Transcript

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 standards

The A4 page– Does not limit what may

be written– Does not prevent other

sizes being used– Permits “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 interoperability

• No clear reference model• Initial spec for whole system interoperability

huge and rejected• Component specs

– Content packaging, metadata, enterprise, learner information, question and test

But where’s the pedagogy?

• Is pedagogy only represented in content?

• What about group learning and other pedagogies?

• How can these be represented online?

Online pedagogy

• LMS only provide for delivery of content, tests and information + learner management

• No system actively supports wide range of pedagogies

• What would a spec look like?

OUNL and EML

• Educational Modelling Language• Can represent most widely used pedagogical

approaches• Forms the basis for the development of an

interoperability spec – IMS LD• Commenced 2000, spec 2003• Core model:

People do activities using resources

Reminder about standards

• Remember the A4 example?• About online learning • Allowing emergent actions and products

– Learning without boundaries– Re-use, remixing of elements

Aims of IMS LD spec

• Completeness• Pedagogical Flexibility• Personalization• Formalization• Reproducibility• Interoperability• Compatibility• Reusability

Elements of IMS LD

People do activities using resources• People take roles• Staff type:

– Teacher, tutor, instructor, facilitator…

• Learner type:– Learner, facilitator, scribe, chair, team leader– Roles within role plays

LD Elements

A Unit of learning contains– At least one “Play” –

optional paths

A Play contains – a sequence of “Acts”

Acts contain – a collection of

“Activities”, some of which may be sequenced

A Module– May have optional paths

A Module contains– A sequence of lessons

Lessons contain– a collection of

“Activities”, some of which may be sequenced

Unit of Learning

TitleDescriptionLearning ObjectivesPrerequisitesURI

Play

TitleCompletion rule

(e.g. after a period)Completion feedback

Act

TitleCompletion rule

(e.g. after a period)Completion feedback

Activities– State what should be

done– Support activities– Learning activities– Can be in sequences– May use learning

resources– May require software

services (like a forum or an email service)

Properties– Title– Description– Learning Objectives– Prerequisites– Completion rule– Completion feedback– Environments (materials

and tools)

Role-parts

Role-part is a role doing an activity

Teacher A presents a lesson on Ohm’s Law

Learners in group B discuss the causes of WW2

Learning resources• Learning objects (for interoperability’s sake!)

– Web page– IMS content packages

• Learning service types– Sendmail – email, – Conference - forum, chat…– Actual system not specified at design stage– Other cool stuff?

• Learning objects and services are assembled into environments (for the sake of re-use!)

Design, prepare, deliver

• Design – roles, activities, service types– Learning design editor– previewing

• Prepare – add people, actual systems, dates– Editor? 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 rules– Different roles can follow different paths

• Notifications (level C)– Allowing control at runtime

• Challenge for User Interface or designer learning

learner

staff

role activity environment

activity structure

learning activity

support activity

learning object service

Method

Play(s)

Act(s)

role-part(s)

learning objective

pre-requisites

condition

property

person

outcomenotification

Progress since IMS LD 1.0 (2003)

• RELOAD editor• UNFOLD project• SLED• Design for Learning projects

– Liverpool Hope

• OpenDocument.net repository• TENCompetence

Questions

• Does 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 learning

• Face to face will be the “added value”• Is Learning Technology ready for this?