1. Origins of IMS Learning Design & its conceptual framework, Oleg Liber, CETIS May 2008

2. Quick history The conceptual model and why we need one LD developments in the modern world

3. A note on standards The A4 page – Does not limit what may be written – Does not prevent other sizes being used – Permits “emergent” actions – e.g. filing - and other products – files, cabinets…

4. Pre-LD (1997-) Emerging VLEs (LMS) Educom (now Educause) establishes Instructional Management Systems (IMS) Project to explore how to achieve interoperability No clear reference model Initial spec for whole system interoperability huge and rejected Component specs – Content packaging, metadata, enterprise, learner information, question and test

5. But where’s the pedagogy? Is pedagogy only represented in content? What about group learning and other pedagogies? How can these be represented online?

6. Online pedagogy LMS only provide for delivery of content, tests and information + learner management No system actively supports wide range of pedagogies What would a spec look like?

7. OUNL and EML Educational Modelling Language Can represent most widely used pedagogical approaches Forms the basis for the development of an interoperability spec – IMS LD Commenced 2000, spec 2003 Core model: People do activities using resources

8. Reminder about standards Remember the A4 example? About online learning Allowing emergent actions and products – Learning without boundaries – Re-use, remixing of elements

9. Aims of IMS LD spec Completeness Pedagogical Flexibility Personalization Formalization Reproducibility Interoperability Compatibility Reusability

10. Elements of IMS LD People do activities using resources People take roles Staff type: – Teacher, tutor, instructor, facilitator… Learner type: – Learner, facilitator, scribe, chair, team leader – Roles within role plays

11. LD Elements A Unit of learning contains – At least one “Play” – optional paths A Play contains – a sequence of “Acts” Acts contain – a collection of “Activities”, some of which may be sequenced A Module – May have optional paths A Module contains – A sequence of lessons Lessons contain – a collection of “Activities”, some of which may be sequenced

12. Unit of Learning Title Description Learning Objectives Prerequisites URI Play Title Completion rule (e.g. after a period) Completion feedback Act Title Completion rule (e.g. after a period) Completion feedback

13. Activities – State what should be done – Support activities – Learning activities – Can be in sequences – May use learning resources – May require software services (like a forum or an email service) Properties – Title – Description – Learning Objectives – Prerequisites – Completion rule – Completion feedback – Environments (materials and tools)

14. Role-parts Role-part is a role doing an activity Teacher A presents a lesson on Ohm’s Law Learners in group B discuss the causes of WW2

15. Learning resources Learning objects (for interoperability’s sake!) – Web page – IMS content packages Learning service types – Sendmail – email, – Conference - forum, chat… – Actual system not specified at design stage – Other cool stuff? Learning objects and services are assembled into environments (for the sake of re-use!)

16. Design, prepare, deliver Design – roles, activities, service types – Learning design editor – previewing Prepare – add people, actual systems, dates – Editor? Or runtime system? Deliver a “run” with these people – actually do it. – Runtime engine and interface

17. Where it gets complicated … or do I mean sophisticated? Properties and conditions (level B) – Activities can branch depending on rules – Different roles can follow different paths Notifications (level C) – Allowing control at runtime Challenge for User Interface or designer learning

18. learner staff role activity environment activity structure learning activity support activity learning objectservice Method Play(s) Act(s) role-part(s) learning objective pre-requisites condition property person outcomenotification

19. Progress since IMS LD 1.0 (2003) RELOAD editor UNFOLD project SLED Design for Learning projects – Liverpool Hope OpenDocument.net repository TENCompetence

20. Questions Does eLearning need a LD standard? Is IMS LD on the right track? Does it need updating? Is it relevant in a web 2.0 world? What are the next steps?

21. Am I right? At some point online learning will take over from the campus as the predominant mode of learning Face to face will be the “added value” Is Learning Technology ready for this?