1. University of Piraeus Department of Technology Education and Digital Systems Centre for Research and Technology - Hellas(C.E.R.T.H.) Informatics and Telematics Institute (I.T.I.) P. Karampiperis & D.G. Sampson Learning Objects in Context ProLearn & iClass WorkShop, March 2005 1/33 Learning Objects in Context: An authoring tool utilizing IMS Learning Design Pythagoras Karampiperis, Demetrios G. Sampson e-mail:{pythk,sampson}@iti.gr

2. University of Piraeus Department of Technology Education and Digital Systems Centre for Research and Technology - Hellas(C.E.R.T.H.) Informatics and Telematics Institute (I.T.I.) P. Karampiperis & D.G. Sampson Learning Objects in Context ProLearn & iClass WorkShop, March 2005 2/33 Outline  Description  Problem Definition  Modeling Learning Activities  Our Proposal  Authoring architecture  Authoring Tool  Conclusions

3. University of Piraeus Department of Technology Education and Digital Systems Centre for Research and Technology - Hellas(C.E.R.T.H.) Informatics and Telematics Institute (I.T.I.) P. Karampiperis & D.G. Sampson Learning Objects in Context ProLearn & iClass WorkShop, March 2005 3/33 Problem Definition  Typically, Web-based Educational Systems are based on hard- wired pedagogy  Interoperability frameworks are mainly focused to content interoperability (ie, SCORM)  Existing Authoring Tools are tailored to the capabilities of the specific systems in hand, with limited capability of reusing and repurposing learning activities This raises a number of open questions:  How a WBES can support multiple pedagogical approaches?  How different WBESs can inter-exchange learning activities?  How can we extend the current state of the art in authoring tools to support flexible pedagogical design?

4. University of Piraeus Department of Technology Education and Digital Systems Centre for Research and Technology - Hellas(C.E.R.T.H.) Informatics and Telematics Institute (I.T.I.) P. Karampiperis & D.G. Sampson Learning Objects in Context ProLearn & iClass WorkShop, March 2005 4/33 Paper Contribution Thesis of this Paper: Separating the learning content from the learning scenario  enables a WBES to support multiple learning scenarios with the same content  provides flexibility in pedagogical design  Required extra Authoring components:  A new element in the design process of WBES: the Learning Design Component  A formal - commonly agreed - way of representing learning scenarios/activities  Thus, in this paper  We investigate how the Learning Design Framework can be incorporated in the abstract architecture of a SCORM compatible authoring system  Introduce a tool which supports the presented architectural approach

5. University of Piraeus Department of Technology Education and Digital Systems Centre for Research and Technology - Hellas(C.E.R.T.H.) Informatics and Telematics Institute (I.T.I.) P. Karampiperis & D.G. Sampson Learning Objects in Context ProLearn & iClass WorkShop, March 2005 5/33 Modeling Learning Activities  requires that all components of a learning activity can be modeled in a commonly understandable form  requires that educational systems include components for supporting the authoring and handling of learning activities  A first step is to agree on common ways for representing learning scenarios and describing the interactions between participating roles (learners, tutors, etc) and educational systems’ services

6. University of Piraeus Department of Technology Education and Digital Systems Centre for Research and Technology - Hellas(C.E.R.T.H.) Informatics and Telematics Institute (I.T.I.) P. Karampiperis & D.G. Sampson Learning Objects in Context ProLearn & iClass WorkShop, March 2005 6/33 The Learning Design Framework  Offers a formal way of representing a learning scenario  It is Machine understandable  It is Interoperable across systems (IMS Learning Design Specification, 2003)

7. University of Piraeus Department of Technology Education and Digital Systems Centre for Research and Technology - Hellas(C.E.R.T.H.) Informatics and Telematics Institute (I.T.I.) P. Karampiperis & D.G. Sampson Learning Objects in Context ProLearn & iClass WorkShop, March 2005 7/33 Extending SCORM ADL Sharable Content Object Reference Model  provides a reference interaction model between learners and learning content  describes within a common technical framework for computer and web-based learning the creation process of reusable learning content as "instructional objects”, called sharable content objects (SCOs)  SCORM Natural Extension  Definition of roles and interactions between them  Definition of role-based activities

8. University of Piraeus Department of Technology Education and Digital Systems Centre for Research and Technology - Hellas(C.E.R.T.H.) Informatics and Telematics Institute (I.T.I.) P. Karampiperis & D.G. Sampson Learning Objects in Context ProLearn & iClass WorkShop, March 2005 8/33 The proposed Authoring System

