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Standards and Specifications and Medical Learning Technologies in Scotland

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Title: PowerPoint Presentation Author: Rachel Ellaway Last modified by: Rachel Ellaway Created Date: 6/6/2004 1:57:10 PM Document presentation format – PowerPoint PPT presentation

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Title: Standards and Specifications and Medical Learning Technologies in Scotland


1
Standards and Specifications and Medical Learning
Technologies in Scotland Rachel
Ellaway E-Learning Manager College of Medicine
and Veterinary Medicine The University of
Edinburgh
2
What are e-learning specifications?
  • Common and shared specifications and standards
    for e-learning
  • Metadata
  • Repository operations
  • Content packaging
  • Content sequencing
  • Content runtime behaviour
  • Assessment
  • Student and course data
  • Learner information
  • Learner competencies
  • Logistics
  • Messaging/Web services
  • Accessible content
  • Accessibility preferences - learners
  • Learning design
  • Collaboration
  • Learner support

3
and related specifications?
  • Common and shared specifications and standards
    for e-learning
  • Transport XML, SOAP
  • Search/query OpenURL, SQL
  • Harvesting OAI
  • Vocabularies VDEX, ZThes
  • Authentication X509, ATHENS, Shibboleth

4
and some activities
  • IMS Global
  • ADL/SCORM
  • CETIS
  • RELOAD
  • MedBiquitous
  • IVIMEDS
  • JISC IE
  • SDMCG

5
What does it take?
Shared models for describing and exchanging
information Adoption and implementation of these
models - integration and adaptation Ability to
input and output using agreed formats and
protocols Internal capacity for representing
interop components - not necessarily the same as
the shared formats
6
XML extensible markup language
Like HTML, XML is a subset of SGML Tagged markup
in text files - w3.org/xml But the tags are
specified by the user lt?xml version"1.0"
encoding"UTF-8"?gt ltpresentationgt ltslidegt
ltslidenumber value"c"/gt ltslidetitle
value"What is XML"/gt ltthemegt
ltcolour value"purple"/gt lt/themegt
ltcontentgtlt!CDATAWhat is XML?gtlt/contentgt
lt/slidegt lt/presentationgt
7
How do you use XML?
XML should be created by machines for
machines Bindings, DTDs, schemas, application
profiles Encoding and strict formatting -
XHTML Static or dynamically generated Stored as
XML or disaggregated in databases
8
When do you use XML?
Exchange - packets Exposing information -
feeds Assembling and packaging - IMSCP Encoding
and storing Decoding and parsing Stylesheets -
XSLT
9
Structure
Set of data elements and relationships between
them Data types, cardinality, vocabularies Binding
s, best practice, use cases Development
cycles Scope and versioning
10
Standards and Specifications
Process starts with user needs and/or input from
a research community active in a related
area specification work, defining how
interoperability can be achieved in the field
under consideration specifications are tested for
their validity by user organisations. if a
specification is deemed to be valid and widely
accepted, it is submitted to a formal standards
body
11
IMS Global www.imsglobal.org
The IMS Global Learning Consortium - the most
advanced group developing learning technology
interoperability specifications Formed in 1997,
membership includes almost all the leading
technology system suppliers, publishers and user
organisations Active participation of user
organisations is crucial JISC is a member
through CETIS making it possible for UK interests
to be represented
12
IMS Specifications
Accessibility Competency Definitions Content
Packaging Digital Repositories
Enterprise Enterprise Services Learner
Information Learning Design Meta-data Question
and Test Interoperability Shareable State
Persistence Simple Sequencing Vocabulary
Definition Exchange
13
IMS Specifications
Metadata synchronised with the IEEE LOM Content
Packaging (IMSCP) transport format that retains
content, metadata and organisation. Zip file
containing XML manifest(s), objects and other
metadata Learner Information (IMSLIP)
information about a learner (individual or group
learners) or a producer of learning content
(creators, providers or vendors) Learning Design
(IMSLD) pedagogical meta-model for describing
and providing run-time controls and structures
for learning processes Question and Test
Interoperability (IMSQTI) assessment meta-model
Vocabulary Definition Exchange (IMSVDEX)
defines a grammar for the exchange of value lists
of various classes collections often denoted
"vocabulary"
14
Example 1 IEEE LOM
  • Many metadata specifications e.g. Dublin Core.
    IEEE Learning Object Metadata (LOM) is an ISO
    standard - others now converging on the LOM
  • General title, description, contributors,
    language
  • Lifecycle version, status
  • Meta-metadata who and when metadata
    created/edited
  • Technical location, format, size, requirements
  • Educational educational level, context of use
  • Rights who owns it and who can do what with it
  • Relation is it part of something, does it have
    parts
  • Annotation notes from developers, users etc
  • Classification source, taxonomy, purpose

15
"Uracil"
ObjectID 08DAE810-126D-4B8F-BBC6-3F5FE7B1CF65 Na
me Uracil DescriptionUracil diagram Keywords
uracil,pyrimidines,biochem,structure,pathway,petti
grew Location (WEB) http//www.eevec.vet.ed.ac.uk
/resource/biostruc/uracil.swf Size (bytes)
1133 MIME SWF Application type
diagram Contextnon-specific FormatSWF Language
EN-GB Source Uracil Code n/a Version
1.0 Catalogue UOE_MVM_ResManager Restrictions?
y Restrictions University of Edinburgh Metametad
ata, annotation classification also supported
16
Example 1 IEEE LOM
  • IEEE LOM binding all elements are optional - an
    empty record is a valid LOM record!
  • Application profiles specifications for how a
    specification is used
  • Cardinality
  • Vocabulary
  • Data type
  • Binding
  • UK LOM Core

