Sedas dat Sstt

1
S?ed?as? ??da?t???? S?st?µ?t??

• ???t?pa ?a??s?a??? ?e?????????

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Metadata (to describe learning content
objects) Content Packaging (to transfer display
content) QTI (to describe portable tests and
return results) LIP (to describe learners and
their learning)
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Activity interaction of learner with
environment, leading to planned outcome
A specification for learning activities
(H.Beetham, Feb 04) (P. Goodyear, 2002)
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s?????

• s??t?µ? e?sa???? sta p??t?pa µa??s?a???
  te?????????
• what, why, how
• LOM, LIP
• content packaging, simple sequencing, QTI,
  learning design

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The Program Learning Content
??µ??????a
Learning Content Authoring Tools
?eµa??sµ??
?pa?a???s?µ?p???s?
S??a?µ?????s?
Learning Brokers
Access
??sa????
LMS
Deliver
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??a ?e?t??????? µ??t??? t?? e-Learning ?fa?µ????
See e-Learning Application Infrastructure by
Geoff Collier
http//www.sun.com/products-n-solutions/edu/elearn
ing/eLearning_Application_Infrastructure_wp.pdf
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????? ???e? t?

• Search, catalog, discover learning content
• Metadata
• Digital Repositories
• Content/LMS interoperability
• CMI
• SCORM
• Assessment
• Question Test Interoperability
• SCORM

• Enable Adaptivity
• Learner Information Package
• Personal and Private Information
• Competency Definitions
• System Interoperability
• Open Knowledge Initiative
• Schools Interoperability Framework
• IMS Abstract Framework
• Instructional Design
• IMS Learning Design

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????? ???e? t?
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???a??sµ?? ???t?p?p???s??

• IMS Global Learning Consortium
• IEEE LTSC - Learning Technologies Standards
  Committee
• CEN/ISSS LTW - European Committee for
  Standardisation, Information Society
  Standardisation System, Learning Technologies
  Workshop
• ADLnet - Advanced Distributed Learning Project
• AICC - Aviation Industry Computer-Based Training
  Committee

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History of Standards Railway Tracks

• By the late 1860s nine different train track
  gauges (s?d???t??????) sizes were in use in North
  America.
• Why? Strictly used for local transportation or
  rival ambitions of the competition
• Standardization of gauge facilitates the
  exchange of rolling stock, enabling freight
  shipment and passenger traffic to pass over the
  track of multiple companies.
• Source Standardization of Track Gauge on North
  American Railways (2000) Journal of Economic
  History

Standards Interoperability
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pa??de??µa

• a?apt?ss??µe µa??s?a?? pe??e??µe?? ??a LMS (p.?
  lecture1.ppt)
• t? ap????e???µe st? server t?? Moodle ?ste ?a
  e??a? d?a??s?µ?
• ??p???? s???de?f?? ???e? ?a ß?e? µa??s?a??
  pe??e??µe?? ??a LMS
• p?? ?a ß?e? t? pe??e??µe?? µa?, p?? e??a? ?d?
  d?a??s?µ??

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Digital Repositories an Analogy

• Labeling Metadata
• Markets Organic Yogurt (title)
• 2 plain yogurt (description)
• 500 grams (size)

Container of yogurt learning object
Refrigerator Digital Repository

• A large storage area for objects
• Different shapes and sizes and content
• Metadata allows for search and retrieval

Janet Bartz 2002
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Learning Objects
Learning Objects Meta-data ???a??? t??p??
pe????af?? µa??s?a??? p????, ?ste ?a e??a?
e?????te?? ?a? ap?te?esµat???te?? ?
a?a??t?s?/a?e??es? t???.
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Learning Object Models

• Lego
• Small pieces
• Assemble in many ways
• All lego blocks fit together
• Anybody can put Lego together

• Atoms (D. Wiley)
• Small pieces
• Not every atom is combinable with every other
  atom
• Atoms can only be assembled in certain structures
  prescribed by their own internal structure
• Some training is required in order to assemble
  atoms

Ideal concept

• Definitions vary
• as small as a drop, as wide as the ocean
• the context of how learning objects are used
  is important
• need the glue to tie learning objects
  together to create a meaningful learning
  experience

A bit more reality-based concept
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MetadataInformation about Information

• Administrative metadata
• Author
• Revision date
• Rights, . . .
• Technical metadata (medium-specific)
• Duration
• Digital format
• Platform requirements, . . .
• Subject classification
• Catalogue system
• Subject heading
• Keywords

• Map
• Text
• Interactive
• Image
• Video

(Learning Object)
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Examples of Canadian Learning Object Repositories