9. University of Piraeus Department of Technology Education and Digital Systems Centre for Research and Technology - Hellas(C.E.R.T.H.) Informatics and Telematics Institute (I.T.I.) P. Karampiperis & D.G. Sampson Learning Objects in Context ProLearn & iClass WorkShop, March 2005 9/33 The Proposed Authoring Tool  ASK-LDT is an authoring tool which:  Enables pedagogical designers to use their own design notation for the definition of learning activities  Supports pedagogical designers in the process of sequencing learning activities  Separate the structure of learning scenarios from the learning resources.  Use a standard notation language for the description of learning scenarios, so as to be able to inter-exchange learning activities between different systems.  The produced packages conform to the IMS Learning Design v1.0 Level B specification.  The supported metadata for learning resources conform to the IEEE Learning Object Metadata 1484.12.1-2002 standard.  The packaging system has the ability to package resources that conform to the IMS Content Packaging v1.1.3. specification.

10. University of Piraeus Department of Technology Education and Digital Systems Centre for Research and Technology - Hellas(C.E.R.T.H.) Informatics and Telematics Institute (I.T.I.) P. Karampiperis & D.G. Sampson Learning Objects in Context ProLearn & iClass WorkShop, March 2005 10/33 Define Pedagogy: Activity Types and Notation Schema Define the Learning Environment: Roles and Services Design Learning Scenarios Statistical Analysis of Learning Scenarios Population with Learning Content and Content Packaging Proposed Authoring Process

11. University of Piraeus Department of Technology Education and Digital Systems Centre for Research and Technology - Hellas(C.E.R.T.H.) Informatics and Telematics Institute (I.T.I.) P. Karampiperis & D.G. Sampson Learning Objects in Context ProLearn & iClass WorkShop, March 2005 11/33 Example Scenario: Collaborative creation of concept map

12. University of Piraeus Department of Technology Education and Digital Systems Centre for Research and Technology - Hellas(C.E.R.T.H.) Informatics and Telematics Institute (I.T.I.) P. Karampiperis & D.G. Sampson Learning Objects in Context ProLearn & iClass WorkShop, March 2005 12/33 Example Scenario: Discussion  In the literature, a number of systems implementing this scenario exist (Kay, Miller, 2003), (Milrad, Spector, Davidsen, 2004).  They support only the specific learning scenario  Due to their close architecture they cannot be used externally from other platforms to support the learning process. By using the ASK-LDT,  learning scenario is not hard-wired in the specific learning platform, but acts as a script delivered by the learning platform  learning platforms can support several pedagogical scenarios enabling at the same time reusability of learning activities across different platforms  software components can be reused to support different learning activities

13. University of Piraeus Department of Technology Education and Digital Systems Centre for Research and Technology - Hellas(C.E.R.T.H.) Informatics and Telematics Institute (I.T.I.) P. Karampiperis & D.G. Sampson Learning Objects in Context ProLearn & iClass WorkShop, March 2005 13/33 Example Scenario: ASK-LDT Authoring Process  Definition of Pedagogical Elements (Activity Types).  “brainstorming”, “annotation”, “discussion” and “knowledge expression”.  Definition of the Environment  “moderator” and “participant”.  “discussion forum”, “on-line chat”, annotation tool and concept representation tool.  Learning Scenario Design.  For each activity specified the designer defines the participating roles and the corresponding environments.  Content Packaging.  content components required to support the designed activities are specified

14. University of Piraeus Department of Technology Education and Digital Systems Centre for Research and Technology - Hellas(C.E.R.T.H.) Informatics and Telematics Institute (I.T.I.) P. Karampiperis & D.G. Sampson Learning Objects in Context ProLearn & iClass WorkShop, March 2005 14/33 Notation Schema Definition UI Definition of Activity Types Give the ID of the Activity Definition of Activity Types Give the Name of the Activity Give the Description of the Activity Give the Type of the Activity Define Notation Schema Choose an Activity Define Notation Schema Define Color Selection