17
Example 2 IMS Content Package
Transport mechanism for object(s) and
metadata Zip file with XML IMS manifest and
objects May also have sub objects and
sub-manifests May also have organisation or even
multiple organisations Either use/build IMSCP
tools, use RELOAD or process manually Success of
any of these depends on complexity of the CP and
the specificity of the source and target contexts
18
Example 3 Learning Design
Meta language for any pedagogical
activity Developed from EML from the OUNL UK and
Dutch orientation - CETIS No IMSLD tools extant
yet but much activity LAMS close but RELOAD
developing tool ACETS SSLD
19
ACETS SSLD context
In order to attain the following learning objective(s) (includes minimal and optimum success scenarios)
With prerequisite(s) (prior knowledge, skills, educational level etc)
Trigger(s) start and end
The following persons/roles (student and staff roles)
20
ACETS SSLD activities
Perform Which roles? Do what? How?
Learning activity(s) (including implicit forms such as reflection and consolidation)
Support activity(s)
Using environment(s) or scenario(s)
21
ACETS SSLD objects services
Using Which roles? Do what? How?
Tool object(s) (able to act on other objects)
Knowledge object(s) (content/information etc)
Test object(s) (various forms of evaluation and assessment)
Search service(s)
Communicate service(s)
Announce service(s)
22
ADL/SCORM www.adlnet.org
ADLNet (Advanced Distributed Learning Network)
Sponsored by the US federal government to
"accelerate large-scale development of dynamic
and cost-effective learning software and to
stimulate an efficient market for these products
in order to meet the education and training needs
of the military and the nation's workforce of the
future ADL produce SCORM (Sharable Content
Object Reference Model), a specification for
reusable learning content Good runtime rules but
single learners - instructional heuristic Strong
North American buy-in
23
CETIS - www.cetis.ac.uk
Centre for Educational Technology
Interoperability Standards Funded as a JISC
service Participates in IMS and other SS bodies
on behalf of UK tertiary education Runs SIGS -
regular meetings, all welcome Creates and
sustains user-adopter communities Participates in
key projects and programmes - X4L, UK Metadata
Core, Pedagogies and e-Learning etc
24
DEVIL Project
Dynamically Enhancing VLEs with information from
the library (UoE and OU) Middleware XML agent
processing outgoing search and incoming returns
into specification-compliant XML Local systems
parse into specific uses Metadata alchemy -
MARC-LOM, community of practice issues 2nd
funding round
25
EROS ResManager
EROS (Edinburgh Reusable Object Sequencer) Online
CAL authoring, delivery and analysis suite -
implementing IMSQTI and IMSSS compliance - ?
IMSLD ResManager Metadata manager and brokerage
for all core MVM e-learning platforms. Uses LOM
profile for metadata, developing OAI harvesting
compatibility and IMS Repositories compliance
26
The Scottish Doctor
Collaboration between all 5 Scottish medical
schools Common and agreed med-ed outcomes GMC
Tomorrows Doctors Large outcome-interoperabilit
y project IMSRDCEO and IMSVDEX Fuzzy and
probabilistic interoperability Tolerance,
partiality, locality - ?interop
27
RELOAD www.reload.ac.uk
  • JISC funded project (X4L strand B) developing
    tools to facilitate the use of emerging Learning
    Technology Interoperability specifications such
    as those produced by ADL and IMS
  • Free and open-source tools (SourceForge)
  • Metadata and Content Packaging Editor
  • SCORM Player
  • Learning Design Editor (soon)

28
Issues
Different and competing standards Different
application profiles Fuzzy interoperability Vendor
lock-in SS development and change SS dont
address all users needs Adoption and change
management
29
Developments
Strategy and policy - knowledge management,
collaboration, reuse etc Federated vs centralised
systems architectures Integration within
institution - golden copies and data protection
issues Politics, control, change management - the
University is always somewhere else Integration
with external developments SDMCG, JISC IE,
IVIMEDS etc
30
Interoperability is the new Internet!
Systems can talk to each other already But
technical interop ? semantic interop Standards
and specifications are emerging Opportunities for
connections, reuse, data protection, quality
assurance Its not hard but it requires a change
from closed and centralised architectures to open
and federated ones Issues of stability, risk and
semantic integrity Now is the time!
31
Roadmap
We need SDMCG-wide involvement in SS All current
infrastructure and future developments need to be
evaluated in terms of SS Use funding
opportunities to drive development Engage with
MLE and other SS activity and advice -
JISC/CETIS etc Move away from 1-1 non-compliant
joins to a common SS structure for a common
Scottish MedEd information environment
32
Roadmap
Metadata IEEE LOM - with agreed binding UK LOM
Core, IVIMEDS Content transport
IMSCP Assessment QTI Learners IMSLIP (e.g.
portfolios and transcripts) Plus new
developments CaseML, RDCEO etc SDMCG not
passive but active participants in SS and
interop in med-ed
33
and then
SS provides a scalable and longitudinally robust
way of working in the emerging LO economies It
just takes commitment and mutual support Our
schools want it Its not as hard as it looks Core
of the SHEFC bid so how about it?
34
Standards and Specifications and Medical Learning
Technologies in Scotland Rachel
Ellaway E-Learning Manager College of Medicine
and Veterinary Medicine The University of
Edinburgh
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