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EML and Learning Design

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Educational Technology Expertise Centre. Open University of the Netherlands. Overview ... Modelling is one thing, experiencing the learning design is another; ... – PowerPoint PPT presentation

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Title: EML and Learning Design


1
EML and Learning Design
Colin Tattersall Educational Technology Expertise
Centre Open University of the Netherlands
2
Overview
  • A word or two on who I am
  • Relationship between EML Learning Design
  • Why I think IMS-LD is important
  • Brief sketch of IMS-LD
  • Re-use in IMS-LD
  • How can staff be supported in using IMS-LD?
  • Summary
  • Discussion
  • (I will not be showing pieces of XML)

3
Colin Tattersall
  • British, 11 years in NL
  • Computer Scientist
  • Exposure to Computer Based Learning and
    Intelligent Tutoring Systems in late 80s at CBL
    Unit, Leeds University
  • Last few years product manager at software
    company producing XML-based authoring/content
    management systems
  • Started at OUNL on Nov. 1st 2002

4
Overview
  • A word or two on who I am
  • Relationship between EML Learning Design
  • Why I think IMS-LD is important
  • Brief sketch of IMS-LD
  • Re-use in IMS-LD
  • How can staff be supported in using IMS-LD?
  • Summary
  • Discussion

5
EML and Learning Design (1)
  • Educational Modelling Language (EML)
  • developed by OUNL in the late nineties
  • made generally available December 2000
  • brought into the standardisation process, formed
    the basis for ..
  • IMS Learning Design v1.0 Final Specification
  • Approved February 10th 2003

6
EML and Learning Design (2)
  • Some important differences

7
Overview
  • A word or two on who I am
  • Relationship between EML Learning Design
  • Why I think IMS-LD is important
  • Brief sketch of IMS-LD
  • Re-use in IMS-LD
  • How can staff be supported in using IMS-LD?
  • Summary
  • Discussion

8
My first steps in the e-learning world
  • Downloaded Microsofts LRN 3.0 Toolkit
  • IMS Content Packaging
  • IMS Meta-data
  • Downloaded all example content packages
  • Things were looking good .

9
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14
Things were looking good, but
  • Some engaging content, but each example seemed to
    be a slight variation of the previous
  • Learning felt like (only) consuming content
  • Support often looked like page-turning
  • Is this the style of e-learning that the IMS
    specifications are about?

15
From Learning Objects to Learning Activities
  • What about situations in which learning happens
    without learning objects?
  • What about when several learners cooperate to
    solve a problem?
  • Where are the teachers and staff?
  • Learning Design
  • Modelling the performance of individual and group
    learning activities designed to attain learning
    objectives and, in the process, making use of
    learning objects.

16
Overview
  • A word or two on who I am
  • Relationship between EML Learning Design
  • Why I think IMS-LD is important
  • Brief sketch of IMS-LD
  • Re-use in IMS-LD
  • How can staff be supported in using IMS-LD?
  • Summary
  • Discussion

17
Making IMS-LD learning experiences
  • Learning processes are modelled in the IMS-LD
    language
  • These models are played in an IMS-LD-aware
    player
  • Analogous to marking-up learning materials in
    HTML and having a browser interpret them

18
IMS-LD concepts
  • People act in different roles
  • working towards certain objectives
  • by performing learning and/or support activities
  • within an environment, consisting of learning
    objects and services used in the performance of
    the activities.
  • Analogy with a play .

19
play
Activity- Description
20
Who does what, when?
21
But what do students and staff see?
  • The diagram helps to identify roles, activities,
    acts, etc, easing the creation of an XML-based
    representation of the learning process
  • Modelling is one thing, experiencing the learning
    design is another
  • Today there is no IMS-LD player, but
  • An impression can be gained through the prototype
    EML player
  • Warning you are about to see Dutch content

22
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24
Reflecting on IMS-LD concepts
  • People act in different roles
  • Students and facilitator
  • working towards certain objectives
  • Understanding the role of learning technology
    standards
  • by performing learning and/or support activities
  • Answering questions, discussing, reading,
  • within an environment, consisting of learning
    objects and services used in the performance of
    the activities.
  • Material on standards, discussion forum,

25
Overview
  • A word or two on who I am
  • Relationship between EML Learning Design
  • Why I think IMS-LD is important
  • Brief sketch of IMS-LD
  • Re-use in IMS-LD
  • How can staff be supported in using IMS-LD?
  • Summary
  • Discussion

26
Re-use and IMS-LD
  • Separation of learning objects and services from
    the educational method used in the unit of
    learning.
  • Individual learning designs can be applied in
    different areas
  • PBL in psychology, computer science, sociology,
  • Learning objects can be used in different
    learning designs
  • A map of North Korea use in programmed
    instruction, PBL, Role-playing exercise

27
Overview
  • A word or two on who I am
  • Relationship between EML Learning Design
  • Why I think IMS-LD is important
  • Brief sketch of IMS-LD
  • Re-use in IMS-LD
  • How can staff be supported in using IMS-LD?
  • Summary
  • Discussion

28
Support today
  • IMS-LD approved on Feb. 10th 2003
  • Still quite a lot that needs to happen
  • No IMS-LD player yet (EML players though)
  • No authoring tools yet (some initiatives though)
  • But, staff can already benefit from the
    philosophy of IMS LD by focusing on learners
    activities and objectives

29
Overview
  • A word or two on who I am
  • Relationship between EML Learning Design
  • Why I think IMS-LD is important
  • Brief sketch of IMS-LD
  • Re-use in IMS-LD
  • How can staff be supported in using IMS-LD?
  • Summary
  • Discussion

30
Summary EML Learning Design
  • We now have an approved IMS specification in the
    area of pedagogy
  • Will help put approaches to learning and teaching
    on product development agendas
  • Opportunity to move away from designing for
    lone-learners reading from screens to focus on
    the performance of individual and group learning
    activities designed to attain learning objectives

31
Overview
  • A word or two on who I am
  • Relationship between EML Learning Design
  • Why I think IMS-LD is important
  • Brief sketch of IMS-LD
  • Re-use in IMS-LD
  • How can staff be supported in using IMS-LD?
  • Summary
  • Discussion
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