15. University of Piraeus Department of Technology Education and Digital Systems Centre for Research and Technology - Hellas(C.E.R.T.H.) Informatics and Telematics Institute (I.T.I.) P. Karampiperis & D.G. Sampson Learning Objects in Context ProLearn & iClass WorkShop, March 2005 15/33 Example Scenario: ASK-LDT Authoring Process  Definition of Pedagogical Elements (Activity Types).  “brainstorming”, “annotation”, “discussion” and “knowledge expression”.  Definition of the Environment  “moderator” and “participant”.  “discussion forum”, “on-line chat”, annotation tool and concept representation tool.  Learning Scenario Design.  For each activity specified the designer defines the participating roles and the corresponding environments.  Content Packaging.  content components required to support the designed activities are specified

16. University of Piraeus Department of Technology Education and Digital Systems Centre for Research and Technology - Hellas(C.E.R.T.H.) Informatics and Telematics Institute (I.T.I.) P. Karampiperis & D.G. Sampson Learning Objects in Context ProLearn & iClass WorkShop, March 2005 16/33 Define Environment Types Give the ID of the Environment Define Environment Types Give the Name of the Environment Give the Description of the Environment Give a Corresponding service for the Environment Define the Environment Characteristics

17. University of Piraeus Department of Technology Education and Digital Systems Centre for Research and Technology - Hellas(C.E.R.T.H.) Informatics and Telematics Institute (I.T.I.) P. Karampiperis & D.G. Sampson Learning Objects in Context ProLearn & iClass WorkShop, March 2005 17/33 Defining Participating Roles Defining a User Model Defining Participating Roles Give the Element Name of the User Model Give the Description of the User Model Defining Learner and Group Types Give the Role Name of the Learners and the Groups Defining Learner and Group Types Give the Description of the Learners and the Groups Give the Minimum and Maximum number of persons in the Groups Defining Properties Specify a Role Defining Properties Specify a UM elementDefine the ConditionDefine the value Defining Supportive Roles Give the Role Name of the Supportive Roles Defining Supportive Roles Give the Description of the Supportive Roles Give the Minimum and Maximum number of persons of the Supportive Role

18. University of Piraeus Department of Technology Education and Digital Systems Centre for Research and Technology - Hellas(C.E.R.T.H.) Informatics and Telematics Institute (I.T.I.) P. Karampiperis & D.G. Sampson Learning Objects in Context ProLearn & iClass WorkShop, March 2005 18/33 Example Scenario: ASK-LDT Authoring Process  Definition of Pedagogical Elements (Activity Types).  “brainstorming”, “annotation”, “discussion” and “knowledge expression”.  Definition of the Environment  “moderator” and “participant”.  “discussion forum”, “on-line chat”, annotation tool and concept representation tool.  Learning Scenario Design.  For each activity specified the designer defines the participating roles and the corresponding environments.  Content Packaging.  content components required to support the designed activities are specified

19. University of Piraeus Department of Technology Education and Digital Systems Centre for Research and Technology - Hellas(C.E.R.T.H.) Informatics and Telematics Institute (I.T.I.) P. Karampiperis & D.G. Sampson Learning Objects in Context ProLearn & iClass WorkShop, March 2005 19/33 Designing Learning Activities Designing Activities Define the Activity Type Choose an Activity

20. University of Piraeus Department of Technology Education and Digital Systems Centre for Research and Technology - Hellas(C.E.R.T.H.) Informatics and Telematics Institute (I.T.I.) P. Karampiperis & D.G. Sampson Learning Objects in Context ProLearn & iClass WorkShop, March 2005 20/33 Design the Activities sequenceDefine Rollup Links

21. University of Piraeus Department of Technology Education and Digital Systems Centre for Research and Technology - Hellas(C.E.R.T.H.) Informatics and Telematics Institute (I.T.I.) P. Karampiperis & D.G. Sampson Learning Objects in Context ProLearn & iClass WorkShop, March 2005 21/33 Choose an Activity Define a Title

22. University of Piraeus Department of Technology Education and Digital Systems Centre for Research and Technology - Hellas(C.E.R.T.H.) Informatics and Telematics Institute (I.T.I.) P. Karampiperis & D.G. Sampson Learning Objects in Context ProLearn & iClass WorkShop, March 2005 22/33 Define the Participating Roles

23. University of Piraeus Department of Technology Education and Digital Systems Centre for Research and Technology - Hellas(C.E.R.T.H.) Informatics and Telematics Institute (I.T.I.) P. Karampiperis & D.G. Sampson Learning Objects in Context ProLearn & iClass WorkShop, March 2005 23/33 Define the Environments

