1. EML, IMS Learning Design and IMS Simple Sequencing Colin Tattersall Educational Technology Expertise Centre Open University of the Netherlands

2. Overview ­A word or two on who I am ­EML, Learning Design, Simple Sequencing ­What are they? ­How do they relate to each other? ­What are their strengths/weaknesses? ­Summary ­Discussion

3. Colin Tattersall ­British, 11 years in NL; ­Computer Scientist; ­Exposure to Computer Based Learning and Intelligent Tutoring Systems in late 80s at CBL Unit, Leeds University; ­Last few years: product manager at software company producing XML-based authoring/content management systems; ­Started at OUNL on Nov. 1st 2002: ­OTEC, Development

4. Overview ­A word or two on who I am ­EML, Learning Design, Simple Sequencing ­What are they? ­How do they relate to each other? ­What are their strengths/weaknesses? ­Summary ­Discussion

5. Educational Modelling Language (EML) ­Developed by OUNL in the late nineties ­Made generally available December 2000 ­Language for describing Units of Learning ­All the content and processes in function of learning something ­A model of the activities, content, tools and workflow for learners and staff to accomplish one or more learning objectives ­Examples: module, course, curriculum, practical, lesson, …

6. Educational Modelling Language ­Brought into the standardisation process via IMS in 2001 (www.imsglobal.org)www.imsglobal.org ­IMS goals: ­“Defining the technical specifications for interoperability of applications and services in distributed learning” ­“Supporting the incorporation of the IMS specifications into products and services worldwide” ­IMS SIG on Instructional Design which led to …

7. IMS Learning Design v1.0 ­Approved February the 10 th 2003 ­EML will now no longer maintained or updated ­EML and IMS Learning Design are very similar, though there are some differences …

8. EML and Learning Design

9. But why EML/IMS LD? ­Pedagogical meta model ­Offers a level of abstraction enabling different educational models to be described ­Software which knows about the meta-model can interpret specific models—model an approach to learning (eg problem based learning) and have it executed (‘played’) ­Moves the focus from Learning Objects to Learning Activities ….

10. My first steps in the e-learning world ­Downloaded Microsoft’s LRN 3.0 Toolkit ­IMS Content Packaging ­IMS Meta-data ­Downloaded all example content packages ­Things were looking good ….

16. Things were looking good, but … ­Some engaging content, but each example seemed to be a slight variation of the previous; ­Learning felt like (only) consuming content ­Support often looked like page-turning ­Is this the style of e-learning that the IMS specifications are about?

17. From Learning Objects to Learning Activities ­What about situations in which learning happens without learning objects? ­What about when several learners cooperate to solve a problem? ­Where are the teachers and staff? ­Learning Design meta-model: ­Modelling the performance of individual and group learning activities designed to attain learning objectives and, in the process, making use of learning objects.

18. Making IMS-LD ‘learning experiences’ ­Learning processes are modelled in the IMS-LD language ­These models are ‘played’ in an IMS-LD-aware player; ­Analogous to marking-up learning materials in HTML and having a browser interpret them

19. IMS-LD concepts ­People act in different roles ­working towards certain objectives ­by performing learning and/or support activities ­within an environment, consisting of learning objects and services used in the performance of the activities. ­Analogy with a play ….

20. play Act 1Act 2Act 3Act 4Act 5 Role-part 1 Role-part 2 Role-part 4 Role-part 5 Role Activity Environment Learning objects Learning services Activity- Description

21. Who does what, when?

22. But what do students and staff see? ­The diagram helps to identify roles, activities, acts, etc, easing the creation of an XML-based representation of the learning process; ­Modelling is one thing, experiencing the learning design is another; ­Today there is no IMS-LD player, but ­An impression can be gained through the prototype EML player … ­Warning: you are about to see Dutch content

25. Reflecting on IMS-LD concepts ­People act in different roles ­Students and facilitator ­working towards certain objectives ­Understanding the role of learning technology standards ­by performing learning and/or support activities ­Answering questions, discussing, reading, … ­within an environment, consisting of learning objects and services used in the performance of the activities. ­Material on standards, discussion forum, …

26. Having been introduced to EML and LD, here’s Simple Sequencing …

27. IMS Simple Sequencing ­Released March 2003 ­Will be part of SCORM 1.3 ­“Simple" because it includes a limited number of widely used sequencing behaviours, not because the specification itself is simple. ­WARNING: some terminological differences with LD ahead

28. What Is Sequencing? ­Predictable, consistent ordering and delivery of learning activities, in an instructionally meaningful manner, regardless of delivery environment ­Designers/authors specify sequencing behaviors at design/authoring time. ­Activities are sequenced at time of delivery depending on specified behaviors and the learner’s actions. ­Sequencing behaviors are external from the content to enable greater degree of granularity and reuse

