Orchestrating Learning with IMS LD

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Presented at the ECTEL 2010 in Barcelona

Presented at the ECTEL 2010 in Barcelona

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  • 1. Orchestrating Learning using Adaptive Educational Designs in IMS Learning Design Marion R. Gruber, Christian Glahn , Marcus Specht, & Rob Koper CELSTEC, Open University of the Netherlands
  • 2. IMS Learning Design (IMS LD)
    • Specification providing a formal syntax for expressing educational designs
    • IMS approved in 2003
    • 3 Complexity Levels
      • Level A – Basic process and content
      • Level B – Interactivity
      • Level C – Event based processes
  • 3. Personalisation & Adaptation
    • 2 perspectives on personalisation
    • Processes are tailored towards the individuals
    • Individuals take responsibility and control on processes
  • 4. Personalisation & Adaptation
    • 2 perspectives on personalisation
    • Processes are tailored towards the individuals
    • Individuals take responsibility and control on processes
  • 5. Research Question
    • How to model personalisation
    • in educational designs using IMS Learning Design?
  • 6. Previous work on Adaptation with IMS LD
    • Personalisation using “properties” and “conditions” (Paramythis & Loisl-Reisinger; Specht & Burgos)
    • Content adaptation (Berlanga & Garcia)
    • Lifecycle of adaptive courses (van Roosmalen et al.)
    • Approaches externalise parts of the educational design to other tools
  • 7. Previous work on Adaptation with IMS LD
    • Personalisation using “properties” and “conditions” (Paramythis & Loisl-Reisinger; Specht & Burgos)
    • Content adaptation (Berlanga & Garcia)
    • Lifecycle of adaptive courses (van Roosmalen et al.)
    • Approaches externalise parts of the educational design to other tools
    Adds implicit constraints
  • 8. Research Question (again)
    • How to model personalisation
    • in educational designs using IMS Learning Design?
    • We need to understand
    • Semantics of IMS LD
    • Underpinning concepts of IMS LD and educational design
  • 9. MODELLING EDUCATIONAL PROCESSES AND NOT PROGRAMMING INTERACTIVE SYSTEMS
    • Remenber
  • 10. Orchestrating Learning & Educational Design
    • Learning activities
    • Learning environment
    • Social planes
    • Rules and directives
  • 11. Elements of Orchestrating Learning
    • Learning activities
    • Learning environment
    • Social planes
    • Rules and directives
    • Learning-activity
    • Support-activity
    • Environment
    • Role-part (learner/ staff)
    • Personal-property (b)
    • Role-property (b)
    • Property (b)
    • Activity-structure
    • Play
    • Act
    • Condition (b)
    • Notification (c)
  • 12. Personalisation
    • Responsibility is based on perceived control
    • Tailoring does not guarantee more control
    • Distribution of control is part of the educational design
  • 13. Elements of Personalisation
    • Choice
    • Sequence
    • Arrangement
    • Availability
    • Interaction
  • 14. Elements of Personalisation
    • Choice
    • Sequence
    • Arrangement
    • Availability
    • Interaction
    IMS LD Level A IMS LD Level B IMS LD LevelC IMS LD Level C
  • 15. EXPRESS EDUCATIONAL IDEAS
    • Designing for Orchestrating and Personalising Learning
  • 16. Modern Architecture: Skyscrapers and Residential Homes
    • Using OER provided by the MACE Projects
      • Frank L. Wright
      • Frank O. Gehry
      • Mies van der Rohe
    • Learn about skyscrapers
    • Learn about residential homes
    • Learn about the architects
  • 17. Modern Architecture: Skyscrapers and Residential Homes – MACE Resources
    • Static resources
      • Selection of MACE resources
    • Dynamic Resources
      • Provided by the MACE Search to explore resources
    • Interactive Services (widgets)
      • Additional services
  • 18. Modelling Choice and Sequence (IMS LD Level A)
    • Using “play” semantics to choose between approaches
    • Using “activity-structures” to choose between pathways through a course
  • 19. Modelling Choice and Sequence (IMS LD Level A)
  • 20. Modelling Arrangement and Availability (IMS LD Level B)
    • Note-taking controls the the learning path
      • Using “conditions” and “properties” for arranging personal learning paths
    • Using “show” and “hide” for controlling the access to resources and services
    • “conditions” guide the learners based on the concepts they have worked on
  • 21. Modelling Arrangement and Availability (IMS LD Level B) Learning activity Learning activity Architecture concept Architect Learning activity Learning activity Learning activity Learner note
  • 22. Modelling Arrangement and Availability (IMS LD Level B)
  • 23. Modelling Arrangement and Availability (IMS LD Level B)
  • 24. Gaps and Challenges
    • Level A activity-structures do not seamlessly integrate with Level B
      • Activity-structures rely on a restricted process model (e.g. it forbids loops)
    • Explicit grouping is limited
    • Environments cannot get used to activate learning activities
    • Interactive contents and services are difficult to integrate
  • 25. Conclusions
    • Abstraction of educational processes from interaction is critical
    • Simple personalisation can get modelled using IMS LD Level A
    • For more complex personalisation IMS LD Level B provides sufficient semantics
    • Not all simple things can be done, simply
  • 26. Future Activities
    • IMS LD Level C
    • Extending towards new educational scenarios
      • Mobile Learning
      • Learning with tangibles
      • Web2.0 integration
    • Limitation of Expressiveness of IMS LD
  • 27. References
    • http://learningdesigns.blogspot.com
    • http://hdl.handle.net/1820/2550 (Level A example)
    • http://hdl.handle.net/1820/2551 (Level B example)