5-10-2004 Next Generation Learning Content Management. © Eduworks, 2004. Next Generation Learning Content Management Robby Robson President, Eduworks

5-10-2004 Next Generation Learning Content Management. © Eduworks, 2004.

Next Generation Learning Content Management

Robby Robson President, Eduworks Chair, IEEE Learning Technology Standards Committee Principle Investigator, NSDL Reusable Learning &

Personal Collections projects

RR = Made from Reused or Repurposed Content

Copyright 2004, Eduworks CorporationThis work is licensed under a Attribution-NoDerivs-NonCommercial 1.0 Creative

Commons License (see http://creativecommons.org/licenses/by-

nd-nc/1.0/).


As We May Think . . .

Vannevar Bush, The Atlantic Monthly, 1945

5-10-2004Next Generation Learning Content Management. © Eduworks, 2004. Eduworks Corporation

The Information Mountain

There is a growing mountain of research. But there is increased evidence that we are being bogged down today as specialization extends. The investigator is staggered by the findings and conclusions of thousands of other workers - conclusions which he cannot find time to grasp, much less to remember, as they appear.

Selection by association, rather than by indexing, may yet be mechanized. One cannot hope thus to equal the speed and flexibility with which the mind follows an associative trail, but it should be possible to beat the mind decisively in regard to the permanence and clarity of the items resurrected from storage.

Wholly new forms of encyclopedias will appear, ready-made with a mesh of associative trails running through them ...

Quo

ted from

As W

e M

ay T

hink


The Internet – by the Millions

1996 1997 1998 1999 2000 2001 2002 2003 2004

16 36 70 147 248 451 513 587 719 800

300

250

200

150

100

50

94 95 96 97 98 99 00 01 02 03 04Sources: Internet Software Consortium (www.isc.org), Internet World Stats (www.internetworldstats.com/emarketing)

Internet Hosts

Internet Users (Worldwide)

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Have we climbed the mountain?RR

Courtesy RCA Wilson

Have we climbed the mountain?


COURSE MANAGEMENT SYSTEMS

As they have been


Course Management Systems Poll: What are the benefits of Course

Management Systems* ?1. Anywhere / Anytime Access to Courses2. Automation of Administrative functions

(Grading, Class Rosters, etc.)

3. Organization of content (Syllabi, drop boxes, course materials)

4. More effective learning5. Collaboration (Chat,

Bulletin Boards, Email, Webinars)

* Also called Virtual Learning Environments and Learning Management Systems


CourseWork (Stanford) http://aboutcoursework.stanford.edu/advantages.html

Advantages: Why Use CourseWork?

Reasons to use Stanford's Web-based Web Site Development and Distribution System.

1. Web site management is simple and quick, including: • Self registration for students. (No one has to create student lists.) • Section sign-ups. • Links to Registrar's class lists.

2. CourseWork manages the distribution and collection of assignments. • Students can submit any type of document for a problem set, essay assignment, or project. • Instructions for any type of assignment can be posted. • Web-based quizzes with multiple choice and short answer questions can be easily created, distributed, scored, and

returned. 3. The system provides privacy and security.

• Student, TA, Faculty,Guest roles have different levels of access to the Course Web site. • SUNet IDs and passwords are used for access to all sites. • Faculty control student registration. They can create class lists or allow students to register online. Self-registration can

be closed at any time. 4. CourseWork's information management tools are quick and easy-to-use. CourseWork:

• Includes an Email/Web announcement system. • Provides simple file uploads for class handouts, syllabi, images, articles, and other course materials. • Is integrated with the Leland Systems class Web server, so Web-based materials from previous courses can be linked to

the system. • Has a link to library systems for e-reserves.

5. A permanent record of course materials is always accessible. CourseWork: • Automatically archives all class material. • Allows easy search and retrieval of all class material.

6. CourseWork has professionally maintained servers that are: • Maintained 24 hours a day, 7 days a week. • Backed up automatically.

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BenefitsStellar course management system supports teaching and learning on the web. Instructors get an easy way to share class materials and take care of time-consuming administrative tasks. Students get round-the-clock access to materials, discussion boards, and online homework submission.

