• Share
  • Email
  • Embed
  • Like
  • Save
  • Private Content
LOs Modelization    Miguel CBUC June 2004
 

LOs Modelization Miguel CBUC June 2004

on

  • 544 views

Modeling Learnig Objects

Modeling Learnig Objects

Statistics

Views

Total Views
544
Views on SlideShare
544
Embed Views
0

Actions

Likes
0
Downloads
3
Comments
0

0 Embeds 0

No embeds

Accessibility

Categories

Upload Details

Uploaded via as Microsoft PowerPoint

Usage Rights

© All Rights Reserved

Report content

Flagged as inappropriate Flag as inappropriate
Flag as inappropriate

Select your reason for flagging this presentation as inappropriate.

Cancel
  • Full Name Full Name Comment goes here.
    Are you sure you want to
    Your message goes here
    Processing…
Post Comment
Edit your comment
  • Los LO son ladrillos o elementos bñasicos de la construcción de un escenario educativo. La creación de estos contenidos se hace mediante la asociación de metainformación a los objetos educativos y la búsqueda y recuperación de los mismos para reusarlos de acuerdo a su nivel de granularidad
  • Figure I.1 above shows the various steps in the sequencing process. The control process is shown on the left. In normal operation, the overall sequencing process flows from navigation behavior to termination behavior to sequencing behavior to delivery behavior, followed by a wait while the learner interacts with the content resource, as described in steps 4-12 above. The right side of Figure I.1 shows the learner’s view of the learning experience . A content resource is delivered to the learner. The learner interacts with the content resource and results may be returned to the tracking model. The learner triggers an event that maps to a navigation request. The navigation request triggers the various steps in the sequencing process. Throughout all sequencing processes, a collection of state and tracking model data is maintained. Content resources may directly set values in the tracking model through a runtime communications interface to tracking model; this interface is not part of the specification and is not required. All of the other sequencing processes access and update elements of the tracking models. Changes to the state of an activity occur because of learner interaction with a content resource delivered for the activity or one of its descendents. If an external event affects the tracking, such as an instructor changing a grade, the model assumes processes are invoked as required to update the activity state model.
  • A play, as in a theatrical play, consists of acts, although there can be one-act plays. As in a theatrical play, acts run in sequence, with one starting when the previous act has finished. The transition from one act to another serves a synchronisation point for the multiple participants in a learning design. As in a theatrical play, an act includes one or more role-parts, which are ‘on stage’ at the same time. A role-part references both the role and the activity it is to perform in the act. Effectively it assigns an activity to a role, analogous to the script that the role has to perform in the act. An activity includes an activity-description and typically a pointer to an ‘environment’. The activity description says what the role should do with the things included in the environment, although it may have no environment, e.g. when it simply describes an offline activity. An environment may include both learning objects (content, content packages, SCOs, RIOs etc.), and/or services such as email and conference facilities which are to be used in the activity. The horizontal line dividing the diagram indicates the elements that are included in the method, which are above the line, and those included in the components, which are below the line. Thus the role-part acts as the link between these the method and the components.

LOs Modelization    Miguel CBUC June 2004 LOs Modelization Miguel CBUC June 2004 Presentation Transcript

