Towards a learning path specification Jos Janssen, Adriana Berlanga, Hubert Vogten, Rob Koper Open U

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Towards a learning path specificationJosé
Janssen, Adriana Berlanga, Hubert Vogten, Rob
Koper Open University of The Netherlands
TENCompetence WorkshopBarcelona 21-22 June
2007
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• Four topics
• Why we need a learning path specification
• Requirements
• Existing approaches
• Initial model

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1. Why we need a learning path specification
Ambition European Area of lifelong learning
Need support learners in comparing and
choosing from available options Requires
uniform, meaningful way to describe learning
paths

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1. Why we need a learning path specification

• Progress made
• General guidelines
• QAA
• ECTS workload and learning outcomes
• National, European, global portals
• Metadata applications

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1. Why we need a learning path specification
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1. Why we need a learning path specification

• Metadata applications
• CUBER-project IEEE LOM extensions
• for instance schedule information,
  learning
• objectives, teaching method, study
  guidance
• Course Description Metadata
• standardization of course unit description /
  establishment of national and international
  course catalogues, course portals

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1. Why we need a learning path specification

• But
• focus on formal learning
• focus on subject
• focus on catalogue information/providers

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2. Requirements

• Requirements for a learning path specification
• Modular composition (built from units)
• Nested composition (composed of other learning
  paths)
• Learning outcomes
• Entry requirements
• Selection (mandatory and optional elements)
• Sequencing (fixed order)

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2. Requirements

• Temporal coordination (parallel programming)
• Completion (specification of requirements for
  completion
• Conditional composition (conditions to
  include/exclude)
• Substitution (which units might be replaced and
  criteria for the substitute)
• Formality (automatic processing)
• Interoperability (different support systems)

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3. Can we use existing approaches

• Existing specifications for curriculum
• modelling (XCRI) and learning design
• (IMS-LD)

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4. Initial model
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• Further information
• http//dspace.ou.nl/handle/1820/953

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Competence profile X
U
I
Competence A learning path 1, 2, 3, 4
G
M
R
A
Q
Selection
Action
Sequence