los modelization miguel cbuc june 2004
DESCRIPTION
Modeling Learnig ObjectsTRANSCRIPT
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Structure of LO’s Modeling for Structure of LO’s Modeling for eLearningeLearning
Miguel Rodríguez Artacho
UNED University
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CBUC -- Barcelona, Junio 2004
What is ‘educational content’?What is ‘educational content’?
• Educational material developed to be consumed in computer based learning using on-line web environments
• Educational material has embedded pedagogical & instructional information
• Complex specifications and a variety of description standards
• Complex authoring process and difficult to maintain
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CBUC -- Barcelona, Junio 2004
Educational Content: Desired Educational Content: Desired propertiesproperties
• Interoperability Combine different specification in different contexts
• Maintainability Contents must be maintainable and upgradeable
• Reusability Allow ‘Cut & Paste’ for building new content
• Durability Independence of the delivery technology
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CBUC -- Barcelona, Junio 2004
Educational Content: Current Educational Content: Current problemsproblems
• Interoperability It is not possible to re-assemble content
• Maintainability Difficulty to update content, authoring not independent from VLE
• Reusability Content embedded in VLE and nor searchable or retrievable
• Durability Do not recover from a deep change in the delivery format or content format
Lack of an abstraction level
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CBUC -- Barcelona, Junio 2004
Technical issues
HTML tree, *.asp, form, GET/POST, ...
Pedagógical/Instructional
Module, Task, Sequence, Prerequisite, Assignment, Exercise, Simulation, ...
Educational Content: Educational Content: Abstraction LevelAbstraction Level
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CBUC -- Barcelona, Junio 2004
Learning Content SpecificationLearning Content Specification
Lack of an appropriate abstraction level
• Provide specifications with associated operational semantic. Not related with delivery formats
• Provide pedagogical design elements • Authoring tools should not be in VLE’s but as
standalone applications• Make LO’s interoperable and reusable
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Learning ObjectsLearning Objects
• Interoperable educative content components
• Labeled with Metadata
• Context independent reusables
• Organizez in repositories (disteibuted) or in conceptual maps (ontologies)
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CBUC -- Barcelona, Junio 2004
Uses of LO’sUses of LO’s
• Metadata allow search and retrieval• Aggregation of LO’s acording to its aggregation
level• Repositories of LO’s
– ARIADNE (1997) Development of LOM
– Other projects: OASIS, CELEBRATE (IST E.U.)
• Authoring process based on selection and aggregation
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CBUC -- Barcelona, Junio 2004
DrawbacksDrawbacks
• De-contextualized learning– Reusability vs. Aggregation level– Context vs. Interchangeability
• Lack of personalization– No adaptability to students
• Complex business model– Copyright restrictions– Known problems of distribution (KaZaA, ...)
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CBUC -- Barcelona, Junio 2004
Expressivity of contentsExpressivity of contents
• Need of semantics associated to specifications
• Grouping of elements in semantic layers• Meaningful elements for rest of layers• Different specifications in different levels• Classification of specifications depending
on the covered levels
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CBUC -- Barcelona, Junio 2004
Educational ContentEducational ContentManagement Interoperability
parameters with LMS
Pedagogical/Instructional
Pedagogical Information
Activity/TaskEducative processes y
activities. Collaborative tasks and activities
Sequencing Sequencing, prerrequisites, deadlines, dependencies
Structure Navigational model
Content Small LO’s, assets and formatted content
IMS -LD EML
PALO
…
IMS
CP
IMS
SS
SCORM 1.2
SCORM 1.3
Description levels of an educational material
IMS -QTI
IMS -DR
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CBUC -- Barcelona, Junio 2004
Content Packaging: XMLContent Packaging: XML
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CBUC -- Barcelona, Junio 2004
IMS Content Package (Ex.)IMS Content Package (Ex.)
