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Learning Design for Personal Adaptive Learning
Prof. Rob Koper ([email protected])Educational Technology Expertise Center
Open University or the Netherlands
Prolearn Workshop on Personalized Adaptive Corporate
Learning, January, 13th, Fraunhover, Schloss Birlinghoven, Sankt Augustin, Germany Jan. 13th 2005
Content
● Some background about our RTD programme● Learning Design Concepts, Model & Spec● Learning Design Tools● Roadmap and dissimination activities
Note
● Most of the concepts discussed in this presentation are published in journals or books:Please ask for the reference when you want to know more about an issue.
● Most preprints of publications can be found at:http://dspace.ou.nl
Open University of the Netherlands
Two missions:1. provide open higher distance education and2. innovate higher education (incl. R&D)
OUNL
RTD Programmes into Learning Technologies
● 19982003: Competency Based Learning in VLE (EML, Edubox, Learning Design, ...)
● 2003 – 2008: Selforganized Learning Networks for Lifelong Learners (development of learning technologies to realise learning networks)
Programme themes
1. Learning Networks IntegratedOverall functionality, usecases, models & infra
2. Make & Use Units of Learning in Learning Networks How to Make and Use UoLs in Learning Networks
3. Learner Positioning in Learning NetworksHow to position new and existing learners in a Learning Network (e.g. measure and map existing competencies)
4. Navigation in Learning NetworksHow to navigate in Learning Networks, using & exchanging learning tracks, learning routes and learning patterns in Learning Networks
Programme themes
1. Learning Networks IntegratedOverall functionality, usecases, models & infra
2. Make & Use Units of Learning in Learning Networks How to Make and Use UoLs in Learning Networks
3. Learner Positioning in Learning NetworksHow to position new and existing learners in a Learning Network (e.g. measure and map existing competencies)
4. Navigation in Learning NetworksHow to navigate in Learning Networks, using & exchanging learning tracks, learning routes and learning patterns in Learning Networks
Learning Design
General Approach in the Programme
Educational Modelling
Infra & Tools
Use, Evaluation & Dissimination
Outcomes:1. Publications2. Open Source Prototypes3. Open Specifications
All outcomes in:http://dspace.ou.nl
Educational Modelling
Educational Modelling
Infra & Tools
Use, Evaluation & Dissimination
Major Model Requirements:● Formal, semantic, abstract,
interoperable, and computer interpretable model of an educational (sub) system
● Model describes structure & process● In line with:
Pedagogical models & theories Pedagogical Patterns Best practices
● In line with existing open standards & specifications
Educational Modelling
Educational Modelling
Infra & Tools
Use, Evaluation & Dissimination
MODELS:● Units of Learning (EML, IMS Learning Design)
● Assessment● Learner / Teacher Support● Curriculum / Route planning● Learning Networks (integrates
previous models)● Portfolio's & Learner Positions● Learning Design Patterns (ELEN)
Part of Testing Model
Infra & Tools
Educational Modelling
Infra & Tools
Use, Evaluation & Dissimination
● CopperCore OS LD engine (EU, JISC)● Authoring & Players for LD (EU Alfanet)● Application profiles and conformance
tests for LD (EU Telcert)● Simulation of Learning Networks● Learning Network Architecture & Infra● Collaborative Filtering for Navigation● Agent technologies for teacher & learner
support● Latent Semantic Analysis for learner
positioning
Use, Evaluation & Dissimination
Educational Modelling
Infra & Tools
Use, Evaluation & Dissimination
● LN pilots: peertopeer infra inhouse training LN for Learning Design LN for advanced internet user skills
● EU Unfold project: building European communities for the support of IMS Learning Design
● EU Telcert LD demonstrators● “Standardization” and dissimination
activities in: IMS, CEN/ISSS, NEN, SURF SIX, Valkenburg Group, ...
Any Questions?
Learning Design Concepts, Model & IMS Specification
What is IMS Learning Design?
● An open eLearning ‘Standard’ published by the IMS consortium in February 2003
● It is based on the Educational Modelling Language (EML) developed at the OUNL and released in December 2000
● Physically it is a set of three types of documents:
InformationModel
XMLschema
Best PracticeGuide
General Objectives of Open eLearning Standards like Learning
Design1. Support the exchange of eLearning Resources
independent of the delivery system(includes: system interoperability, sharing, selling, ...)