29. Problems that the IMS Sequencing Specification is Trying to Solve ­Code for sequencing is embedded with code inside learning resources ­Sequencing behavior is inconsistent in different delivery systems ­Models of sequencing are proprietary or idiosyncratic ­Models of sequencing behaviors and activities are poorly defined

31. SS: Definition: Activity Tree ­LMS Sequencing behavior is described in terms of traversing the nodes of an activity tree to determine which activity to deliver to the learner

32. SS: Content Package Structure

33. Example sequencing behaviour

34. Sequencing Rules ­Rules have conditions which are based on Tracking Status (e.g. completed, satisfied, etc.) ­Rules are evaluated at specific times during the various sequencing processes ­Rules include: ­Precondition Rules ­If … then Disable this activity ­If … then Skip this activity in flow mode ­If … then Stop Forward Traversal ­If … then Hide this activity from Choice ­Exit Action Rule ­If … then Exit ­Post Condition Rules ­If… then Continue ­If… then Previous ­If… then Exit All ­If… then Retry ­If… then Retry All

35. Example Simple Sequencing Rules … ­Satisfied – evaluates to True if the Objective Progress value of Objective Satisfied Status for the objective associated with the activity (indicated by Rule Condition Referenced Objective) is True. ­Completed – evaluates to True if the Attempt Progress value of Activity Attempt Completion Status for the activity is True

36. Overview ­A word or two on who I am ­EML, Learning Design, Simple Sequencing ­What are they? ­How do they relate to each other? ­What are their strengths/weaknesses? ­Summary ­Discussion

37. LD and SS similarities ­Both offer sequencing mechanisms; ­Both are packaged in the organizations section of an IMS Content Package ­Both talk about learning activities; ­Both talk about learning objectives;

38. It’s not ….. Simple Sequencing Learning Design … because SS is single learner and LD is multi- learner and so there are things in LD which can’t be modelled in SS “ SS does not address synchronization between multiple parallel learning activities … simple sequencing recognizes only the role of the learner” (SCORM 1.3)

39. But is it ….. Learning Design Simple sequencing Can everything that can be done in SS also be done in LD?

40. Or is it ….. Are there things in SS which can’t be done in LD? Learning Design Simple sequencing

41. IMS Learning Design is a Framework ­An IMS Learning Design can/is likely to: ­Be packaged in an IMS Content Package ­Use IMS Meta-data to describe various elements ­Incorporate IMS QTI assessments ­Use IMS Reusable Definition of Competency of Learning Objective to describe Learning Objectives ­Map properties to IMS Learner Information Package elements ­And may … ­Include IMS Simple Sequencing …

42. SS in LD ­Sub-manifests ­A content package using LD contains a sub- manifest that used SS, etc. ­In an LD instance document. ­inside the environments elements, ­used to sequence learning objects and items contained in the learning objects. ­within the learning object element ­used to sequence items that are contained within a learning object. ­Places requirements on runtime engine

43. Overview ­A word or two on who I am ­EML, Learning Design, Simple Sequencing ­What are they? ­How do they relate to each other? ­What are their strengths/weaknesses? ­Summary ­Discussion

44. multiple userssingle user multiple rolessingle role (learner) unlimited number of properties fixed set of properties in tracking model no detailed behavioural model (left to implementers) detailed behavioural model No SCORM plans yetPlanned for SCORM 1.3 EduBox Player, WebMCQ tools GIUNTI, IBM engines being built LD and SS

45. When to use which one? ­Multiple users/roles: IMS Learning Design ­Single user: choice ­External requirements: SCORM 1.3 ­Which players are available? ­Which examples/tutorials are available ­Both likely to have their markets ­What about using SS in LD? ­Through sub-manifests? Not Unlikely ­Within an LD instance? Unlikely

46. Overview ­A word or two on who I am ­EML, Learning Design, Simple Sequencing ­What are they? ­How do they relate to each other? ­What are their strengths/weaknesses? ­Summary ­Discussion

47. Summary ­LD is approved: learning and teaching are getting attention; ­Opportunity to move away from designing for lone- learners reading from screens to focus on the performance of individual and group learning activities designed to attain learning objectives ­Horses for courses: ­LD and SS will have their own niches ­IMS aware of terminology issues

48. Overview ­A word or two on who I am ­EML, Learning Design, Simple Sequencing ­What are they? ­How do they relate to each other? ­What are their strengths/weaknesses? ­Summary ­Discussion