the palo language : a cognitive approach of educational modelling languages
DESCRIPTION
The PALO Language : A Cognitive Approach of Educational Modelling Languages. CEN/ISSS EML PT Meeting Miguel Rodríguez Artacho EML PT Technical Editor Torino October 2, 2001. Universidad Nacional de Educación a Distancia (UNED) - PowerPoint PPT PresentationTRANSCRIPT
The PALO Language: A Cognitive Approach of Educational
Modelling Languages
CEN/ISSS EML PT Meeting
Miguel Rodríguez ArtachoEML PT Technical Editor
Torino October 2, 2001
Universidad Nacional de Educación a Distancia (UNED)Dept. Languages and Computer Systems http://www.lsi.uned.es
Contents Definition and Use of an EML Components of Instructional
Systems in the PALO Language Description levels Examples
Authoring Process with PALO Experiences
What is an ELM
An EML is a declarative description of: Educational content Components Activities Scheduling
Organized in courses or Units of Study
Inmmediate benefits of an EML A technological independence from
the final delivery format:CD-ROM, PDF, E-BOOK,Interactive WEB SITE...
Higher level of abstraction in the authoring process.
Maintainability & Reusability.
How: The description of an Instructional system
Structure Domain knowledge Activities & tools Model of use Instructional Model
Generic EML’s
XML file
Technology independent description
Why do we need this?
Interoperability+ Interchangeability+ Maintainability+ Reusability
= STANDARDS
Structure
Defines the organization of the learning material, resources and activities.
Ex. “Course”, “Module”, “Part”, “Subpart”, ...
Depending on the delivery format, this can describe the “table of contents” (printed delivery format), the navigational model (HTML delivery format), etc.
Domain Knowledge
The content matter of the learning scenario, Course or Unit of Study
Different approaches (REUSABILITY and GRANULARITY) Local Resources (labelled with metadata)
• Ex. IMS Content Packaging Distributed resources (id.)
• Ex. ARIADNE KPS Knowledge representation based on an ontology
• Cognitive approach used in PALO Language
Activities and tools
Describe the work with the learning material and the interaction of the communities in the Instructional System
Classification of activities depend on the pedagogical approach of the learning scenario
Collaborative / Individual Interactivity Management of tools
Individual/Cooperative paradigm
Description of the of comunities, and roles of the participants in a given activity
Explicit description of the communities involved in an activity
Based in the description of Activity Theory (Nardi, 96)
Instructional Model
Some features of the EML could allow the creation of learning scenarios with a given pedagogical or instructional model
Pedagogical model is implicit in the DTD (Instructional templates)
Explicit elements of the EML (tags) can define scenarios based in a given instructional theories (constructivist elements in PALO)
EML vs. PALO
EML PALO
Learning Model
Individual/Cooperative
Individual
Structure Unit of Study Courses
Domain Model
Knowledge Object
Domain Ontologies
Theories of instruction
ExplicitEmbedded
InstructionalTemplates
Authoring Process
ConceptoEjercitaProblema
Es Solución
Solución
<!DOCTYPE cea system " [] ><cea nombre=“cea.dtd” con Linux" dir="ricli9900"
<gestion> <bdobjetos tipo <bdobjetos tipo <bdtareas tipo=" bdtareas>
<metainformacion tipo="dc" cod="rfc2731"> <contenido> <ambito>UNED</ambito>...
Selection of a DTDAccording to the Pedagogical model
Design of the Domain
Model
Creation of the PALO description
Instance of the Domain Model
Labels in PALODESIGN LEVEL LABELS ATTRIBUTES
Management Level Gestión (management)
Bdobjetos (objectsdb)
Bdtareas (taskdb)
Metainformación
(Metadata)
Tipo (type)
Lugar (host)
Sgbd (dbms)
Scheduling Level Fecha (date)
Structure Level directorio (directory)
apartado (part)
modulo (module) subapartado (subpart)
tema (part) subtema (subpart)
Sección (secction)
Nombre (name)
Etiqueta (label)
Traza (trace)
Task Level Tarea (task)
Calificador (calificator)
Nombre (name)
tipo (type)
Puntuable (assesable)
peso (weight) traza (trace)
Content Level Talcual (as-is)
Lista (list)
Elemento (element)
Relación (relation)
Glosario (glossary)
tipo (type) sujeto (antecedent)
dominio (domain) faq
Nombre (name)
Categoría (category)
Cognitive 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
Prob004Prob003Prob002
ConceptInvolveProblem
Is Solution
Solution
An example: Models and Meta-Models
Prob001 Involve Con 031
Sol 023
Is Solution
Model
Instance
PALO production cycle
PALO Template (DTD)
Domain
Knowledge
Base
PALO File (SGML)
PARSER
Editing Process
PALO Compiler
Domain Model
PALO Document
Student Scenario
Tutor Scenario
Information models
Management Use Work (Dymanic)
Domain Knowledge Model(Static)
History Started in 1997 in the framework of a
CICYT project (Spanish Ministery of Education)
Development 1997-2000 1998 PALO v1.0 1999 PALO v2.0 Actually PALO v3.7
New releases include new tags or new instructional templates (DTD’s)
Actual uses of PALO Open Courses
4 annual courses (Wap technology, Linux Administration, Internet Technologies, web DB-backed sites)
More than 650 students Regular matters
Support to regular students with • Didactic Guide• Programming practise environment• Evaluation environment
Future developments Migration from SGML to XML New parser tools in java “New” ideas:
Resource and tool (Not implicit in the TASK definition) Cooperative activities Definition of communities and
roles that perform an activity Concept of “active Document” leaves the door open
for Adaptability Framework: DiViLAB project Software freely available with GPL Content Definition language for Tec-Infor
platform (http://www.uned.es/iued)
Some references... PALO Web site: http://sensei.lsi.uned
.es/palo DiViLAB Project: http://www.divilab.org UNED Dept. Languages and Computer
Systems: http://www.lsi.uned.es
Thanks!