Origins of IMS Learning Design & its conceptual framework,Oleg Liber, CETISMay 2008
Quick historyThe conceptual model and why we need oneLD developments in the modern world
A note on standardsThe A4 pageDoes not limit what may be writtenDoes not prevent other sizes being usedPermits emergent actions e.g. filing - and other products files, cabinets
Pre-LD (1997-)Emerging VLEs (LMS)Educom (now Educause) establishes Instructional Management Systems (IMS) Project to explore how to achieve interoperabilityNo clear reference modelInitial spec for whole system interoperability huge and rejectedComponent specsContent packaging, metadata, enterprise, learner information, question and test
But wheres the pedagogy?Is pedagogy only represented in content?What about group learning and other pedagogies?How can these be represented online?
Online pedagogyLMS only provide for delivery of content, tests and information + learner managementNo system actively supports wide range of pedagogiesWhat would a spec look like?
OUNL and EMLEducational Modelling LanguageCan represent most widely used pedagogical approachesForms the basis for the development of an interoperability spec IMS LDCommenced 2000, spec 2003Core model:People do activities using resources
Reminder about standardsRemember the A4 example?About online learning Allowing emergent actions and productsLearning without boundariesRe-use, remixing of elements
Aims of IMS LD specCompletenessPedagogical FlexibilityPersonalizationFormalizationReproducibilityInteroperabilityCompatibilityReusability
Elements of IMS LDPeople do activities using resourcesPeople take rolesStaff type:Teacher, tutor, instructor, facilitatorLearner type:Learner, facilitator, scribe, chair, team leaderRoles within role plays
LD ElementsA Unit of learning containsAt least one Play optional pathsA Play contains a sequence of ActsActs contain a collection of Activities, some of which may be sequencedA ModuleMay have optional paths
A Module containsA sequence of lessonsLessons containa collection of Activities, some of which may be sequenced
Unit of LearningTitleDescriptionLearning ObjectivesPrerequisitesURIPlayTitleCompletion rule(e.g. after a period)Completion feedbackActTitleCompletion rule(e.g. after a period)Completion feedback
ActivitiesState what should be doneSupport activitiesLearning activitiesCan be in sequencesMay use learning resourcesMay require software services (like a forum or an email service)
PropertiesTitleDescriptionLearning ObjectivesPrerequisitesCompletion ruleCompletion feedbackEnvironments (materials and tools)
Role-partsRole-part is a role doing an activity
Teacher A presents a lesson on Ohms Law
Learning resourcesLearning objects (for interoperabilitys sake!)Web pageIMS content packagesLearning service typesSendmail email, Conference - forum, chatActual system not specified at design stageOther cool stuff?Learning objects and services are assembled into environments (for the sake of re-use!)
Design, prepare, deliverDesign roles, activities, service typesLearning design editorpreviewingPrepare add people, actual systems, datesEditor? Or runtime system?Deliver a run with these people actually do it.Runtime engine and interface
Where it gets complicated or do I mean sophisticated?Properties and conditions (level B)Activities can branch depending on rulesDifferent roles can follow different pathsNotifications (level C)Allowing control at runtimeChallenge for User Interface or designer learning
learnerstaff role activity environment activity structure learning activity support activity learning objectservice Method Play(s) Act(s) role-part(s) learning objectivepre-requisites condition property person outcomenotification
Progress since IMS LD 1.0 (2003)RELOAD editorUNFOLD projectSLEDDesign for Learning projectsLiverpool HopeOpenDocument.net repositoryTENCompetence
QuestionsDoes eLearning need a LD standard?Is IMS LD on the right track?Does it need updating?Is it relevant in a web 2.0 world?What are the next steps?
Am I right?At some point online learning will take over from the campus as the predominant mode of learningFace to face will be the added valueIs Learning Technology ready for this?