• Campus Alberta Repository of Educational Objects
• http//www.careo.org
• LearnAlberta.ca
• www.LearnAlberta.ca
• TeleCampus
• http//courses.telecampus.edu/about/index.cfm?fuse
  actionintroduction
• eduSource Canada Project
• http//www.edusource.ca/

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USA-Based Examples

• Multimedia Educational Resource for Learning and
  Online Teaching
• http//www.merlot.org

• Gateway to Educational Materials
• http//www.thegateway.org/

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EducaNext Homepage
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Metadata
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Federated Search
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Learning Object Metadata?
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What is a Learning Object Repository?
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Learning Object Repositories
Metadata Repository
Content Repositories
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IEEE LOM Meta-data Structure

• Learning object data elements are grouped into
  nine categories

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IEEE LOM Meta-data Structure
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IMS Content package

• ??e? 2 s?stat???
• ??a e?d??? XML ????af? p?? pe?????fe? t??
  ??????s? t?? pe??e??µ???? ?a? a?af???? sta
  a?t?st???a a??e?a
• IMS manifest file imsmanifest.xml.
• ?? Manifest file e??a? µ?a pe????af? se XML
  ??p???? p???? p?? s??ap?te???? t? ????? t??
  µa??µat??. ?e???aµß??e? ep?s?? t??p??? stat????
  ??????s?? t?? p???? ??a pa???s?as?
• ?a ?d?a ta a??e?a
• ?a pa?ap??? e??p?????ta? se ??a a??e?? (.zip,
  .jar, .cab ??p) p?? p???? ???µ??eta? Package
  Interchange File.

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IMS Content package
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Logical and Packaging View
Logical View Learning Content Structure as seen
on the browser
Packaging View Learning Content Oganisation in
IMS CP
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ltimsmanifest version"1.3" identifierCourseDSP"gt
ltorganizations default"TOC1"gt ltorganization
identifier"TOC1"gt lttitlegtDSP
Coursewarelt/titlegt ltitem identifier"S.10269"
identifierref"S.10269_RES"gt lttitlegtElements
of Discrete Systemslt/titlegt lt/itemgt ltitem
identifier"S.10271" identifierref"S.10271_RES"gt
lttitlegtProperties of Discrete
Systemslt/titlegt lt/itemgt ltitem
identifier"S.10273" identifierref"S.10273_RES"gt
lttitlegtSampling of Analog Systemslt/titlegt lt/i
temgt ltitem identifier"S.10275"
identifierref"S.10275_RES"gt lttitlegtSampling
of Sinusiodal Systemslt/titlegt lt/itemgt lt!-- .
. .--gt lt/organizationgt lt/organizationsgt ltresource
sgt ltresource identifier"S.10269_RES"
href"units/intro_1.html"gt lttitlegtElements of
Discrete Systemslt/titlegt lt/resourcegt ltresource
identifier"S.10271_RES" href"units/intro_2.html"
gt lttitlegtProperties of Discrete
Systemslt/titlegt lt/resourcegt lt!-- . . .
--gt lt/resourcesgt lt/imsmanifestgt
The IMS content packaging manifest
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Learning Content Management Systems
The SCORM ADL Run-time environment (RTE) v1.3,
http//www.adlnet.org/.
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G?a ?a ta p????µe ta p???µata µe t? se??? ?a??

i
R
R


PACKAGE, TEST MANIPULATE RELOAD
CREATE CONTENT
STORE REPOSITORY
DELIVER MLE
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Aloha Metadata Editor
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Metadata Profile Editor 1
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Metadata Profile Editor 2
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Metadata Profile Editor 3
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LRN toolkit ??a e??a?e??
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simple sequencing
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Simple Sequencing
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CP and SS
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Sequencing Information Model

• Control - describes where navigation events can
  originate from
• Flow, Choice, Mixed, Auto
• Traversal
• Sequential, Any, Concurrent
• PreviousAllowed is backward traversal permitted
  (true/false)
• Selection - how the set of sequenced items for
  the current aggregation are selected and ordered.
• Pre-Condition (condition, action)
• E.g. if max attempts exceeded, skip this item
• Post-Condition (condition, action)
• E.g. if failed, retry the item
• Etc to be defined.

