1. © 2004 Setting up a Learning Design system in your institution: OUNL experiences Colin Tattersall, The Open University of the Netherlands

2. © 2004 Ways of making use of LD in your org. ­Could just use LD to represent courses, gaining benefit from standardised language, design-time re-use, ….; ­Additional benefits come with the use of an LD- aware player;

3. © 2004 OUNL and Learning Design ­History: EML to LD ­Specification development matched with player development; ­Today: ­In production with 9 courses since September 2003 using Edubox 3 (> 2000 students/staff) ­Courses modelled using EML 1.1; Edubox 3 plays EML 1.1 ….

4. © 2004 EML and Learning Design EML IMS Learning Design Two versions of EML: 1.0 & 1.1 Assessments, interactions, content, …

5. © 2004 Architectural context (1) Unit of Learning Design timeRun time Designers create Units of Learning containing IMS LD, XHTML content, IMS QTI, …. First: administrative processes put particular individuals into roles, instantiating the abstract UoL Then: learners (and staff) use an LD player in (a part of) their learning process IMS LD specifies this and has implications here Various aspects to be arranged for here which are not part of the spec

6. © 2004 Architectural context (2) LD PlayerRun toolRepository Unit of Learning Run Authoring Learner & Staff Administration Unit of Learning Learner & staff details Design timeRun time Portal Learning services

7. © 2004 Architectural context (3) LD PlayerRun toolRepository Unit of Learning Run Authoring Learner & Staff Administration Unit of Learning Learner & staff details Design timeRun time Portal Learning services

8. © 2004

11. New authoring tools needed ­Need to move up from the tag level ­There is progress – RELOAD, elive LD suite, …

12. © 2004 But: authoring is not just a tool question ­OUNL has had to examine various questions: ­Who determines the pedagogical model(s)? ­Who supplies the content? ­How to approach re-use? ­What to do about version management? ­Which meta-data is used? ­How is it going to be tested?

13. © 2004 Pedagogical flexibility ­LD offers learning designers complete freedom in creating a method to help learners achieve learning objectives; ­Can lead to proliferation of approaches and wheel reinvention, hampering re-use and sharing of experiences; ­In some situations it may be advisable to work with “template” UoLs which fix certain aspects of the learning design and have the open slots be filled; ­Eg Problem-based learning template;

14. © 2004 Architectural context (4) LD PlayerRun toolRepository Unit of Learning Run Authoring Learner & Staff Administration Unit of Learning Learner & staff details Design timeRun time Portal Learning services

15. © 2004 Runs, Learners, Roles and Groups (1) ­a course is run once only (then discontinued), with a single set of learners. ­a course is run for several sets of learners ­Eg Class size restrictions ­a course is run for (possibly several sets of) learners and the learners are divided into groups ­Eg Group-based learning ­a course is run only when, but as soon as, there are enough learners enrolled on it.

16. © 2004 Runs, Learners, Roles and Groups (2) ­Role Constraints specified at design time ­min-persons ­Specifies the minimum number of persons bound to the role before starting the run. ­max-persons ­Specifies the maximum ­Example: cohort of 200 learners, minimum of ten and maximum of twenty individuals in the role of learner. ­ten runs

17. © 2004

19. OUNL situation ­Each course has several runs per academic year ­To arrange ratio of student to staff ­Courses now being offered for second year ­New runs created for the new cohorts

20. © 2004 Architectural context (4) LD PlayerRun toolRepository Unit of Learning Run Authoring Learner & Staff Administration Unit of Learning Learner & staff details Design timeRun time Portal Learning services

21. © 2004 Players ­Edubox 3 (EML 1.1) ­New generation of players likely to emerge based around CopperCore ­JISC “Service Based Learning Design Engine” projects

22. © 2004 Closing remarks ­Still quite a leap involved for organisations considering LD ­UNFOLD aims to help narrow the gap ­Still early days in terms of tools support ­Implications for amount of work involved ­But not just about tools – processes needed