Σχεδίαση Διδακτικών Συστημάτων

Πρότυπα Μαθησιακών Τεχνολογιών

Metadata (to describe learning content & objects)Content Packaging (to transfer & display content)QTI (to describe portable tests and return results)LIP (to describe learners and their learning)

Activity‘interaction of learner

with environment, leading to planned

outcome’

Knowledge represented in specific media and formats; skills facilitated through specific tools; impact of learning environments on the meaning of knowledge and skills

Prior subject knowledge and

skills of learner(s), prior conceptions,

motivation to achieve specific

outcomes, match of style/ approach

to content

Prior experience of learner(s) with tools, environments, services; match of learning style and approach to affordances of learning environment

Environmentavailable tools,

facilities, services, resources,

environments etc

Learner(s)needs, motives, prior

experience of learning, social and interpersonal skills,

learning styles and approaches

Outcomesubject/discipline area, target knowledge/ skills

A specification for learning activities (H.Beetham, Feb ‘04) & (P. Goodyear, 2002)

σύνοψη σύντομη εισαγωγή στα πρότυπα

μαθησιακών τεχνολογιών– what, why, how– LOM, LIP– content packaging, simple sequencing, QTI,

learning design

The Program: Learning Content

Ψηφιακό Υλικό

Learning Content Authoring Tools Τεμαχισμός

Δημιουργία

Επαναχρησιμοποίηση

Συναρμολόγηση

LearningBrokers

LMS

ΕισαγωγήAccess

Deliver

LearnerRecord system

Ένα λειτουργικό μοντέλο των e-Learning Εφαρμογών

Content Authoring

Tools

Catalog Manager

Content Assembly

Tools

Learner Registrar

Delivery Environment

Content Repository

andOffering Catalog

Learning Planner

CollaborativeEnvironment

Learner ProfileManager

Activity Info

Offerings

Register Info

Register Info

Offerings

Goals

Plans

Plans

Register Info

Register Info

Activity Info

Assessment / TestingEngine Results Info

Register InfoAssessmentObjects

Learning Offerings

Learning Objects

RecordedEvents

Learning Objects Learning

Objects

http://www.sun.com/products-n-solutions/edu/elearning/eLearning_Application_Infrastructure_wp.pdf

See e-Learning Application Infrastructure by Geoff Collier

Ποιος κάνει τι… Search, catalog, discover

learning content– Metadata– Digital Repositories

Content/LMS interoperability– CMI– SCORM

Assessment– Question & Test

Interoperability– SCORM

Enable Adaptivity– Learner Information Package– Personal and Private

Information– Competency Definitions

System Interoperability– Open Knowledge Initiative– Schools Interoperability

Framework– IMS Abstract Framework

Instructional Design– IMS Learning Design

Singapore

IMS Asia

CEN/ISSSISO/IEC JTC1 SC36

ALIC

Dublin Core

AICC

LOM (metadata) is an approved IEEE standard.

eLIG

Ποιος κάνει τι…

Οργανισμοί Προτυποποίησης IMS Global Learning Consortium IEEE LTSC - Learning Technologies Standards

Committee CEN/ISSS LTW - European Committee for

Standardisation, Information Society Standardisation System, Learning Technologies Workshop

ADLnet - Advanced Distributed Learning Project AICC - Aviation Industry Computer-Based Training

Committee

History of Standards Railway Tracks

By the late 1860’s nine different train track gauges (σιδηροτροχιές) sizes were in use in North America.

Why? Strictly used for local transportation or rival ambitions of the competition

“Standardization of gauge facilitates the exchange of rolling stock, enabling freight shipment and passenger traffic to pass over the track of multiple companies.”

Source: Standardization of Track Gauge on North American Railways (2000) Journal of Economic History

Standards = Interoperability

παράδειγμα αναπτύσσουμε μαθησιακό περιεχόμενο για

LMS (π.χ lecture1.ppt)– το αποθηκεύουμε στο server του Moodle ώστε

να είναι διαθέσιμο κάποιος συνάδελφος θέλει να βρει

μαθησιακό περιεχόμενο για LMS– πώς θα βρει το περιεχόμενό μας, που είναι ήδη

διαθέσιμο?