TOC 1Lesson 1 lesson1.html
Introduction intro1.htmlContent content1.htmSummary summary1.htm
Lesson 2 …Introduction ContentSummary
IMS Manifest (XML)
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CBUC -- Barcelona, Junio 2004
Educational ContentEducational ContentManagement Interoperability
parameters with LMS
Pedagogical/Instructional
Pedagogical Information
Activity/TaskEducative processes y
activities. Collaborative tasks and activities
Sequencing Sequencing, prerrequisites, deadlines, dependencies
Structure Navigational model
Content Small LO’s, assets and formatted content
IMS -LD EML
PALO
…
IMS
CP
IMS
SS
SCORM 1.2
SCORM 1.3
Description levels of an educational material
IMS -QTI
IMS -DR
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CBUC -- Barcelona, Junio 2004
Sequencing Model (IMS)Sequencing Model (IMS)
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Map SS and CPMap SS and CP
XML
(Extensions)
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IMS SpecificationsIMS Specifications
• Describe separately different aspects of learning material
• Identify complexity of learning content authoring
• No RTE available for the whole mode (CP+SS+(LD|QTI))
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Current Authoring model using LO’sCurrent Authoring model using LO’s
Source: Carnegie Mellon www.lsal.cmu.edu/lsal
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CBUC -- Barcelona, Junio 2004
Celebrate Demo PortalCelebrate Demo Portal
• Celebrate created a Demo Portal to illustrate Search, retrieval and use of LO’s
• More than 1.500 LO’s currently available• Mainly focused on schools, not for higher
education• Currently launching LIFE initiative to continue
Celebrate (European School net, EUN)• http://life.eun.org
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LO ExamplesLO Examples
• http://celebrate.ls.no/english/animations/science/orespill.swf
• http://celebrate.ls.no/English/Animations/Science/destillasjon_eng.swf
• Change of State – Water
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Instructional Design & LO’sInstructional Design & LO’s
• Research explores definition of activities as part of LO’s
• David Merrill (Utah Univ) proposes 4 types of LO’s– Entities (objects)– Properties (attributes of entities)– Activities (Actions on objects)– Processes (Change attributes triggered by activities)
Need to incorporate learning processes
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CBUC -- Barcelona, Junio 2004
Concept of educational modeling Concept of educational modeling languagelanguage
• Content representation in a variety of levels
• Description of learning tasks: Modelization of activities and instructional processes
• Compatible with LO model– Stored in repositories as another LO’s– Use of ontology and conceptual maps to
retrieve “low granularity” LO’s
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CBUC -- Barcelona, Junio 2004
Educational ContentEducational ContentManagement Interoperability
parameters with LMS
Pedagogical/Instructional
Pedagogical Information
Activity/TaskEducative processes y
activities. Collaborative tasks and activities
Secuencing Sequencing, prerrequisites, deadlines, dependencies
Structure Navigational model
Content Small LO’s, assets and formatted content
IMS -LD EML
PALO
…
IMS
CP
IMS
SS
SCORM 1.2
SCORM 1.3
Description levels of an educational material
IMS -QTI
IMS -DR
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CBUC -- Barcelona, Junio 2004
Evolution of Educational Modeling Evolution of Educational Modeling LanguagesLanguages
CEN/ISSS Meeting in Torino (Oct 2001) Introduction of:
• EML (UONL)• PALO (UNED)• Targeteam (German Mil. Forces Lab)• Others
See “Europe Focuses on EML” S. Wilson (CETIS) in http://www.cetis.ac.uk/content/20011015103421
Survey of Educational Modeling Languages Development of IMS-LD based on EML (OU of the
Nederlands)
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IMS-LDIMS-LD
• Based on EML OUNL
• started 1997, research into pedagogies in use
• no description per pedagogy, but
• one meta-language to describe them all: Educational Modelling Language (EML), published in December 2000
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EML: simple yet powerfulEML: simple yet powerful
• People engage in Activities, for which they use Resources– People: one or many, learner or staff roles– Activities: description, structured– Resources: learning objects & services (chat, etc.)
• Many roles, activities and resources need co-ordination in a workflow: learning flow
• An instructional design/pedagogy/learning design essentially is a learning flow.
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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
method
components
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LD: XML - top levelLD: XML - top level
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LD: XML - methodLD: XML - method
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LD: XML - componentsLD: XML - components
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Example: Course creation in EMLExample: Course creation in EML
1. Roles: Definition of roles (ex. Student, staff member) and definition of the workspaces of each one of the roles, and also types of outcome
2. Activities: Definition of content by mean of ona or more activities
3. Methods: Definition of sequences of activities defining
• Activity structure• Play per role• Conditions
XML File (Example)
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Authoring process and useAuthoring process and use
• Requires a RTE to play the course (Edubox, Coppercore, etc.)
• Manage activities independently from LO’s and other static resources
• Manage static resources independently from activities defined in the course
• Reuse ALL: Resources, Activities, Course templates !!This is it!!
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More approaches to LO creationMore approaches to LO creation
• PALO Educational Modeling Language– Developed at UNED University– Presented in CEN/ISSS EML Workshop in
Torino (2001)
Features– Uses of domain ontologies rather than
metadata labeled LO’s– Simple tasks (no roles) and sequencing
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Cognitive Design ProcessCognitive Design Process
Creation of a generic domain to describe content matter = ONTOLOGY
Creation of one or more instances for a particular domain matter
Conceptualisation Phase
Instantiation Phase
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Prob004Prob003Prob002
ConceptInvolveProblem
Is Solution
Solution
An example: Models and Meta-An example: Models and Meta-ModelsModels
Prob001 Involve Con 031
Sol 023
Is Solution
Model
Instance
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Use of ontologies of LO’sUse of ontologies of LO’s
Example Concept
has
illustrates
Explanation
prerequisite
…Here you can find more <relation Name="Illustrates" Domain="Conceptual" Subject="invariant" Category="Example">examples</relation> of the concept invariant. …
XML Example
Compound
Functional group
has
belongs to
IR spectru
m
has
Molecular Formulae
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PALO production cyclePALO production cycle
PALO Template (DTD)
Domain
Knowledge
Base
PALO File (XML)
PARSER
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Editing ProcessEditing Process
PALO Compiler
Domain Model
PALO Document
Student Scenario
Tutor Scenario
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Structure of LO’s Modeling for Structure of LO’s Modeling for eLearningeLearning
Miguel Rodríguez Artacho
UNED University
www.uned.es
Thanks!