Introduction to IMS Learning Design

1,932 views
1,896 views

Published on

@ IMS Learning Design Hands-on Workshop
KTU Kaunas, Lithuania
Nov 20, 2009

0 Comments
3 Likes
Statistics
Notes
  • Be the first to comment

No Downloads
Views
Total views
1,932
On SlideShare
0
From Embeds
0
Number of Embeds
111
Actions
Shares
0
Downloads
50
Comments
0
Likes
3
Embeds 0
No embeds

No notes for slide
  • Like architecural blueprint Played by IMSLD compatible players (LMS, etc)
  • Introduction to IMS Learning Design

    1. 1. Introduction to IMS Learning Design Michael Derntl, Susanne Neumann, Petra Oberhuemer University of Vienna, Austria This material is licensed under a Creative Commons – Attribution-Noncommercial-Share Alike 3.0 Austria license IMS Learning Design Hands-on Workshop Kaunas University of Technology, Lithuania Nov 20, 2009
    2. 2. IMS Learning Design (LD) <ul><li>IMS LD is a specification that enables the formal description of learning and teaching processes  facilitates documentation of good teaching practice </li></ul><ul><li>A course or lesson described ( authored ) using IMS LD is called IMS LD unit of learning (short: UoL ) </li></ul><ul><li>A UoL is a machine-readable package that can be played over and over with different people, technology, …  facilitates reuse of good teaching practice </li></ul><ul><li>IMS LD is geared towards use in computer-managed environments  facilitates adoption of technology enhanced learning practices </li></ul>
    3. 3. Design-time and runtime <ul><li>IMS LD separates design-time and runtime </li></ul><ul><ul><li>When creating a UoL, you define the design-time components and arrange them within a teaching/learning method </li></ul></ul><ul><ul><li>The runtime engine (LMS or Player) instantiates the design-time elements (e.g. roles) with concrete entities (e.g. student users) during a run </li></ul></ul><ul><ul><li>Once fully developed, the UoL can be reused in different runs </li></ul></ul><ul><li>Example: </li></ul><ul><ul><li>During a run in Moodle, an Asynchronous Discussion environment in the UoL may be instantiated as a Moodle Forum </li></ul></ul><ul><ul><li>During another run of the same UoL in dotLRN the same environment could materialize as a dotLRN Forum . </li></ul></ul>
    4. 4. Metaphor and structure <ul><li>IMS LD follows a stage-play metaphor </li></ul><ul><ul><li>The method in the UoL is organized into plays </li></ul></ul><ul><ul><li>Each play is organized as a sequence of acts </li></ul></ul><ul><ul><li>Within each act, the roles perform activities within environments ; they enact their role-parts </li></ul></ul><ul><li>IMS LD separates the components (“ingredients”) and the method (“recipe”) </li></ul><ul><ul><li>Components are: activity , activity structure , environment , role , property </li></ul></ul><ul><ul><li>In the acts, role-parts connect roles to other components – so each component can be reused (referenced) multiple times in the method </li></ul></ul>
    5. 5. Representing Units of Learning <ul><li>In the following we define LD elements and their descriptive attributes based on an example UoL </li></ul><ul><li>For each component and method element we provide a visual symbol that represents the element and its attributes </li></ul><ul><li>The symbols are slightly simplified and adapted representations of the elements as they are defined in the IMS LD information model </li></ul>
    6. 6. Example: “Global Warming” <ul><li>This unit of learning is a lesson on global warming. </li></ul><ul><li>To start off, learners first take a self-test. Depending on the score learners achieved during the test, learners will be presented with additional material: Learners, who have achieved a score less than 50%, will see in the following activities an environment that contains additional learning objects on global warming. </li></ul><ul><li>All learners will then choose from three activities. Depending on their interest, they can choose between: </li></ul><ul><ul><li>A discussion/reflection activity which is based on two articles. </li></ul></ul><ul><ul><li>Writing an essay on one aspect of global warming. </li></ul></ul><ul><ul><li>Interviewing an expert on global warming, and publishing the interview online. </li></ul></ul>
    7. 7. Activity <ul><li>“ To start off, learners first take a self-test. ” </li></ul><ul><li>An activity is used to express actions that learners or instructors / learning facilitators perform during learning and teaching. </li></ul>A1 Self test Take a self test on global warming. A1 Self test Take a self test on global warming. P1
    8. 8. Environment <ul><li> “ Depending on the score learners achieved during the test, learners will be presented with additional material: Learners, who have achieved a score less than 50%, will see an environment that contains additional learning objects on global warming . ” </li></ul><ul><li>An environment is a container to combine learning resources (learning objects) and/or services (chat, forum, etc.) to be used in an activity. </li></ul>Additional material on global warming E1 Article A Website B