Digital Repositories… an Analogy

Container of yogurt = ‘learning object’

Labeling = “Metadata”• Market’s Organic Yogurt (title)• 2% plain yogurt (description)• 500 grams (size)

Janet Bartz 2002

Refrigerator = ‘Digital Repository’• A large storage area for objects• Different shapes and sizes and content• Metadata allows for search and retrieval

Learning Objects

Lego Example

Contentis seen as “buildingblocks” Module from one course

using ‘chunks’ of content.Module from another course re-purposing ‘chunks’ of content and

adding new content.

Learning Objects Meta-dataΕνιαίος τρόπος περιγραφής μαθησιακών πόρων, ώστε να είναι ευκολότερη και αποτελεσματικότερη η αναζήτηση/ανεύρεσή τους.

Learning Object Models Lego

– Small pieces– Assemble in many ways– All lego blocks fit

together– Anybody can put Lego

together

Atoms (D. Wiley)– Small pieces– Not every atom is

combinable with every other atom

– Atoms can only be assembled in certain structures prescribed by their own internal structure

– Some training is required in order to assemble atoms

“Ideal” concept

A bit more reality-based concept

Definitions vary:• “as small as a drop, as wide as the ocean”• the context of how learning objects are used is important• need the “glue” to tie learning objects together to create a meaningful learning experience

Metadata:“Information about Information” Administrative metadata

– Author– Revision date– Rights, . . .

Technical metadata (medium-specific)– Duration– Digital format– Platform requirements, . . .

Subject classification– Catalogue system– Subject heading– Keywords

Map Text Interactiv

e Image Video

(Learning Object)

Examples of Canadian Learning Object Repositories

Campus Alberta Repository of Educational Objects http://www.careo.org LearnAlberta.ca www.LearnAlberta.ca TeleCampus http://courses.telecampus.edu/about/index.cfm?fus

eaction=introduction

eduSource Canada Project http://www.edusource.ca/

USA-Based Examples Multimedia Educational

Resource for Learning and Online Teaching

http://www.merlot.org

Gateway to Educational Materials

http://www.thegateway.org/

EducaNext Homepage

Metadata

Federated Search

Broker 1

Broker 4

Broker 3

Broker 2

Learning Object Metadata?

Images Text

Video

Audio

+ Metadata

LO files

What is a Learning Object Repository?

Metadata Repository

Content Repository

Learning Object Repositories

Content sent to User

LOR1 LOR2 LOR3 LOR#

Metadata Repository

Content Repositories

Content Located

Search Request

IEEE LOM – Meta-data Structure Learning object data elements are grouped

into nine categories:

Category Function

1 General General information

2 Lifecycle Features related to the history and current state of the learning object

3 Meta-Metadata Information about the metadata instance itself

4 Technical The technical requirements and technical characteristics of the learning object

5 Educational Groups the educational and pedagogic characteristics of the learning object

Category Function

6 Rights Groups the intellectual property rights and conditions of use for the learning object

7 Relation Features that define the relationship between the learning object and other related learning objects

8 Annotation Provides comments on the educational use of the learning object

9 Classification Describes this learning object in relation to a particular classification system

IEEE LOM – Meta-data Structure

IMS Content package Έχει 2 συστατικά: Ένα ειδικό XML έγγραφο που περιγράφει την

οργάνωση του περιεχομένου και αναφορές στα αντίστοιχα αρχεία – IMS manifest file: imsmanifest.xml. – Το Manifest file είναι μια περιγραφή σε XML κάποιων

πόρων που συναποτελούν το υλικό του μαθήματος. Περιλαμβάνει επίσης τρόπους στατικής οργάνωσης των πόρων για παρουσίαση

Τα ίδια τα αρχεία Τα παραπάνω ενοποιούνται σε ένα αρχείο

(.zip, .jar, .cab κλπ) που πλέον ονομάζεται Package Interchange File.