24. University of Piraeus Department of Technology Education and Digital Systems Centre for Research and Technology - Hellas(C.E.R.T.H.) Informatics and Telematics Institute (I.T.I.) P. Karampiperis & D.G. Sampson Learning Objects in Context ProLearn & iClass WorkShop, March 2005 24/33 Define when the Activity will be completed

25. University of Piraeus Department of Technology Education and Digital Systems Centre for Research and Technology - Hellas(C.E.R.T.H.) Informatics and Telematics Institute (I.T.I.) P. Karampiperis & D.G. Sampson Learning Objects in Context ProLearn & iClass WorkShop, March 2005 25/33 Example Scenario: ASK-LDT Authoring Process  Definition of Pedagogical Elements (Activity Types).  “brainstorming”, “annotation”, “discussion” and “knowledge expression”.  Definition of the Environment  “moderator” and “participant”.  “discussion forum”, “on-line chat”, annotation tool and concept representation tool.  Learning Scenario Design.  For each activity specified the designer defines the participating roles and the corresponding environments.  Content Packaging.  content components required to support the designed activities are specified

26. University of Piraeus Department of Technology Education and Digital Systems Centre for Research and Technology - Hellas(C.E.R.T.H.) Informatics and Telematics Institute (I.T.I.) P. Karampiperis & D.G. Sampson Learning Objects in Context ProLearn & iClass WorkShop, March 2005 26/33 Content Population and Packaging CP Preview

27. University of Piraeus Department of Technology Education and Digital Systems Centre for Research and Technology - Hellas(C.E.R.T.H.) Informatics and Telematics Institute (I.T.I.) P. Karampiperis & D.G. Sampson Learning Objects in Context ProLearn & iClass WorkShop, March 2005 27/33 Content Population Select a resource element Select a resource file Load additional files

28. University of Piraeus Department of Technology Education and Digital Systems Centre for Research and Technology - Hellas(C.E.R.T.H.) Informatics and Telematics Institute (I.T.I.) P. Karampiperis & D.G. Sampson Learning Objects in Context ProLearn & iClass WorkShop, March 2005 28/33 Metadata Characterization Select metadata element Load metadata record

29. University of Piraeus Department of Technology Education and Digital Systems Centre for Research and Technology - Hellas(C.E.R.T.H.) Informatics and Telematics Institute (I.T.I.) P. Karampiperis & D.G. Sampson Learning Objects in Context ProLearn & iClass WorkShop, March 2005 29/33 Packaging Select a name for the package Save the package

30. University of Piraeus Department of Technology Education and Digital Systems Centre for Research and Technology - Hellas(C.E.R.T.H.) Informatics and Telematics Institute (I.T.I.) P. Karampiperis & D.G. Sampson Learning Objects in Context ProLearn & iClass WorkShop, March 2005 30/33 CP Preview: XML level

31. University of Piraeus Department of Technology Education and Digital Systems Centre for Research and Technology - Hellas(C.E.R.T.H.) Informatics and Telematics Institute (I.T.I.) P. Karampiperis & D.G. Sampson Learning Objects in Context ProLearn & iClass WorkShop, March 2005 31/33 Open Issues  A concrete method for translating pedagogical requirements to learning designs  A methodology for extracting patterns from specified learning designs, in order to enable reusability at the pedagogical level  The architecture of a runtime system for delivering the designed learning activities

32. University of Piraeus Department of Technology Education and Digital Systems Centre for Research and Technology - Hellas(C.E.R.T.H.) Informatics and Telematics Institute (I.T.I.) P. Karampiperis & D.G. Sampson Learning Objects in Context ProLearn & iClass WorkShop, March 2005 32/33 Conclusion  Argued on the need for the Learning Design Component in the authoring process of WBES  Investigated how the Learning Design Framework can be incorporated in the architecture of a SCORM compatible authoring system  Introduced a tool which supports the presented architectural approach

33. University of Piraeus Department of Technology Education and Digital Systems Centre for Research and Technology - Hellas(C.E.R.T.H.) Informatics and Telematics Institute (I.T.I.) P. Karampiperis & D.G. Sampson Learning Objects in Context ProLearn & iClass WorkShop, March 2005 33/33 Contact Details Demetrios Sampson sampson@iti.gr http://www.ask.iti.gr Informatics and Telematics Institute, Centre for Research and Technology Hellas, 42, Arkadias Street,Athens,GR-15234,Greece and Department of Technology Education and Digital Systems, University of Piraeus 150, Androutsou Street, Piraeus, GR-18534 Greece