation of the contentAll content structure metadata in one single file !!!
References: www.ics.forth.gr/~mstratak Survey:
Virtual Learning and Computer Based Training Standardization. Issues and Trends, by Luis E. Anido-Rifon, Manuel J. Fernandez-Iglesias, Manuel Caeiro-Rodriguez, Juan M. Santos-Gago, Judith S. Rodriguez-Estevez and Martin Llamas-Nistal