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Tracking Information Model

• Tracking information
• Activity attempt count
• Activity duration
• Activity completion
• Activity score
• Activity mastery
• Referenced learning objective/competency
  completion
• Activity launch limits
• Time limits for completion
• Time based availability
• Maximum attempt limit for completion
• Prerequisite completion prior to entry

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Sequencing Rules

• Rules include
• Precondition Rules
• If then Disable this activity
• If then Skip this activity in flow mode
• If then Stop Forward Traversal
• If then Hide this activity from Choice
• Exit Action Rule
• If then Exit
• Post Condition Rules
• If then Continue
• If then Previous
• If then Exit All
• If then Retry
• If then Retry All

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Question and Test Interoperability

• ?e?????fe? t? ßas??? d?µ? ??a t?? a?apa??stas?
  e??t?se?? ?a? test
• ?p?t??pe? t?? a?ta??a?? ded?µ????
  (e??t?se??-test) µeta?? d?af???? Learning
  Management Systems
• ?? QTI de? as???e?ta? µe ??µata s?ed?asµ??, user
  interfaces, te????????? ? pa?da??????? µ??t????
  t?? efa?µ???? p?? t? a?????????

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Question and Test Interoperability

• ??af??et???? t?p?? e??t?se?? p?? ?a??pt??ta?
  ap? t? QTI
• Multiple choice
• True false
• Multiple response
• Image hot spot
• Fill in the blank
• Select text
• Slide
• Drag object
• Drag target
• Order objects
• Match item
• Connect the points

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An example of QTI question
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(No Transcript)
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ltquestestinteropgt ltqticommentgt Simple True/False
multiple-choice example. lt/qticommentgt ltitem
ident"IMS_V01_I_trfl_ir_001"gt ltpresentation
label"BasicExample001"gt ltmaterialgtltmattextgt
Paris is the Capital of France ? lt/mattextgtltmateri
algt ltresponse_lid ident"TF01" rcardinality"Singl
e" rtiming"No"gt ltrender_choicegt ltresponse_label
ident"T"gt ltmaterialgtltmattextgt True
lt/mattextgtlt/materialgt lt/response_labelgt ltresponse_
label ident"F"gt ltmaterialgtltmattextgt False
lt/mattextgtlt/materialgt lt/response_labelgt lt/render_c
hoicegt lt/response_lidgt lt/presentationgt lt/itemgt lt/q
uestestinteropgt
The IMS QTI manifest
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Quiz tool

• Create all the familiar forms of assessment
  including true-false, multiple choice, short
  answer, matching question, random questions,
  numerical questions, embedded answer questions
  with descriptive text and graphics.

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An example of QTI question
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QTI Resources

• Specs, tutorials, DTDs and XDRs, XML examples,
  export validation tool
• http//www.imsproject.org/question
• The Questionmark viewer
• http//www.questionmark.com/perception/help/qtixml
  .html
• WebEx
• http//www.webassessment.co.uk
• SCAAN QTI tool
• http//www.scaan.ac.uk/ims.html

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Learner profile standards
IMS LIP
IEEE PAPI
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Comparison of standards
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People engage in Activities with Resources roles
(who does what) activities (what they
do) environments (where they do them and what
they do with them) (services) (learning objects).
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Educational Modelling Language
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??ast????t?te? ??a LD

• Problem-based learning(1) present problem (2)
  learner elaborates problem (e.g. through
  analysis, discussion) (3) learner seeks
  information (4) learner analyses and evaluate
  information for relevance (5) learner applies
  information to problem (6) learner presents
  solution(s)
• Conversational model (Laurillard)(1) set task
  goal (2) describe conception of subject (3)
  learner describes conception of subject (4)
  re-describe in light of learner action or
  description (5) adapt task goal in light of
  action or description (etc)
• Cognitive scaffolding (Piaget)(1) present
  content (2) learner engages in content-related
  task (3) test comprehension (4) present next
  content in scaffolded sequence (5) next
  content-related task (etc)

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Development of EML at OU NL

• At design-time the people are unknown therefore
  deal with Roles
• The fundamental roles are Learner Teacher but
  allow sub-roles to be defined also
• Roles need to do different things at the same
  time allow separate activities with
  synchronisation points
• Activities can have parts and sub-parts allow
  activity-structures to be created
• Activities need to be organised over
  time support sequencing and user choice
• Resources can be of many different
  types knowledge objects, communications,
  questions tests, collaborative services, etc
• Content needs to be presented via different media

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?? ??aµa
58
s?µpe??sµata

• ta p??t?pa µa??s?a??? te????????? p??sf????? t?
  d??at?t?ta ?a pe????????µe d??f??e? p????f???e?
  p?? af????? t? µa??s?a?? d?ad??as?a µe ??a ?????
  ap?de?t? t??p?
• e?pa?de??µe????, pe??e??µe??, d?ast????t?te?, ??p
• µe ß?s? a?t?? t?? p????f???a µp????µe ?a
  d?µ??????s??µe efa?µ???? e?at?µ??e?µ???? µ???s??
• µe epa?a???s?µ?p???s?µ? t??p?

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?? ap?f????µe t?? p???p????t?ta

• Design is both art and science

M.C. ESCHER
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(No Transcript)
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?a?? ß??d?