2. Define the minimum set of requirements for any delivery system and for any resource for exchange.
Terminology
● learning design: the human activity of designing “units of learning”, learning activities or learning environments
● “Unit of Learning” is the abstract term for a course, a lesson, a workshop, or any other learning or teaching event (including selfdefined learning activities and routes)
● Learning Design (LD): The IMS specification
Central learning design question:How can we help people to learn in an effective, efficient, attractive and accessible way?● What support do people need in order to learn?● How can we assess and communicate the
results of a learning process?● How can we make learning and support as
effective, efficient, attractive and accessible as possible for everyone involved in the process?
=> Answers are captured in 'learning design knowledge'
learning design
● A learning design is the application of learning design knowledge when developing a concrete unit of learning, e.g. a course, a lesson, a curriculum, a learning event.
Assumptions
● the effectiveness of instruction is, among other things, dependent on the quality of an UOL
● the quality of an UOL depends largely on the quality of the learning design
● every learning practice (e.g. a course) has an underlying (implicit or explicit) learning design
● a learning design can be developed by developers, teachers and learners
● a learning design can evolve during the learning (generative learning)
Capturing learning designs
● Most learning designs of teachers are implicit. In some situations (elearning, adaptive learning, distance teaching, etc.) we need explicit designs that can be reused over and over again at different times and places for more or less the same course (or building).
● Several descriptions of learning designs: instructional design theories descriptions of bestpractices (e.g. lesson plans) pedagogical patterns
Instructional Design Theories
● 4C/ID model for the acquisition of complex skills in authentic task situations (e.g. pilots training)
● Problembased learning for medical training● Performancebased learning in companies like
Cisco● Explorative learning in research and
development● Adaptive learning● ...
Example lesson plan Masciarelli 2004
Title: Beginning of the Year or Semester Review for returning students
Primary Subject: Language Arts Spanish; Grade Level 68
General Goal: Student will be able to converse with peer in target language as a way of reviewing previously learned material.
Required Materials: Textbook (Ven Conmigo) Lined Paper Name sticks (for random pairing)
StepByStep Procedures:●Students should be assigned partners by random pairing of name sticks.●Students should begin by reviewing key phrases and verbs. They should do this in pairs using a read and quiz method.●To reinforce the review, students should write an outline of what they'd like to say in their conversation, either as homework or in the next class. When students have completed their outline, they should create a realistic conversation.● ...
Basic Function of IMS LD
● An XML schema for the representation of the structure and processes within a “Unit of Learning”
● Units of Learning that are represented in Learning Design can run in an LD runtime environment like CopperCore (www.coppercore.org at sourceforge) or any other LD compatible player (e.g. Edubox)
What it does...● it models different kinds of pedagogical models
(behaviourist, cognitivist, socialconstructivist)● describes all processes, content and services
within a course in an interoperable way● supports personalisation and adaptation● supports reuse of (components of courses)● supports multirole workflow within
teaching/learning● stores all kinds of userdata, e.g. portfolio's● supports versioning, archiving, instantiation of
different runs from the same source● Integrates resources, services (and standards)
Which standards are Integrated in LD
● Metadata specifications: LOM, Dublin Core or others
● IMS Content Packaging● IMS Question and Test interoperability spec.● IMS ePortfolio● IMS Reusable Competence Definition● IMS Simple Sequencing● SCORM (including SCORM 2004)● Can use: IMS LIP, IMS ePortfolio and IMS
enterprise
How does Learning Design Integrate other Open Standards
DigitalRepository
Interoperable 'Course'Package
DigitalRepository
Interoperable 'Course'Package
DigitalRepository
LearningObjectives
Interoperable 'Course'Package
Content Aggregates
LOMetadata
LOMetadata
LearningObject
LearningObject
DigitalRepository
LearningObjectives
Interoperable 'Course'Package
Content Aggregates
LOMetadata
LOMetadata
LearningObject
LearningObject
Services
Search,etc.
Forum,ChatTests
DigitalRepository
LearningObjectives
Interoperable 'Course'Package
Content Aggregates
LOMetadata
LOMetadata
LearningDesign
MultiroleActivities
LearningObject
LearningObject
MultiroleWorkflow
Adaptation
Services
Search,etc.