    9. 9. Property <ul><li>“ Depending on the score learners achieved during the test… ” </li></ul><ul><li>A property is a container to store different kinds of data. The data in this container can be displayed and updated/changed during activities. </li></ul>P1 Test result Contains the score achieved at the self-test 0 Properties can be used in activities either to display a property value (input to the activity) or change/update a property value (output of the activity)
    10. 10. Condition <ul><li>“ Learners, who have achieved a score less than 50%, will see in the following activities an environment that contains additional learning objects on global warming .” </li></ul><ul><li>A condition is an IF-THEN rule that controls the visibility of activities, activity structures, and environments, as well as the updating of properties. </li></ul>Additional learning material required? activity A1 completed AND value of property P1 < 50% E1 Hide E1 activity A1 not yet completed E1
    11. 11. Activity Structure <ul><li>“ All learners will then choose from three activities. Depending on their interest, they can choose between… ” </li></ul><ul><li>An activity structure combines several activities in order to create a sequence or a selection. </li></ul>AS1 Explore global-warming issues 2 A2, A3, A4 Sequence: all referenced activities consecutively executed. Selection: the specified number of activities may be chosen (by the role) among the referenced activities.
    12. 12. Activity Structure <ul><li>Now we need to specify the three activities: </li></ul><ul><ul><li>A discussion/reflection activity which is based on two articles. </li></ul></ul>A2 Discussion/reflection activity Discuss the greenhouse in the forum and reflect on the discussion in your blog. E2 Discussion and reflection environment E2 Article 1 Article 2 Blog service
    13. 13. Activity Structure <ul><li>Now we need to specify the three activities: </li></ul><ul><ul><li>A discussion/reflection activity which is based on two articles. </li></ul></ul><ul><ul><li>Writing an essay on one aspect of global warming. </li></ul></ul>A3 Write an essay Write an essay on one aspect of global warming
    14. 14. Activity Structure <ul><li>Now we need to specify the three activities: </li></ul><ul><ul><li>A discussion/reflection activity which is based on two articles. </li></ul></ul><ul><ul><li>Writing an essay on one aspect of global warming. </li></ul></ul><ul><ul><li>Interviewing an expert on global warming, and publishing the interview online. </li></ul></ul>A4 Interview an expert Interview an expert on global warming, and publish the interview online
    15. 15. Role <ul><li>A role expresses the function that a person carries out in a learning design. </li></ul><ul><li>In our example, the only involved role is the learner. </li></ul><ul><li>Other roles could be teacher, tutor, moderator, expert, group, etc. </li></ul>Learner R1
    16. 16. Current Solution
    17. 17. Role-Part <ul><li>“ To start off, learners first take a self-test. ” </li></ul><ul><li>A role-part is used to connect a role to an activity, activity-structure, or environment (1:1 mapping!) </li></ul>Learners: Self -test R1 A1
    18. 18. Role-Part <ul><li>We need to connect the learner role to all activities, the activity structure, and the environments: </li></ul>“ Following the self-test, learners will choose from three activities. Depending on their interest, they can choose between… ” “ Learners, who have achieved a score less than 50%, will see in the following activities an environment that contains additional learning objects on global warming. ” Learners: Additional material R1 E1 Learners: Selection R1 AS1
    19. 19. Act <ul><li>An act is a self-contained phase that consists of role-parts and conditions. </li></ul><ul><li>It describes the method of the unit of learning. </li></ul><ul><li>D uring a run, all role-parts of an act are executed concurrently. </li></ul><ul><li>The next act commences only after the preceding act is completed. </li></ul>Act # 1 Act # 2
    20. 20. Final Solution COMPONENTS METHOD
    21. 21. IMS LD Elements Wrap-up <ul><li>IMS LD distinguishes </li></ul><ul><ul><li>Components : activities, activity structures, properties, roles, environments </li></ul></ul><ul><ul><li>Method : acts with role-parts and conditions </li></ul></ul><ul><li>The method weaves the components into a process following a stage-play metaphor </li></ul>Act 1 Act 2 Act n Role-Part 1 Role-Part n Role Activity Environment Components Method Activity Structure Role-Part 2 Property Condition Acts are executed one after the other All role-parts in the active act are concurrently executed
    22. 22. Interpretation of the Unit of Learning LMS 1 LMS 2
    23. 23. Thank you! <ul><li>Visit the ICOPER Best Practice Network: http://www.icoper.org </li></ul><ul><li>Enjoy free ICOPER training material: http://training.icoper.org </li></ul><ul><li>Watch the recorded live stream of this presentation: http://tinyurl.com/imsld-intro </li></ul><ul><li>Send questions and feedback to: [email_address] </li></ul>

    ×