QTI and Learning Design Joint CETIS/SURF SiX meeting, January 12th 2004 - PowerPoint PPT Presentation

Loading...

PPT – QTI and Learning Design Joint CETIS/SURF SiX meeting, January 12th 2004 PowerPoint presentation | free to download - id: 4a7d74-OTY3N



Loading


The Adobe Flash plugin is needed to view this content

Get the plugin now

View by Category
About This Presentation
Title:

QTI and Learning Design Joint CETIS/SURF SiX meeting, January 12th 2004

Description:

QTI and Learning Design Joint CETIS/SURF SiX meeting, January 12th 2004 Colin Tattersall Educational Technology Expertise Centre Overview When might we want to use LD ... – PowerPoint PPT presentation

Number of Views:15
Avg rating:3.0/5.0
Slides: 26
Provided by: ColinTat9
Category:

less

Write a Comment
User Comments (0)
Transcript and Presenter's Notes

Title: QTI and Learning Design Joint CETIS/SURF SiX meeting, January 12th 2004


1
QTI and Learning Design Joint CETIS/SURF SiX
meeting, January 12th 2004
Colin Tattersall Educational Technology Expertise
Centre
2
X
3
Overview
  • When might we want to use LDQTI together?
  • How do CPLDQTIv1.x fit together today?
  • Are there any issues?
  • LD and QTIv2

4
When might we want to use LDQTI together?
  • Quite often
  • IMS Learning Design is used to model units of
    learning
  • A unit of learning (UoL) is any delimited piece
    of education or training, such as a course, a
    module, a lesson, etc.
  • more than just a collection of ordered resources
    to learn
  • activities, assessments, services and support
    facilities provided by teachers, trainers and
    other staff members.
  • Model who does what, when, with whom and using
    which learning objects and services

5
play
6
Who does what, when?
7
Using LDQTI together
  • When are tests/assessments used in learning
    designs?
  • Formative and summative assessment
  • summative assessment summarises the quality and
    characteristics of the student.
  • formative assessment relates to students
    learning processes, helping to guide them in
    their studies, providing feedback on areas of
    learning requiring further work, . From The
    Handbook for Economics Lecturers

8
Some LDQTI learning scenarios (1)
  • Single learner scenarios
  • Want to check the learners level of
    understanding before sending him/her down a
    particular learning path (intake assessment)
  • Want to check whether a concept has been learned
    before allowing the learner to progress
  • Want to provide a high level of feedback in a
    module to keep motivation high
  • Want to end a course with an examination

9
Some LDQTI learning scenarios (2)
  • Multi learner scenarios
  • Want to have individuals answers be revealed to
    a group to promote discussion and learning
  • Want to arrange for peer assessment
  • Want to divide a set of students into several
    groups of more-or-less equally able students
  • Want to divide a group of students into groups
    with individuals of differing levels of ability
  • Want to give the best/worst performer in a group
    a particular role in a learning design

10
WebMCQs What is Greatness?
11
How was this type of thing done in EML?
  • The EML DTD provides interactions
  • An EML-aware player takes EML content perhaps
    including interactions and plays it. So .

12
An example EML question
13
(No Transcript)
14
Moving from EML to IMS LD
  • EML complete/monolithic
  • Moving to IMS LD meant taking other IMS specs
    into accountintegrating LD and CP, stripping out
    the content model, interaction types etc
  • Moving from EML to IMS LD is really moving from
    EML to IMS CPMDLDQTI.XHTML

15
LD and CP (1)
  • To create a UoL, IMS Learning Design is
    integrated with an IMS Content Package as another
    kind of organization within the ltorganizationsgt
    element.
  • An IMS content package is called a 'Unit of
    learning' if and only if it includes a valid IMS
    learning-design element in the organizations part
    of the package's manifest.

16
LD and CP (2)
17
Orchestrating learning with LD
  • Learning Design orchestrates the availability of
    various activities their resources, including
    assessments
  • In certain conditions, particular actions are
    taken
  • Properties available for getting and setting
  • Expression language used to express conditions

18
Expression language
19
Example conditions
20
But where is P-intake-score set?
  • The actual intake test would be QTI content
  • Maybe have an LDQTI aware engine
  • More likely an LD-aware engine uses a QTI-engine
  • Need QTI and LD to share P-intake-score
  • Declared by both
  • Set by QTI engine
  • Read by LD engine

21
QTI intake test
22
Where does the QTI go in the UoL?
  • Either in the environment/learning-object as a
    separate schema. Tests can then be connected to
    learning-activities.
  • Or in IMS Content Package (specific resource
    types?) as separate files/links

23
Are there any issues?
  • ltimsqtidecvar varname"P-intake-score" gt
  • String, 256 chars
  • Enumerated, String, Integer, Decimal, Scientific,
    Boolean, Enumerated, Set
  • ltimsldlocpers-property identifier"P-intake-score
    "gt
  • XML ID
  • boolean, integer, real, string, datetime,
    duration, text, file, uri and other.

24
LD and QTIv2
  • OUNL participating in QTIv2
  • to create a new version of the QTI specification
    to address relevant issues deferred from v1.0,
  • to describe best practice for putting QTI into
    content packages
  • to describe bindings for QTI outcomes to Learning
    Design properties, to Simple Sequencing
    objectives, and into the CMI datamodel.
  • Best practices
  • Using LD and QTI together
  • Variable naming and typing
  • Pre-processing error checking recommendations for
    content packages?

25
Any questions?
  • Colin Tattersall
  • Educational Technology Expertise Centre
  • Open University of the Netherlands
  • colin.tattersall_at_ou.nl
About PowerShow.com