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© 2004
How to create a learning design
expressed in Learning Design
Colin Tattersall, The Open University of the Netherlands
© 2004
Learning Design and learning design
‘Learning Design’ (LD) refers to the IMS Learning Design Specification
'learning design‘ refers the human activity of designing units of learning,
learning activities, …
‘a learning design' or 'the learning design‘ refers to the result of the learning design activity;
© 2004
IMS Global Learning Consortium, Inc.
www.imsglobal.org Formed in 1997, two 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”
OUNL is contributing member (voting rights) Also Apple, Blackboard, Microsoft, WebCT, Cisco, Sun,
Texas Instruments, …+/- 60 members
The IMS Learning Design specification is at http://www.imsglobal.org/learningdesign/index.cfm
© 2004
What is LD ? A learning technology specification Learning Design is used to model units of
learning A unit of learning (UoL) is any delimited piece of education or
training, such as a course, a module, a lesson, etc. more than just a collection of ordered resources to learn activities, assessments, services and support facilities provided
by teachers, trainers and other staff members.
Who does what, when, with whom and using which learning objects and services?
A model of the activities, content, tools and workflow for learners and staff to accomplish one or more learning objectives
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What’s a model?
A description of a learning process (who does what, when, etc) using the concepts in the IMS LD language (a meta-model); For example, we can create a model of problem based
learning
These models can be ‘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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The Learning Design meta-model
Stage-play metaphor
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.
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What LD is not ….
Not a programming language … although some characteristics are shared
Not an instructional method … can be used to describe many methods
Not pedagogically neutral in the sense of not caring about pedagogy … indeed, it requires the designer to be explicit about
his/her pedagogical choices in the learning process Not a guarantee of good education
… can use it to describe poor learning processes
© 2004
What does LD give you?
1. Exchange of (multi-role, multi-learner) learning processes:
2. Re-use of learning flow and/or learning content;
3. A language for describing learning processes;
4. Comparison of approaches to learning; “Gold standard for Problem Based Learning is as
follows …”
My VLE Your VLEUoLs
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Requirements met by Learning Design
R1. Completeness: … fully describe the teaching-learning process in a unit of learning …
R2. Pedagogical Flexibility: … express pedagogical meaning … flexible in the description of all different kinds of pedagogies …
R3. Personalization: … describe personalization aspects … R4. Formalization: … describe … in a formal way, so that
automatic processing is possible. R5. Reproducibility: .. abstracted so that repeated
execution ... R6. Interoperability: … interoperability of learning designs. R7. Compatibility: … use available standards R8. Reusability: … identify, isolate, de-contextualize and
exchange …
© 2004
Requirements met by IMS Learning Design
R1. Completeness: … fully describe the teaching-learning process in a unit of learning …
R2. Pedagogical Flexibility: … express pedagogical meaning … flexible in the description of all different kinds of pedagogies …
R3. Personalization: … describe personalization aspects … R4. Formalization: … describe … in a formal way, so that
automatic processing is possible. R5. Reproducibility: .. abstracted so that repeated
execution ... R6. Interoperability: … interoperability of learning designs. R7. Compatibility: … use available standards R8. Reusability: … identify, isolate, de-contextualize and
exchange …
© 2004
When to formalise?
Highly designed/planned Create once, deliver many Significant investment Lengthy lifespan Author team
Single teacher/lecturer One-off To be revised following
delivery
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The learning design with LD process
Starting point is a narrative description of some educational process “Students are presented with some information on Italian Wines.
The tutor is available to take questions …” “The lecturer posts a problem on the bulletin board. Each group
of learners elects a spokesperson who summarises the problem and clarifies ….”
“Think about your experiences as a school child, creating three statements which should be typed into a document and stored on the shared space. Once this is done, ….”
Roles Activities
© 2004
The learning design with LD process
What’s the end point? Say it with XML
LD has, in common with all IMS specs, a so-called XML binding
If you represent your UoL in the data format indicated by the binding, a conforming application will be able to do the right thing
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More on the end point
An IMS Content Package Used for exchange of content
IMS Learning Design is integrated with an IMS Content Package as another kind of organization within the <organizations> element.
An IMS content package is called a 'Unit of learning' if and only if it includes a valid IMS learning-design element in the organizations part of the package's manifest.
© 2004
The wider context
Unit ofLearning
Design time Run time
Designers create
Units of Learning
containing IMS LD, XHTML content, IMS QTI, ….
Learners (and staff) use anLD-aware software application in(a part of) their learning process
A content package
© 2004
The formalisation process
Start
Finish
Tools will help, especially in avoiding raw XML,
but will not remove the need for a relatively
Formal approach to learning design (cf software
engineering world)
© 2004
But how to get from start to finish?
Helpful to have stepping stones (intermediary stages) between informal narrative and formal XML code; Again lessons to be drawn from the Software Engineering
world; (Instructional) Systems Development
Iterative process OUNL found (some of the concepts of) Unified
Modelling Language (UML) activity diagrams to be helpful but their use is not mandated and other approaches are equally valid
© 2004
UML Activity Diagrams
Revolve around activities; Include notion of roles, serial and parallel activities,
conditionality Not all LD concepts covered (eg where to describe how
activities are completed; conditions, property setting etc); But help when giving an overview of a learning design UML Activity Diagram notation could also be
extended/specialised (eg to include ways of showing selection (and number-to-select)/sequence)
© 2004
Simple Example
The student critiques a poem; The tutor grades the critique;
TutorStudent
Critique poem
Grade critique
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Practical
In order to reinforce the idea of formalising learning design with Learning Design, we’ll take an example and try to see how it would look as a UML activity diagram With thanks to James Dalziel (Macquarie ELearning
Centre of Excellence) and the Alfanet project
© 2004
What is Greatness
Try to create a UML activity diagram for the following: Learners individually consider “what is
greatness?”; They enter a few sentences of initial thoughts; This process is monitored by the tutor and
ended at the tutors discretion; All learners then view others’ thoughts and
respond to them; The tutor in turn responds to these reflections
and finishes the learning process.
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