Forum,ChatTests
DigitalRepository
LearningObjectives
uses
Interoperable 'Course'Package
Content Aggregates
Learner Info
LOMetadata
LOMetadata
LearningDesign
MultiroleActivities
LearningObject
LearningObject
MultiroleWorkflow
LearningObjectives
Adaptation
Services
Search,etc.
Forum,ChatTests
DigitalRepository
Portfolio StudentAdmin
uses
uses
Interoperable 'Course'Package
Content Aggregates
Learner Info
LOMetadata
LOMetadata
LearningDesign
MultiroleActivities
LearningObject
LearningObject
MultiroleWorkflow
LearningObjectives
Adaptation
Services
Search,etc.
Forum,ChatTests
DigitalRepository
Portfolio StudentAdmin
Learning Design
Content Package Reusable Def.Competenciesor EducationalObjectives
CP OrganizationSimple SequencingRSS
LOM, Dublin CoreTaxonomiesOntologies
QTI eg nntp
Digital Rep. Inter.
identifiers
uses
ePortfolioLIP
EnterpriseAICCCMI
How it works...
Basic Ideas● Create a standard course notation (like the
music notation)● Capture only the design, not the runtime
(to make it reusable)● Provide a complete description of workflow,
content, & services in a unit of learning● Use a Pedagogical metamodel to describe
pedagogical models:
ROLE performs ACTIVITIES using RESOURCES
The IMS Learning Design Model
In the next slides you will find some figures:● The IMS LD Model in UML● Where IMS LD elements are declared in an IMS
Content Package● One of the IMS LD Players
Structure of Learning Design
Content Packaging & Learning Design
PACKAGE
Manifest
Physical Files
The actual content: HTML, Media, Activity descriptions, Collaboration and other files
Meta-data
Organizations:Organization
Resources:Resource
(sub)Manifest
Unit of Learning
Manifest
Physical Files
The actual content: HTML, Media, Activity descriptions, Collaboration and other files
Meta-data
Organizations:L. Design
Resources:Resource
(sub)Manifest
<manifest> <metadata/> <organizations> <learningdesign xmlns="[standard
namespaceforlearningdesign]"> [add learning design elements here] </learningdesign> </organizations> <resources/></manifest>
Structure of the XML Schema
Learning Design Method (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
Play script Metaphor
example
Example lesson plan Masciarelli 2004
Title: Beginning of the Year or Semester Review for returning students
Primary Subject: Language Arts Spanish; Grade Level 68
General Goal: Student will be able to converse with peer in target language as a way of reviewing previously learned material.
Required Materials: Textbook (Ven Conmigo) Lined Paper Name sticks (for random pairing)
StepByStep Procedures:●Students should be assigned partners by random pairing of name sticks.●Students should begin by reviewing key phrases and verbs. They should do this in pairs using a read and quiz method.●To reinforce the review, students should write an outline of what they'd like to say in their conversation, either as homework or in the next class. When students have completed their outline, they should create a realistic conversation.● ...
LEARNING DESIGN METHODMetadata:
Title: Beginning of the Year or Semester Review for returning students
Primary Subject: Language Arts, Spanish;
Students: Grade Level 68
Setting: classroom, students grouped in pairs
Learning Objectives: Student will be able to ….
Play:
Act I (Anticipatory Set):
Teacher: Show scene from accompanying video series… (video set)
Act II (Stepbystep procedure):
Sequence:
1. Teacher: Assign students in random pairs, using name sticks…
2. Student: Review key phrases and verbs….(Ven Conmigo)
Conditions:
IF conversation is complete THEN students check with the teacher before
memorising.
IF teacher wants to grade THEN students do not carry out selfassessment.
Etc.
Activity Diagram
Then...