IMS Content package

Logical and Packaging View

Course

SCOLesson 1

Lesson 2

Part A

Module 1

Lesson 3

Module 2

Lesson 1

Lesson 2

Assessment

Part B

Resource

Resource

Resource

Resource

Resource

Resource

Resource

SCO

SCO

SCO

SCO

SCO

SCO

Organization

SCOItem

Item

Item

Item

Item

Item

Item

Item

Item

Item

Resource

Resource

Resource

Resource

Resource

Resource

Resource

SCO

SCO

SCO

SCO

SCO

SCO

Logical ViewLearning Content Structure as seen on the browser

Packaging ViewLearning Content Oganisation in IMS CP

<imsmanifest version="1.3" identifier=“CourseDSP"><organizations default="TOC1">

<organization identifier="TOC1"><title>DSP Courseware</title><item identifier="S.10269" identifierref="S.10269_RES">

<title>Elements of Discrete Systems</title></item><item identifier="S.10271" identifierref="S.10271_RES">

<title>Properties of Discrete Systems</title></item><item identifier="S.10273" identifierref="S.10273_RES">

<title>Sampling of Analog Systems</title></item><item identifier="S.10275" identifierref="S.10275_RES">

<title>Sampling of Sinusiodal Systems</title></item>

<!-- . . .--></organization></organizations>

<resources><resource identifier="S.10269_RES" href="units/intro_1.html">

<title>Elements of Discrete Systems</title></resource><resource identifier="S.10271_RES" href="units/intro_2.html">

<title>Properties of Discrete Systems</title></resource>

<!-- . . . --></resources></imsmanifest> The IMS content packaging manifest

The SCORM ADL Run-time environment (RTE) v1.3, [http://www.adlnet.org/].

Learning Content Management Systems

Για να τα πάρουμε τα πράγματα με τη σειρά ξανά …

CREATECONTENT

PACKAGE, TEST &

MANIPULATE[RELOAD]

STORE[REPOSITORY]

DELIVER[MLE]

Aloha Metadata Editor

Metadata Profile Editor 1

Metadata Profile Editor 2

Metadata Profile Editor 3

LRN toolkit – Ένα εργαλείο

simple sequencing

Simple Sequencing

Activity AIf status == “satisfied”Then goto CElse goto B

Activity B

Goto C

Activity C

If status == “not satisfied”Then goto AElse goto…

Activity A

Activity B

Activity C

If status == “satisfied”

If status != “satisfied”

Goto C

If status == “not satisfied”

CP and SS

Sequencing Information Model Control - describes where navigation events can originate from

– Flow, Choice, Mixed, Auto Traversal

– Sequential, Any, Concurrent PreviousAllowed – is backward traversal permitted (true/false) Selection - how the set of sequenced items for the current aggregation

are selected and ordered. Pre-Condition (condition, action)

– E.g. if max attempts exceeded, skip this item Post-Condition (condition, action)

– E.g. if failed, retry the item Etc… to be defined.

Tracking Information Model Tracking information

– Activity attempt count– Activity duration– Activity completion– Activity score– Activity mastery– Referenced learning objective/competency completion

Activity launch limits– Time limits for completion– Time based availability– Maximum attempt limit for completion– Prerequisite completion prior to entry

Sequencing Rules Rules include:

– Precondition Rules If … then Disable this activity If … then Skip this activity in flow mode If … then Stop Forward Traversal If … then Hide this activity from Choice

– Exit Action Rule If … then Exit

– Post Condition Rules If… then Continue If… then Previous If… then Exit All If… then Retry If… then Retry All

Question and Test Interoperability Περιγράφει τη βασική δομή για την

αναπαράσταση ερωτήσεων και test Επιτρέπει την ανταλλαγή δεδομένων

(ερωτήσεων-test) μεταξύ διαφόρων Learning Management Systems

Το QTI δεν ασχολείται με θέματα σχεδιασμού, user interfaces, τεχνολογιών ή παιδαγωγικών μοντέλων των εφαρμογών που το ακολουθούν

Question and Test Interoperability Διαφορετικοί τύποι «ερωτήσεων» που καλύπτονται από το