A Stellar class website provides a simple and reliable online environment for instructors to do the following:

• Add and manage a wide variety of multimedia class materials without having to learn HTML

• Manage class website membership automatically with official data from the Registrar, and become acquainted with students through photos from the Card Office

• Save time on administrative tasks by managing homework submissions and letting students choose sections on the class website

• Communicate easily with students through announcements, email, and threaded discussions

Stellar™ Course Management Systemhttps://stellar.mit.edu/features/benefits.html

Stellar (MIT)

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CTools (Michigan)

CTools is used in a wide variety of courses and projects. Even the same features are often used in different ways to meet a course teaching goal or group collaboration style. Follow the links below for a tour of some of CTools main tools and examples of their uses in course and collaboration sites.

My Workspacefor a personalized view of information from your CTools sites and your CTools preferences

Worksite Setupfor viewing a list of all your CTools sites, and creating or modifying their setup

Schedule for posting and viewing deadlines, events, etc

Announcementsfor posting current, time-critical information

Resources for posting documents and URLs

Discussion for structured conversations in written form

Chat for real-time conversation in written form

News for viewing content from online sources

Assignments for posting, submitting, and grading online

DropBoxfor private file-sharing between instructors and students

Email Archive for viewing email sent to the site's group email address

Web Content for accessing an external website within the site

http

s://ctoo

ls.um

ich.e

du

/p

orta

l

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OnCourse (Indiana)

Oncourse is an online course management system (CMS) developed at Indiana University. It permits faculty and students to create, integrate, use, and maintain Web‑based teaching and learning resources. For students, Oncourse offers content and learning tools through a single, consistent Web interface. For faculty, Oncourse provides a framework for building teaching materials without requiring knowledge of programming or HTML. A unique feature is that course and individual user Web sites are automatically generated as information is updated in university databases.

http://oncourse.iu.edu/news/story.html

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As We May Learn . . .

From MEMEX to LENEX …


Making a Significant Difference

POLL: What has the most potential to significantly improve learning?

1. More access to more courses? (MIT Open Course Ware Initiative)

2. More effective access to information? (“The Right Stuff at the Right Time in the Right Way”)

3. More effective ways to share knowledge? (“What you know is what you can generate*”)

4. Cyberspace Immersion? (Gaming, Simulations, Twitch speed, 24/7 mobile access, …)

5. Better Learning Environments? (Constructivism, Learning Outcomes, Assessment, ...)

*Brian Gaines, at WebNet 1996


A History of Knowledge Sharing Goals for sharing Information

Available, accessible and accurate When and where and by whom it is

needed Goals for sharing Knowledge

Dynamic, interactive and genuine Global and mobile


The Evolution of Internet Technology

JavaScript in HTML

Java Frameworks

ASP / Cold FusionServices Model

File-based Database-Based Repository-Based

Content PlayersContent Interoperability

Content Reusability

Distributed Network

Client / Server

Global Net!

1996 1997 1998 1999 2000 2001 2002 2003 2004

Mobility!

Games!

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Transformation of Learning Technologies

After Bundled Services

Best Interchangeable

Learning Object Paradigm Focused Organized for learning

Content Harvested Interoperable

Before Bundled Functionality

Good Internal

Course as the container Familiar Organized for credit

Content Captured Proprietary


Emerging Themes

A Global Federation of Learning Resources Architectures for Federations Service Oriented Frameworks Managing Information in a Distributed Network Managing for Reuse New Product Categories – or None at All Standardization


A Global Federation of Learning Resources

An emerging federation of educational digital libraries and repositories


Hallmarks of the Federation

Resources contextualized for learning Using metadata

All resources validated for accuracy and quality, by review or by provenance

Rights management framework Explicit usage licenses appropriate for the educational

community Committed to

Open standards Extensible tools


The Future is Now

What does JORUM mean?The word is of Biblical origin and means a collecting (or drinking!) bowl. We also view it as meaning the JISC Online Repository for [learning and teaching] Materials.

