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Slide 1
Winterschool, Innsbruck 2009Dai GriffithsInstitute for Educational Cybernetics, University of Bolton
Schedule for this session
Presentation and discussion of what (IMS) Learning Design is (60 mins)
Break
Practical session working with TENCompetence Learning Design toolkit (180 mins)
Discussion (60 mins)
Start downloading now
http://www.tencompetence.org/ldauthor/
http://www.tencompetence.org/ldruntime/
Some ancient history
In 1992 the last release was made of Apple's HyperCard authoring system (v2.2)
Using HyperCard (and similar Multimedia authoring tools) you could build sophisticated simulations, like this simulation of the water cycle.
Cyan's Osmo puffs his pipe and turns the pages of his book randomly. If you poke him, he responds. Write your own books, burn them in the fireplace. Record the instruments on a virtual tape deck.
Also in 1992
Berners-Lee published classic paper describing the World-Wide Web initiative (Berners-Lee, Cailliau, Groff, & Pollermann, 1992).
Why did the Web transform the world?
I see this in terms of four factors
Functionality was minimal
Authoring was hard
But communication and interoperability were compelling features
We can see the years since then as a series of adjustments in the balance between these three factors
Characterising some systems
Features
Ease of authoring
Connectivity
Interoperability
Try to characterise a few systems on ten point scales
Wikipedia
WordPress,
Mash-ups
Moodle / Fronter / .LRN / Elgg ...
WebCT / Blackboard / First Class ...
Igoogle / Netvibes / LifeRay / ...
Flash
SCORM based systems & repositories
...any other that you have used
OUNL EML / LD: A new way of thinking about functionality
A formal notation for learning activities
Create runnable models of learning activities
Implied hypothesis: Regardless of the pedagogy involved, in practice every learning design comes down to: a Method prescribing various Activities for learner and staff Roles in a certain order. IMS-LD can describe these aspects in sufficient detail to provide an effective representation of any learning design (adapted from IMS-LD specification)
The intervention made by
IMS-LD
IMS-LD builds on OUNL-EML
It ties that functionality to interoperability, by being published as an IMS Specification
It is an attempt to
Increase interoperability
Increase functionality
Maintain connectivity (it is on the Web)
What happens to authoring?
The sphere of IMS-LD
IMS-LD sees pedagogy as the being the organisation and flow of pedagogic activities
It does not model the detail (e.g. how to speak to learners, what clothes to wear...)
It does not model or specify the cognitive or affective states of the actors (although the results of the organisational will impact on these)
It does not talk directly about perspectives on learning (constructivism, inquiry based...)
IMS-LD creates general plans
Sometimes we plan for individuals
Karen needs to practice that
This group will be able to go fast
Sometimes we plan a general structure
Its important to teach atomic structure before I teach valence
If theyre going to understand this, theyll need to get into groups to discuss it
ReCourse creates general, reusable plans, which are instantiated for particular cohorts
Some metaphors in IMS-LD which may help (or not)
Play:
A complete piece of learning that defines the flow of learning activities. A UOL can have more than one UOL
Act:
A play has one or more acts. A coordination point where all activities are completed
A lesson within a course, or a session or phase within a lesson.
another metaphor...
Role:
As in a drama, a person may take on different roles in a single play. A learner may be a participant in a discussion at one point, and a facilitator at another
and another.
Environment:
The context for a learning activity
You can think of an environment as resource pack containing documents and links to services which you make available to learners to help them carry out one or more learning activities.
For example
Play: Course: Introduction to Renaissance painting
Act 1: Unit 1: Learning from Vasaris Lives of the Artists
Act 2: Unit 2: The significance of Giotto
Roles: Lecturer, learner, discussion facilitator
Environment: Online text of Vasari, links to pictures, forum
Levels of the specification
IMS LD has three levels
Level A: Defines the flow of learning activities. What we are doing today
Level B: Properties and conditions, generic XHTML authoring
Level C: Notification
Now write down
A scenario
Roles
Activities
Services
Resources
Phases (with distinctions between the activities, resources and services for the roles)
Working with the LD toolkit...
Did ReCourse represent what you planned?
Is IMS-LD needed in 2009?
As a notation for learning activities
As a an interoperability spec for learning activities
As an infrastructure for running learning activities
What aspect of IMS-LD is most useful to the world?
Could you imagine using it yourself? How / why not?
IMS-LD is a meta-model of education, so do the results tell us anything about the relationship between our four aspects?
Have we / can we improve their joint performance?
Do we need more specifications (or less) to achieve a better balance of the four aspects