EML and Learning Design

Colin Tattersall

Educational Technology Expertise Centre

Open University of the Netherlands

Overview

­ A­word­or­two­on­who­I­am­ Relationship­between­EML­&­Learning­Design­ Why­I­think­IMS-LD­is­important­ Brief­sketch­of­IMS-LD­ Re-use­in­IMS-LD­ How­can­staff­be­supported­in­using­IMS-LD?­ Summary­ Discussion

­ (I­will­not­be­showing­pieces­of­XML)

Colin­Tattersall

­ British,­11­years­in­NL;­ Computer­Scientist;­ Exposure­to­Computer­Based­Learning­and­

Intelligent­Tutoring­Systems­in­late­80s­at­CBL­Unit,­Leeds­University;

­ Last­few­years:­product­manager­at­software­company­producing­XML-based­authoring/content­management­systems;

­ Started­at­OUNL­on­Nov.­1st­2002

Overview

­ A­word­or­two­on­who­I­am­ Relationship between EML & Learning Design­ Why­I­think­IMS-LD­is­important­ Brief­sketch­of­IMS-LD­ Re-use­in­IMS-LD­ How­can­staff­be­supported­in­using­IMS-LD?­ Summary­ Discussion

EML­and­Learning­Design­(1)

­ Educational­Modelling­Language­(EML)­ developed­by­OUNL­in­the­late­nineties­ made­generally­available­December­2000­ brought­into­the­standardisation­process,­

formed­the­basis­for­…..­ IMS­Learning­Design­v1.0­Final­Specification

­ Approved­February­10th­2003

EML­and­Learning­Design­(2)

­ Some­important­differences:

EML IMS LD Produced­by­OUNL­and­made­available­to­the­learning­technology­community;­

A­specification­developed­and­promoted­by­IMS;­

Contains­a­content­model,­indicating­how­learning­objects­should­be­structured­(based­on­the­DocBook­DTD);­

No­content­model.­Use­of­XHTML­recommended,­although­other­content­supported­(eg­RTF);­

A­single,­all-embracing­approach­to­developing­learning­experiences;­

A­framework,­integrated­with­IMS­Content­Packaging­and­integrating­­IMS­Meta­Data,­IMS­Question­&­Test­Interoperability,­IMS­Simple­Sequencing­and­other­IMS­specifications;­

­

Overview

­ A­word­or­two­on­who­I­am­ Relationship­between­EML­&­Learning­Design­ Why I think IMS-LD is important­ Brief­sketch­of­IMS-LD­ Re-use­in­IMS-LD­ How­can­staff­be­supported­in­using­IMS-LD?­ Summary­ Discussion

My­first­steps­in­the­e-learning­world

­ Downloaded­Microsoft’s­LRN­3.0­Toolkit­­ IMS­Content­Packaging­ IMS­Meta-data

­ Downloaded­all­example­content­packages­ Things­were­looking­good­….

Things­were­looking­good,­but­…

­ Some­engaging­content,­but­each­example­seemed­to­be­a­slight­variation­of­the­previous;

­ Learning­felt­like­(only)­consuming­content­ Support­often­looked­like­page-turning

­ Is­this­the­style­of­e-learning­that­the­IMS­specifications­are­about?

From­Learning­Objects­to­Learning­Activities

­ What­about­situations­in­which­learning­happens­without­learning­objects?

­ What­about­when­several­learners­cooperate­to­solve­a­problem?

­ Where­are­the­teachers­and­staff?

­ Learning­Design:­­ Modelling­the­performance­of­individual­and­

group­learning­activities­designed­to­attain­learning objectives­and,­in­the­process,­making­use­of­learning objects.

Overview

­ A­word­or­two­on­who­I­am­ Relationship­between­EML­&­Learning­Design­ Why­I­think­IMS-LD­is­important­ Brief sketch of IMS-LD­ Re-use­in­IMS-LD­ How­can­staff­be­supported­in­using­IMS-LD?­ Summary­ Discussion

Making­IMS-LD­‘learning­experiences’

­ Learning­processes­are­modelled­in­the­IMS-LD­‘language’

­ These­models­are­‘played’­in­an­IMS-LD-aware­player;

­ Analogous­to­marking-up­learning­materials­in­HTML­and­having­a­browser­interpret­them

IMS-LD­concepts

­ People­act­in­different­roles­ working­towards­certain­objectives­ by­performing­learning and/or support activities­ within­an­environment,­consisting­of­learning

objects­and­services­used­in­the­performance­of­the­activities.

­ Analogy­with­a­play­….

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

Who­does­what,­when?

But­what­do­students­and­staff­see?

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

­ Modelling­is­one­thing,­experiencing­the­learning­design­is­another;

­ Today­there­is­no­IMS-LD­player,­but­ An­impression­can­be­gained­through­the­

prototype­EML­player­…

­ Warning:­you­are­about­to­see­Dutch­content

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, …

Overview

­ A­word­or­two­on­who­I­am­ Relationship­between­EML­&­Learning­Design­ Why­I­think­IMS-LD­is­important­ Brief­sketch­of­IMS-LD­ Re-use in IMS-LD­ How­can­staff­be­supported­in­using­IMS-LD?­ Summary­ Discussion

Re-use­and­IMS-LD

­ Separation­of­learning­objects­and­services­from­the­educational­method­used­in­the­unit­of­learning.

­ Individual­learning­designs­can­be­applied­in­different­areas­ PBL­in­psychology,­computer­science,­sociology,­…

­ Learning­objects­can­be­used­in­different­learning­designs­ A­map­of­North­Korea:­use­in­programmed­instruction,­

PBL,­Role-playing­exercise

Overview

­ A­word­or­two­on­who­I­am­ Relationship­between­EML­&­Learning­Design­ Why­I­think­IMS-LD­is­important­ Brief­sketch­of­IMS-LD­ Re-use­in­IMS-LD­ How can staff be supported in using IMS-LD?­ Summary­ Discussion

Support­today

­ IMS-LD­approved­on­Feb.­10th­2003;­ Still­quite­a­lot­that­needs­to­happen:

­ No­IMS-LD­player­yet­(EML­players­though)­­ No­authoring­tools­yet­(some­initiatives­though)

­ But,­staff­can­already­benefit­from­the­philosophy­of­IMS­LD­by­focusing­on­learners’­activities­and­objectives

Overview

­ A­word­or­two­on­who­I­am­ Relationship­between­EML­&­Learning­Design­ Why­I­think­IMS-LD­is­important­ Brief­sketch­of­IMS-LD­ Re-use­in­IMS-LD­ How­can­staff­be­supported­in­using­IMS-LD?­ Summary­ Discussion

Summary:­EML­&­Learning­Design

­ We­now­have­an­approved­IMS­specification­in­the­area­of­pedagogy;

­ Will­help­put­approaches­to­learning­and­teaching­on­product­development­agendas;

­ Opportunity­to­move­away­from­designing­for­lone-learners­reading­from­screens­to­focus­on­the­performance­of­individual­and­group­learning­activities­designed­to­attain­learning­objectives­

Overview

­ A­word­or­two­on­who­I­am­ Relationship­between­EML­&­Learning­Design­ Why­I­think­IMS-LD­is­important­ Brief­sketch­of­IMS-LD­ Re-use­in­IMS-LD­ How­can­staff­be­supported­in­using­IMS-LD?­ Summary­ Discussion