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Architectures for the Federation

All Different, Yet All the Same


COLIS System Model

Infoseeker

Learning Object Metadata Repository SRW

Resource Metadata Repository XML Z39.50

Learning Object Metadata Repository Z39.50

Audit Usage Digital Rights

Course Unit Creator

Multimedia Objects

E resource Repositories eg

Web Resources

Documents E Journals

Unified Portal inc. Single User Signon , Access Management

People Directories / Authentication Services

Anyone

Content Package Creator

Learning Object/ Content Package Repository

DRM Enabled

Content Package

LO

Course Creatorr

Digital Rights Metadata

Digital Rights Management

Learning Management and Delivery Environment

Author Learning Units

Learner

WebContent Metadata Repository Z39.50

Search Gateway & Request/Deliver

(Collaborative Online Learning and Information Services)

http://ww

w.jisc.ac.uk/uploaded_docum

ents/AC

F68A

.ppt#259,3,CO

LIS S

ystem M

odel

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From

National S

cience, Math, E

ngineering and T

echnologyD

igital Library Web S

ite -- O

verview of the C

ore Library Architecture

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CELEBRATE (European Schoolnet)

Celebrate Brokerage

LCMS/LMS

Client LO

Repository Library Client

Client

LCMS/LMS

Client LO Repository

LO Repository

Client

messages

messages

messages

messages

Figure 1: Brokerage Federation showing Clients

To appear in James Simon & Jean-Noël Colin,Celebrate: A Federated Model for Exchange of Learning Objects

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CORDRA (ADL Project)

(Content Object Repository Discovery and Registration/Resolution Architecture)

http://ww

w.lsal.cm

u.edu/lsal/expertise/projects/cordra/intro/intro-v1p00.htm

l

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Service Oriented Architectures

Web Services for Education

So

urc

e: U

nd

ers

tan

din

g X

ML

an

d X

ML

Sc

he

ma

—P

art 1

. By

Ra

vi

Triv

ed

i

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Service Oriented Architectures

Problem: Monolithic Systems are

Easy to Conceive but hard to Make Work

Large systems are hard to maintain

Integrations are costly and clunky

With proprietary methods information is often unavailable or inaccurate

Result: Users are frustrated

Solution: Modularize Replace functionality with

services Rely on open standards for

exchanging data Create community

standards for exchanging information

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The Open Knowledge Initiative & Sakai

OKI c. 2002

Sakai c. 2004

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JISC Frameworkh

ttp://w

ww

.cetis.a

c.uk:8

08

0/

fram

ew

orks

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Formulating Frameworks

POLL: Suppose you had to identify the services needed for supporting a learning environment at your institution:

1. You would not know what to do.2. You would invent something completely new.

3. Your answer would apply only to your

institution.4. Your answer would apply to any similar

institution.

*Brian Gaines, at WebNet 1996


Implications

Service-oriented frameworks are affecting commercial and non-commercial product development

Monolithic products are giving way to platforms for specialized solutions

Content & Information management is at the core


Managing Distributed Information Ecosystems:

Content, Rights and Supporting Technology


Ecosystem Components

Law & Policy Market Mechanisms Expectations

concerning content, commerce and rights

Content development and distribution workflows

Content management

Agents & Actors who distribute, acquire or enforce content and rights

Learning environments

Standards Infrastructure Rights management

Technology Content Models Metadata

Management

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Information EnvironmentLaw ExpectationsPolicyMarket Mechanisms

DISTRIBUTED INFORMATION ECOSYSTEM

Environment in which “Information Happens”

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Information EnvironmentLaw ExpectationsPolicyMarket Mechanisms


Librarians / Repository ManagersPublishersAuthors Faculty Students

Actors in the Ecosystem

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Author

Assemble

Publish

External Sites

--------------

Digital LibrariesE-stores

BookstoresEtc.

Internal Sites

-------------

Libraries,Repositories,Content Mgt

SystemsEtc.

Catalog

Find

Acquire

Distribute

Learning Management

Environments---------------Course Mgt Systems,

Collaborative Environments,

PortalsEtc.

Information Environment

Use

Law ExpectationsPolicyMarket Mechanisms



CONTENT MANAGEMENT

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Author

Assemble

Publish

Distribute

Content

Acquire Content

External Sites

--------------


BookstoresEtc.

Internal Sites

-------------


SystemsEtc.

Catalog

Find

Acquire

Distribute

Distribute Content

Acquire Content

Learning Management



PortalsEtc.

