Towards a learning path specification J osé Janssen, Adriana Berlanga, Hubert Vogten, Rob Koper – Open University of The Netherlands TENCompetence Workshop.

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Presentation transcript:

Towards a learning path specification J osé Janssen, Adriana Berlanga, Hubert Vogten, Rob Koper – Open University of The Netherlands TENCompetence Workshop Barcelona June 2007

Four topics: 1.Why we need a learning path specification 2.Requirements 3.Existing approaches 4.Initial model 2/12

Ambition: European Area of lifelong learning Need: support learners in comparing and choosing from available options Requires: uniform, meaningful way to describe learning paths 1. Why we need a learning path specification 3/12

Progress made: -General guidelines -QAA -ECTS workload and learning outcomes -National, European, global portals -Metadata applications 4/12 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 1. Why we need a learning path specification 6/12

But: -focus on formal learning -focus on subject -focus on catalogue information/providers 1. Why we need a learning path specification 7/12

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) 2. Requirements 8/12

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) 2. Requirements 9/12

Existing specifications for curriculum modelling (XCRI) and learning design (IMS-LD) 3. Can we use existing approaches 10/12

4. Initial model

Further information: 12/12

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