e-learning tools, standards and systems: the big picture

Dr Patrick McAndrew, CITE, IET November 2004

E-Learning tools, standards and systems: The Big Picture

Learning Design


Database AccessD

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User Interface

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Organisational Structure

Documents

Questions and Answers and visibility conditions

Q&As

Open Office XML

HR-XML

Cas

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Case repository

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Case EngineCase Creation

Learner usage data

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User data source

IMS P

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LDAP(Shibboleth)

Key:IMS CP = Content PackagingIMS P/G = Person & Group

Text in this colour indicates specification to be developed or adapted

Activities in the domainePedagogy RELOAD

SLeD/CopperCore LAMS

TRICS

WIZARDS


Domain picture

Lisa Corley


Adjusted domain

Lisa Corley/Helen Beetham


How does LD fit in with ELF?

• Not ‘just another brick in the wall’• Complex, multi layered – impacts on lots of other

‘bricks’• LD can fit with many other services • Critical and front edge – ‘glues’ things together

• Potential to transform the framework


Learning Domain Services

Reporting

Resource list

Competency

Activity author

Course validation

Sequencing

Tracking

Assessment

ePortfolio

Marking

Quality assurance

Activity management

Grading

Learning flow

Curriculum

Personal development

Course managementActivity management

Reporting

Activity author

Sequencing

Assessment

ePortfolio Learning flow

Personal development


Common Services

Harvesting

Resolver

Logging

Workflow

Mapping

Messaging

Content management

Rating / Annotation

Chat

Person

Calendaring

Alert

AV conferencing

E-mail management

DRM

Identifier

Search

Presence

Authentication

Packaging

Terminology

Federated search

Role

Metadata management

Whiteboard

Context

Scheduling

Metadata service registry

Filing

Service registry

Rules

Authorisation

Archiving

User preferences

Group

Member

Format conversion

Forum


Sample User Agents

Library system

Marking tool

VLE / LMS

Timetabling

ePortfolio

Portal

Authoring applications

Learning flow

Enrollment portlet


Bill Olivier/Valkenburg


LD big issues

• Tools and their interface– How can we use services– Not simply one-way– Special requirements– Emerging approaches

• Delivering on its promise– Varying designs– Build up practice– Link into context– Designs fit for purpose


Impact of Learning Design

• ‘Design for Learning’• LD Provides a view into pedagogy that none of

the other domains give us – way of thinking about what teachers and learners actually do

• ‘Learning’ as orchestrating and managing learner activities

• Can put practitioner at the centre• Learner centred perspective – reflective,

planned etc


Learning Design vital for the framework

• Drives interoperability

• Brings in workflow

• Makes sense of the model