Distribute Content

Acquire Content

Distribute Content

Acquire Content


Use




The Flow of Content

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Author

Assemble

Publish


Distribute Rights

Acquire Rights

External Sites

--------------


BookstoresEtc.

Internal Sites

-------------


SystemsEtc.

Catalog

Find

Acquire

Distribute

Enforce and Distribute Rights

Acquire Rights and Track Usage

Acquire Rights and

Track Usage

Distribute Rights

Learning Management



PortalsEtc.

Enforce and Distribute

Rights

Acquire Rights and

Track UsageUse




The Flow of Rights

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Author

Assemble

Publish


Distribute Rights

Acquire Rights

Expression / Enforcement Standards

Infrastructure Services (Some Standardized)

Rights Expression

Content Protection

Content Registry

Authentication AuthorizationFinancial Services

Rights Registry

Usage Tracking & Reporting Services

External Sites

--------------


BookstoresEtc.

Internal Sites

-------------


SystemsEtc.

Catalog

Find

Acquire

Distribute

Enforce and Distribute Rights

Acquire Rights and Track Usage

Acquire Rights and

Track Usage

Distribute Rights

Learning Management



PortalsEtc.

Enforce and Distribute

Rights

Acquire Rights and

Track UsageUse




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Managing Content For Reuse

Lessons from the NSDL Reusable Learning Project


Reusability Factors*

GRANULARITY Determines meaning of

“reuse” Defined by “content

model” INTEROPERABILITY

Technical Involves Standards

RIGHTS Copyrights Terms of Use Ability to Modify Attribution

METADATA Descriptive Context (Educational) Technical Usage Instructions

DESIGN Content Presentation Structure Pedagogy Context

* www.reusablelearning.org

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Content Management Framework

POLL: Which of the following applies to your institution

1. Multiple separate content collections; no integration

2. Multiple separate content collections; some integration

3. Integrated content collections4. Integrated content collections with common

metadata5. Integrated content collections with common

metadata and rights management*Brian Gaines, at WebNet 1996


Learnativity Content Model*F

rom w

ork of Robert

Horn

ContentAsset

Information Object*

Learning Object

Learning Component

LearningEnvironment

FactConceptPrincipleProcessProcedure

Addresses Single Learning Objective

.doc

.wav

.swf

.fla

.jpeg

.mpeg

ChapterLessonUnitCourse

LMS / CMS

“Total Experience”

SCORM, the

Next Generation

SCORMContent

Aggregation

Sharable Content Object (SCO)

Asset or SCO Asset

Applets / Flash Movies / Interactive Content

LOM Level 3 LOM Level 2 LOM Level 1 LOM Level 1LOM Level 4

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Transformation of Content Management After

Integrated Institutional Repository Federation among sources Access through Services

Intentional Management Metadata standards Common taxonomies Common models

Rights Harvested Persistent Rights

Management Access

Robust

Before Silos

Library Course Management

System Department Web Sites Personal Web Sites

Ad Hoc Management Idiosyncratic Organization Divergent taxonomies Divergent models

Rights Spotty Diverse approaches

Access Shaky


E-Learning Product Categories

Functionality


Product Categories, e.g. “Course Management System” Defined by functionality Determined by marketing

Make it easier for customers to make purchasing decisions

Linked with pricing models May not be stable K.C. Green: “Mature Market without Mature

Products.”

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Learning Technology Functionality

CREATE CONTENT

Match content to goals

Design / Author / Assemble content

Package / Describe content

CREATE CONTENT




MANAGE CONTENT

Import / Store / Find / Serve content

Offer Learning Catalog

Manage rights / versions

MANAGE CONTENT




ENGAGE IN LEARNING

View and navigate through content

Communicate and collaborate via email, chat, whiteboards etc.