QTI:– Multiple choice– True false– Multiple response– Image hot spot– Fill in the blank– Select text– Slide– Drag object– Drag target– Order objects– Match item– Connect the points

An example of QTI question

<questestinterop><qticomment>Simple True/False multiple-choice example.</qticomment><item ident="IMS_V01_I_trfl_ir_001"><presentation label="BasicExample001"><material><mattext> Paris is the Capital of France ?</mattext><material><response_lid ident="TF01" rcardinality="Single"rtiming="No"><render_choice><response_label ident="T"><material><mattext> True </mattext></material></response_label><response_label ident="F"><material><mattext> False </mattext></material></response_label></render_choice></response_lid></presentation></item></questestinterop>

The IMS QTI manifest

Quiz tool Create all the familiar forms of assessment including true-false, multiple

choice, short answer, matching question, random questions, numerical questions, embedded answer questions with descriptive text and graphics.

An example of QTI question

QTI Resources Specs, tutorials, DTDs and XDRs, XML

examples, export validation tool– http://www.imsproject.org/question

The Questionmark viewer– http://www.questionmark.com/perception/help/

qtixml.html WebEx

– http://www.webassessment.co.uk SCAAN QTI tool

– http://www.scaan.ac.uk/ims.html

Learner profile standards

General Learning Technology Information

Learner Information

ExtensionsPAPI Learner Personal

ExtensionsPAPI Learner Performance

ExtensionsPAPI Learner Preference

ExtensionsPAPI Learner Portfolio

PAPI Learner Information

ExtensionsPAPI Learner Security

ExtensionsPAPI Learner Relations

Learner Security Info

Learner Portfolio InfoLearner Preference Info

Learner Relations Info

Learner Performance Info

Learner Personal Info

IEEE PAPIIMS LIP

Comparison of standardsIEEE PAPI categories IMS LIP categories

Personal Information Identification

Relations Relationships*

Preference Accessibility*

Performance Activity*, QCL, Competency*

Portfolio Transcript*, QCL---- Goals---- Interests

Course

Act 1 Act 2 Act 3 Act 4 Act 5

Role-part 1Role-part 2Role-part 4Role-part 5

Role Activity EnvironmentLearning objectsLearning services

Activity-Description

People engage in Activities with Resourcesroles (who does what)activities (what they do)environments (where they do them and what they do with them)(services) (learning objects).

Educational Modelling Language

Δραστηριότητες για LD Problem-based learning

(1) present problem (2) learner elaborates problem (e.g. through analysis, discussion) (3) learner seeks information (4) learner analyses and evaluate information for relevance (5) learner applies information to problem (6) learner presents solution(s)

Conversational model (Laurillard)(1) set task goal (2) describe conception of subject (3) learner describes conception of subject (4) re-describe in light of learner action or description (5) adapt task goal in light of action or description (etc)

Cognitive scaffolding (Piaget)(1) present content (2) learner engages in content-related task (3) test comprehension (4) present next content in scaffolded sequence (5) next content-related task (etc)

Development of EML at OU NL At design-time the people are unknown

therefore deal with Roles The fundamental roles are Learner & Teacher

but allow sub-roles to be defined also Roles need to do different things at the same time

allow separate activities with synchronisation points Activities can have parts and sub-parts

allow activity-structures to be created Activities need to be organised over time

support sequencing and user choice Resources can be of many different types

knowledge objects, communications, questions & tests, collaborative services, etc

Content needs to be presented via different media

Το όραμα…

συμπεράσματα τα πρότυπα μαθησιακών τεχνολογιών

προσφέρουν τη δυνατότητα να περιγράψουμε διάφορες πληροφορίες που αφορούν τη μαθησιακή διαδικασία με ένα κοινά αποδεκτό τρόπο– εκπαιδευόμενους, περιεχόμενο, δραστηριότητες, κλπ

με βάση αυτήν την πληροφορία μπορούμε να δημιουργήσουμε εφαρμογές εξατομικευμένης μάθησης– με επαναχρησιμοποιήσιμο τρόπο

Ας αποφύγουμε την πολυπλοκότητα …

Design is both art and science

M.C. ESCHER

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