● Coding the design with an LD editor, e.g.Reload (http://www.reload.ac.uk)
Learning Design Tools
Status of Tool Development● Reload editor (Level A editor) ● Alfanet level C editor and player (June 2005)● LAMS (Level A editor + player (mid 2005)● CopperCore Engine (Level C LD Engine dec)● eLive Visual LD Editor (level B, april 2005).● Educreator (Chronotech) level A LD/EML editor● Service Based Learning Design System
OUNL/BOU JISC (Nov)● MOT+ input/output filters● Edubox (EML 1.1)● CopperAuthor (LD level A editor)
Unfold Event
● 1618 February, Valkenburg (near Maastricht in the Netherlands)
● Handson workshop to learn to use the tools (Reload and CopperCore). Other tools are demonstrated
● Information: http://www.unfoldproject.net
CopperCore API’s
- Provides 3 Application Programming Interfaces 1. dealing with administrative tasks2. dealing with runtime delivery of the IMS LD
specification3. dealing with time dependent events
- Two levels of APIs are supported- native Java, based on the J2EE framework- web services through SOAP
CopperCore layered architecture
Relational DBMS
SOAP Interface Layer
LDEngine SessionBean
CourseManagerSession Bean
Timer MessageBean
Data Access Layer
Property Acess Layer
LD Components Layer
LDEngine DelegateCourseManager
DelegateTimer Delegate
J2EE Container
Delegates
Client using CopperCore
SOAP over HTTP
Native Java call
EJB remote call
JDBC call
The CopperCore addons
1. Clicc- very basic command line access to the
administrative API
2. Publisher - a basic web interface allowing the validation and
publication of IMS LD manifests
3. WebPlayer- very simple LD player demonstrating the use of
the runtime delivery API
CopperCore integration: Alfanet
AdministrationModule
J2EE Application Server
Security Layer Presentation Layer
Dispatcher
IMS-LD Interpreter
Tracker
InteractionModule
ContentsServer
User Manager
AuditModule
Server
CoursesManager
Services
Data
CommonRepositories
WebDAV Serv er
Authoring Tool
WebDAV Client
Object Model
System Manager
IMS-QTIInterpreter
Adaptat.Module
MAPM
CopperCore
CopperCore integration: JISC ELF Framework
Service Based Learning Design
Additional information
● CopperCore http://copercore.org
● Unfold http://www.unfoldproject.net
● Reload http://reload.ac.uk
● The SLeD player http://ldplayer.sourceforge.net
● JISC ELearning Framework http://www.jisc.ac.uk/
● Alfanet http://alfanet.ia.uned.es
● And the stand of the Open University
Roadmap, Dissimination and
standards related projects
Roadmap for LD implementation
a. Specification (febr. 2003)b. Awareness raising (febr. 2004)c. First generation tools (febr.2005)d. Demonstrators (during 2005), usability improvement of tools, and application profiles and conformance testinge. Development of community of users (from 2006)
Valkenburg Group● Ad hoc community of persons interested in
developing tools for IMS LD incl. R&D issues● European partners in Valkenburg are now
funded by EU (UNFOLD project)● Tool development projects (Reload, etc.)● Test suite/application profiles for LD (Telcert)● February 2004: group wrote chapters of Springer
Book Learning Design● During the Unfold period, we invite non
europeans to participate in coorganized Valkenburg meetings.
● Main PartnersUPF, JISC/CETIS, EUCEN and OUNL
● Focus of UNFOLD?Adoption of IMS Learning Design
● Target Group Systems Developers Learning Designers Teachers and Learning Providers PhD students working on LD or EML
understanding new frameworksof learning design
A Sixth Framework IST European Project
http://www.unfoldproject.net
Major Activities● Setup of CoPs for every level of target group
support for tool developers (installation CD) support for learning designers (demo materials) support for providers (through EUCEN) support for PhD students in LD
● Setting up (a pilot) Learning Network forLearning Designers (ln4ld.learningnetworks.org)
● Organization of Conferences, workshops, etc.incl. Valkenburg Group Meetings
● Publication and dissemination activities
understanding new frameworksof learning design
A Sixth Framework IST European Project
Technology Enhanced Learning: Conformance European Requirements
& Testing
TELCERT
Key Aspects of the Project
● A Model for Conformance● Application Profiles● Application Profiling Tool● Content ReEngineering Tool● Testing Technology Research● Test Suite Architecture● Key Deliverables● Outreach Workshops
LD RTD
● Work of PhD students (see dspace server),mostly on extensions or implementations
● Work on LD automatically generated, reusable LD patterns
● Validation of pedagogical expressiveness requirement
● ...
Recent Book about LD (2005)
Thank You!
References:● http://dspace.ou.nl (publications, preprints, software)
● http://www.unfoldproject.net ● http://ln4ld.learningnetworks.org● Sheets: http://hdl.handle.net/1820/299 ● email: [email protected]● Springer book (see folder)