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EML and Learning Design Colin Tattersall Educational Technology Expertise Centre Open University of the Netherlands
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Overview A word or two on who I am Relationship between EML & Learning Design Why I think IMS-LD is important Brief sketch of IMS-LD Re-use in IMS-LD How can staff be supported in using IMS-LD? Summary Discussion (I will not be showing pieces of XML)
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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
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Overview A word or two on who I am Relationship between EML & Learning Design Why I think IMS-LD is important Brief sketch of IMS-LD Re-use in IMS-LD How can staff be supported in using IMS-LD? Summary Discussion
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EML and Learning Design (1) Educational Modelling Language (EML) developed by OUNL in the late nineties made generally available December 2000 brought into the standardisation process, formed the basis for ….. IMS Learning Design v1.0 Final Specification Approved February 10 th 2003
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EML and Learning Design (2) Some important differences:
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Overview A word or two on who I am Relationship between EML & Learning Design Why I think IMS-LD is important Brief sketch of IMS-LD Re-use in IMS-LD How can staff be supported in using IMS-LD? Summary Discussion
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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 ….
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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?
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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: Modelling the performance of individual and group learning activities designed to attain learning objectives and, in the process, making use of learning objects.
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Overview A word or two on who I am Relationship between EML & Learning Design Why I think IMS-LD is important Brief sketch of IMS-LD Re-use in IMS-LD How can staff be supported in using IMS-LD? Summary Discussion
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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
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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 ….
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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
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Who does what, when?
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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
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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, …
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Overview A word or two on who I am Relationship between EML & Learning Design Why I think IMS-LD is important Brief sketch of IMS-LD Re-use in IMS-LD How can staff be supported in using IMS-LD? Summary Discussion
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Re-use and IMS-LD Separation of learning objects and services from the educational method used in the unit of learning. Individual learning designs can be applied in different areas PBL in psychology, computer science, sociology, … Learning objects can be used in different learning designs A map of North Korea: use in programmed instruction, PBL, Role-playing exercise
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Overview A word or two on who I am Relationship between EML & Learning Design Why I think IMS-LD is important Brief sketch of IMS-LD Re-use in IMS-LD How can staff be supported in using IMS-LD? Summary Discussion
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Support today IMS-LD approved on Feb. 10 th 2003; Still quite a lot that needs to happen: No IMS-LD player yet (EML players though) No authoring tools yet (some initiatives though) But, staff can already benefit from the philosophy of IMS LD by focusing on learners’ activities and objectives
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Overview A word or two on who I am Relationship between EML & Learning Design Why I think IMS-LD is important Brief sketch of IMS-LD Re-use in IMS-LD How can staff be supported in using IMS-LD? Summary Discussion
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Summary: EML & Learning Design We now have an approved IMS specification in the area of pedagogy; Will help put approaches to learning and teaching on product development agendas; 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
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Overview A word or two on who I am Relationship between EML & Learning Design Why I think IMS-LD is important Brief sketch of IMS-LD Re-use in IMS-LD How can staff be supported in using IMS-LD? Summary Discussion
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