Take Tests

Engage in simulations and scenario-based learning

Share applications / participate in Webinars

ENGAGE IN LEARNING



Take Tests



MANAGE LEARNING

Maintain learning profiles and histories

Manage enrollment and enforce business rules

Manage physical resources

Provide authentication and security

Assign credit or certification

Report results

MANAGE LEARNING






Report results

Determine learning and performance support requirements

DETERMINE GOALS

Set Instructional Goals

Establish Competencies / Certifications

Set Business Goals / Determine Metrics

DETERMINE GOALS




MANAGE GOALS

Manage skills & competencies

Evaluate training effectiveness / apply to training decisions

MANAGE GOALS



Correlate learning needs with content assets

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Course Management System Functionality

CREATE CONTENT




CREATE CONTENT




MANAGE CONTENT




MANAGE CONTENT




ENGAGE IN LEARNING



Take Tests



ENGAGE IN LEARNING



Take Tests



MANAGE LEARNING






Report results

MANAGE LEARNING






Report results


DETERMINE GOALS




DETERMINE GOALS




MANAGE GOALS



MANAGE GOALS




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(Corporate) LMS Functionality

CREATE CONTENT




CREATE CONTENT




MANAGE CONTENT




MANAGE CONTENT




ENGAGE IN LEARNING



Take Tests



ENGAGE IN LEARNING



Take Tests



MANAGE LEARNING






Report results

MANAGE LEARNING






Report results


DETERMINE GOALS




DETERMINE GOALS




MANAGE GOALS



MANAGE GOALS




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Authoring Tool Functionality

CREATE CONTENT




CREATE CONTENT




MANAGE CONTENT




MANAGE CONTENT




ENGAGE IN LEARNING



Take Tests



ENGAGE IN LEARNING



Take Tests



MANAGE LEARNING






Report results

MANAGE LEARNING






Report results


DETERMINE GOALS




DETERMINE GOALS




MANAGE GOALS



MANAGE GOALS




RR


Learning Content Management System Functionality

CREATE CONTENT




CREATE CONTENT




MANAGE CONTENT




MANAGE CONTENT




ENGAGE IN LEARNING



Take Tests



ENGAGE IN LEARNING



Take Tests



MANAGE LEARNING






Report results

MANAGE LEARNING






Report results


DETERMINE GOALS




DETERMINE GOALS




MANAGE GOALS



MANAGE GOALS




RR


Virtual Classroom Functionality

CREATE CONTENT




CREATE CONTENT




MANAGE CONTENT




MANAGE CONTENT




ENGAGE IN LEARNING



Take Tests



ENGAGE IN LEARNING



Take Tests



MANAGE LEARNING






Report results

MANAGE LEARNING






Report results


DETERMINE GOALS




DETERMINE GOALS




MANAGE GOALS



MANAGE GOALS




RR


Human Capital Management System Functionality

CREATE CONTENT




CREATE CONTENT




MANAGE CONTENT




MANAGE CONTENT




ENGAGE IN LEARNING



Take Tests



ENGAGE IN LEARNING



Take Tests



MANAGE LEARNING






Report results

MANAGE LEARNING






Report results


DETERMINE GOALS




DETERMINE GOALS




MANAGE GOALS



MANAGE GOALS




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Standardization

Man turns to stone listeningto standards presentation*

* P

erm

issi

on h

as b

een

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este

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age

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htt

p://

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dean

/oxf

ord/

oxfo

rd.h

tm

RR


The Standardization Process

IMS Global Learning Consortium

Aviation Industry CBT Committee

Advanced Distributed Learning initiative

IEEE Learning Technology Standards Committee

ISO/IEC JTC1 SC36: Standards Learning, Education and Training

MANY INTERNATIONAL ORGANIZATIONS

Principles discussed

Possible Prototypes

Early Specs

Champions Implement

Standards announced

Serious Prototypes

Maybe products

Markets wait

Products Produced

Early Adoption

Early test suites

Products Stabilized

More Adoption

Precision added

Conformance & Compliance

Market Adoption

Global adoption

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Progression of Learning Technology Standards

Content interoperability within the learning community

1996 1997 1998 1999 2000 2001 2002 2003 2004

Cornucopia of standards that define all of e-learning

Learning is part of bigger picture

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Interoperability Standards Specifically for Learning, Education & Training

SCORM Metadata* Aggregation & Packaging Communication API* and

Data Model* Sequencing & Navigation

AICC First three as above File-based and HTTP-based

communication Different Sequencing Smart Graphics Package Exchange

Notification Services

IMS Question & Test

Interoperability Learning Design Learner Models Architectures &

Frameworks OTHER

Open Knowledge Initiative API’s

Rights Expression Languages**

Competencies

* IEEE Standards (or close)** ISO/IEC Standards

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