  • Structure of LO’s Modeling for eLearning Miguel Rodr í guez Artacho UNED University [email_address]
  • What is ‘educational content’?
    • Educational material developed to be consumed in computer based learning using on-line web environments
    • Educational material has embedded pedagogical & instructional information
    • Complex specifications and a variety of description standards
    • Complex authoring process and difficult to maintain
  • Educational Content: Desired properties
    • Interoperability  Combine different specification in different contexts
    • Maintainability  Contents must be maintainable and upgradeable
    • Reusability  Allow ‘Cut & Paste’ for building new content
    • Durability  Independence of the delivery technology
  • Educational Content: Current problems
    • Interoperability  It is not possible to re-assemble content
    • Maintainability  Difficulty to update content, authoring not independent from VLE
    • Reusability  Content embedded in VLE and nor searchable or retrievable
    • Durability  Do not recover from a deep change in the delivery format or content format
    • Lack of an abstraction level
    • Technical issues
    • HTML tree, *.asp, form, GET/POST, ...
    • Pedagógical/Instructional
    • Module, Task, Sequence, Prerequisite, Assignment, Exercise, Simulation, ...
    Educational Content: Abstraction Level
  • Learning Content Specification
    • Lack of an appropriate abstraction level
    • Provide specifications with associated operational semantic. Not related with delivery formats
    • Provide pedagogical design elements
    • Authoring tools should not be in VLE’s but as standalone applications
    • Make LO’s interoperable and reusable
  • Learning Objects
    • Interoperable educative content components
    • Labeled with Metadata
    • Context independent  reusables
    • Organizez in repositories (disteibuted) or in conceptual maps (ontologies)
  • Uses of LO’s
    • Metadata allow search and retrieval
    • Aggregation of LO’s acording to its aggregation level
    • Repositories of LO’s
      • ARIADNE (1997)  Development of LOM
      • Other projects: OASIS, CELEBRATE (IST E.U.)
    • Authoring process based on selection and aggregation
  • Drawbacks
    • De-contextualized learning
      • Reusability vs. Aggregation level
      • Context vs. Interchangeability
    • Lack of personalization
      • No adaptability to students
    • Complex business model
      • Copyright restrictions
      • Known problems of distribution (KaZaA, ...)
  • Expressivity of contents
    • Need of semantics associated to specifications
    • Grouping of elements in semantic layers
    • Meaningful elements for rest of layers
    • Different specifications in different levels
    • Classification of specifications depending on the covered levels
  • Educational Content IMS -LD EML PALO … IMS CP IMS SS SCORM 1.2 SCORM 1.3 Description levels of an educational material IMS -QTI IMS -DR Pedagogical Information Pedagogical/Instructional Educative processes y activities. Collaborative tasks and activities Activity/Task Small LO’s, assets and formatted content Content Navigational model Structure Sequencing, prerrequisites, deadlines, dependencies Sequencing Interoperability parameters with LMS Management
  • Content Packaging: XML
  • IMS Content Package (Ex.)
    • TOC 1
    • Lesson 1 lesson1.html
      • Introduction intro1.html
      • Content content1.htm
      • Summary summary1.htm
    • Lesson 2 …
      • Introduction
      • Content
      • Summary
    IMS Manifest (XML)
  • Educational Content IMS -LD EML PALO … IMS CP IMS SS SCORM 1.2 SCORM 1.3 Description levels of an educational material IMS -QTI IMS -DR Pedagogical Information Pedagogical/Instructional Educative processes y activities. Collaborative tasks and activities Activity/Task Small LO’s, assets and formatted content Content Navigational model Structure Sequencing, prerrequisites, deadlines, dependencies Sequencing Interoperability parameters with LMS Management
  • Sequencing Model (IMS)
  • Map SS and CP XML (Extensions)
  • IMS Specifications
    • Describe separately different aspects of learning material
    • Identify complexity of learning content authoring
    • No RTE available for the whole mode (CP+SS+(LD|QTI))
  • Current Authoring model using LO’s Source: Carnegie Mellon www.lsal.cmu.edu/lsal
  • Celebrate Demo Portal
    • Celebrate created a Demo Portal to illustrate Search, retrieval and use of LO’s
    • More than 1.500 LO’s currently available
    • Mainly focused on schools, not for higher education
    • Currently launching LIFE initiative to continue Celebrate (European School net, EUN)
    • http://life.eun.org
  • Celebrate Demo Portal
  • LO Examples
    • http://celebrate.ls.no/english/animations/science/orespill.swf
    • http://celebrate.ls.no/English/Animations/Science/destillasjon_eng.swf
    • Change of State – Water
  • Instructional Design & LO’s
    • Research explores definition of activities as part of LO’s
    • David Merrill (Utah Univ) proposes 4 types of LO’s
      • Entities (objects)
      • Properties (attributes of entities)
      • Activities (Actions on objects)
      • Processes (Change attributes triggered by activities)
    •  Need to incorporate learning processes
  • Concept of educational modeling language
    • Content representation in a variety of levels
    • Description of learning tasks: Modelization of activities and instructional processes
    • Compatible with LO model
      • Stored in repositories as another LO’s
      • Use of ontology and conceptual maps to retrieve “low granularity” LO’s
  • Educational Content IMS -LD EML PALO … IMS CP IMS SS SCORM 1.2 SCORM 1.3 Description levels of an educational material IMS -QTI IMS -DR Pedagogical Information Pedagogical/Instructional Educative processes y activities. Collaborative tasks and activities Activity/Task Small LO’s, assets and formatted content Content Navigational model Structure Sequencing, prerrequisites, deadlines, dependencies Secuencing Interoperability parameters with LMS Management
  • Evolution of Educational Modeling Languages
    • CEN/ISSS Meeting in Torino (Oct 2001)
      •  Introduction of:
        • EML (UONL)
        • PALO (UNED)
        • Targeteam (German Mil. Forces Lab)
        • Others
      • See “Europe Focuses on EML” S. Wilson (CETIS) in http://www.cetis.ac.uk/content/20011015103421
      •  Survey of Educational Modeling Languages
      •  Development of IMS-LD based on EML (OU of the Nederlands)
  • IMS-LD
    • Based on EML OUNL
    • started 1997, research into pedagogies in use
    • no description per pedagogy, but
    • one meta-language to describe them all: Educational Modelling Language (EML), published in December 2000
  • EML: simple yet powerful
    • People engage in Activities, for which they use Resources
      • People: one or many, learner or staff roles
      • Activities: description, structured
      • Resources: learning objects & services (chat, etc.)
    • Many roles, activities and resources need co-ordination in a workflow: learning flow
    • An instructional design/pedagogy/learning design essentially is a learning flow.
    • play
    Activity- Description method components Act 1 Act 2 Act 3 Act 4 Act 5 Role-part 1 Role-part 2 Role-part 4 Role-part 5 Role Activity Environment Learning objects Learning services
  • LD: XML - top level
  • LD: XML - method
  • LD: XML - components
  • Example: Course creation in EML
    • Roles : Definition of roles (ex. Student, staff member) and definition of the workspaces of each one of the roles, and also types of outcome
    • Activities: Definition of content by mean of ona or more activities
    • Methods : Definition of sequences of activities defining
      • Activity structure
      • Play per role
      • Conditions
    XML File (Example)
  • Authoring process and use
    • Requires a RTE to play the course (Edubox, Coppercore, etc.)
    • Manage activities independently from LO’s and other static resources
    • Manage static resources independently from activities defined in the course
    • Reuse ALL: Resources, Activities, Course templates  !!This is it!!
  • More approaches to LO creation
    • PALO Educational Modeling Language
      • Developed at UNED University
      • Presented in CEN/ISSS EML Workshop in Torino (2001)
    • Features
      • Uses of domain ontologies rather than metadata labeled LO’s
      • Simple tasks (no roles) and sequencing
  • Cognitive Design Process Creation of a generic domain to describe content matter = ONTOLOGY Creation of one or more instances for a particular domain matter Conceptualisation Phase Instantiation Phase
  • An example: Models and Meta-Models Prob004 Prob003 Prob002 Prob001 Involve Con 031 Sol 023 Is Solution Model Instance Concept Involve Problem Is Solution Solution
  • Use of ontologies of LO’s
      • Here you can find more < relation Name =&quot; Illustrates &quot; Domain =&quot; Conceptual &quot; Subject =&quot; invariant &quot; Category =&quot; Example &quot;> examples </ relation >
      • of the concept invariant.
    XML Example Example Concept has illustrates Explanation prerequisite Compound Functional group has belongs to IR spectrum has Molecular Formulae
  • PALO production cycle PALO Template (DTD) Domain Knowledge Base PALO File (XML) PARSER
  • Editing Process PALO Compiler Domain Model PALO Document Student Scenario Tutor Scenario
  • Structure of LO’s Modeling for eLearning Miguel Rodr í guez Artacho UNED University [email_address] www.uned.es Thanks!