Janet Cetis Nov2008

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Presentation by Richard Kirby of CAPDM Ltd at the JANET CETIS Conference

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Janet Cetis Nov2008

  1. 1. Single Source Publishing and Change Management Change Management Change Management Richard Kirby CAPDM Limited CETIS 2008 1
  2. 2. About CAPDM • CAPDM helps education providers develop global businesses in education. This means: – Programme and product design – Single source publishing and knowledge management – Delivery worldwide in all media and any VLE. • It is both a company and a model for standards based programme development. See www.capdm.com. • It applies equally across the entire flexible learning spectrum: The spectrum of flexible learning study modes available to educators CETIS 2008 2
  3. 3. Concept guidance: The CAPDM Model CETIS 2008 3
  4. 4. Single Source • Content captured into XML/Docbook – Study guides – Course books – Work books – Assessments, past exams – Glossaries • Capture from Word or authored directly in an XML aware editor CETIS 2008 4
  5. 5. Why XML? • Semantic markup rather than stylistic markup • Independent of tools and VLEs • Tools can generate multiple output formats from the same XML master • Smarter indexing/cross-linking – Semantic Web • Future proof! CETIS 2008 5
  6. 6. Semantic mark-up in XML CETIS 2008 6
  7. 7. • Single mastering: capture into XML Before: MS Word file After: XML file MS Word module with table; resulting XML file and table. Capture 100 MS Word ‘pages’ into XML in < 30 seconds. ‘Average’ 80% capture accuracy, 20% manual correction (equations; figs) CETIS 2008 7
  8. 8. Key conclusions from this model • Quality learning materials are assets. Good ones take significant effort and resources to produce. Secure your investment in them. • Investing in standards (XML, JPEG …) is cost effective, helps to prevent legacy problems, ensures long-term reusability, and allows greater vendor independence. • A good way to produce quality learning materials at reasonable cost, is to share the production process where all involved can apply their strengths. • It is more efficient to produce learning materials using a single source publishing solution. 40-60% cheaper overall. • A good way to deliver best practice learning designs and environments is to work with a partner that does a lot of this. CETIS 2008 8
  9. 9. Change Management • Master XML documents kept in a repository • Changes tracked through versioning of the documents – check out, edit, check in – actual release versions tagged • Co-ordination of changes across languages CETIS 2008 9
  10. 10. Localisation • Same content apart from small chunks of localised text (e.g. using an Australian news clipping rather than a British one in a journalism course) • Different language versions of the same text CETIS 2008 10
  11. 11. Localisation Case Study • Pilot for Thomson Education Direct • A vision of a global product development engine – avoiding content duplication, but allow localisation – supports constant updates • A publishing engine that allows for – paper, cd, web enabled, multi-language CETIS 2008 11
  12. 12. Language case study • Materials mastered in English • A release is then sent to translators for Spanish, Chinese, Arabic translation • Meanwhile the English version is updated • Custom outputs for sending to translators CETIS 2008 12
  13. 13. Language outputs Arabic HTML Arabic PDF CETIS 2008 13
  14. 14. Change outputs html output showing changes PDF annotated output CETIS 2008 14
  15. 15. Change outputs 2 • 3 way diff for translators (in xml) • Shows the differences between – the latest English master – the original English master – the translated version of the original English master • example CETIS 2008 15
  16. 16. • english-english.diff.html shows a neat html based diff - can navigate through the changes of the xml in a readable form. • content_changes_numbered.xml goes to the translators • ebs-cs-bk-en-GB-esdiff2008.pdf shows an annotated PDF illustrating the changes made. CETIS 2008 16
  17. 17. Multiple outputs from one master: AU and UK English PDF Australian English PDF UK English PDF 61 pages, batch typeset from one master source in seconds. Variable content elements output based on locale (AU, EN, NL). CETIS 2008 17
  18. 18. Multiple outputs: Dutch PDF PDF product batch generated from Dutch XML master. CETIS 2008 18
  19. 19. Multiple outputs: HTML versions from same masters English ICS HTML Dutch NTI HTML Two 3500 HTML file trees generated from single master in < 1 minute Locale specific; custom navigation elements; metadata ‘rich’. CETIS 2008 19
  20. 20. Customer Case: EBS eMBA Edinburgh Business School eMBA programme – Europe’s largest distance learning MBA programme. – The world's most international MBA programme by volume. – 10,000 successful MBA graduates from 150 countries. – Twice awarded the Queen's Award for Export Achievement. – Over 50% of Fortune 100 companies have students on this MBA. – 4,400 study hours; English, Spanish, Chinese, Arabic. – 800 different deliverables for 37 released courses in print and online. – 20 million words; 8,000 diagrams and sundry other media objects. – Now being delivered from its third VLE system. – 12 year unbroken record of coordinated XML single source publishing and update management. CETIS 2008 20
  21. 21. The EBS knowledge domain is based on a single information architecture CETIS 2008 21
  22. 22. Flexible CPD for: • Founded in 1879 as the Institute of Bankers. The UK's specialist awarding body for financial services and financial literacy qualifications • 3 programme developments with CAPDM Programme 1: New Professional Diploma in Financial Services Management launched in 2005. 6 modules, 300 study hours per module. Three study modes: distance learning, approved provider or distance learning with three workshops. Print and companion online learning environments. Programme 2: New Foundation and Intermediate Certificates in Personal Finance launched 2006. Used by over 100+ schools, 1100+ pupils. Custom online eQuiz environment. Programme 3: New Foundation Degree in Financial Services Management launched 2007. 3 core, 5 elective modules. Two study stages. Custom study-plan based learning environment. • multiple custom online learning environments in myifsILE CETIS 2008 22
  23. 23. Flexible assessment Personalised assessments for competency profiling, end-of-topic Q/A, and mock exams. CETIS 2008 23
  24. 24. Cost-effective production of eLearning features Assessment questions can be of many types including MCQ, FIB, T/F, MRQ and drag and drop as pictured here. Marking rubrics are flexible too with positive and negative values for each option being possible. Hyperlinks from answers back into the core learning text are facilitated, as well as Learning Objective based progress tracking and feedback. CETIS 2008 24
  25. 25. Learning objective feedback Provide additional learning feedback online, to make best use of the medium. CETIS 2008 25
  26. 26. Four core support needs • Programme production – The design, production and delivery of blended learning, assessment and CPD products. – Single source publishing services and tools. • Materials and knowledge management – Ongoing content management and updating support that caters for all media in a holistic, single source solution. • Learning environment enhancement – How to make the most out of your choice of VLE or how to move to better ones • Business development and management support – Expert support to let you benefit from the successful experience of others and industry best practice CETIS 2008 26
  27. 27. Share programme development Shared development process lets each partner applying their strengths CETIS 2008 27
  28. 28. Supporting different learning styles • Learning can be Individual, Cooperative or Collaborative. • Individual learning provides much individual flexibility, but little learning community. • Cooperative learning provides much individual flexibility and access to a learning community. • Collaborative learning required participation in a learning community, but limits individual flexibility. Source: Morten Flate Paulsen, NKI. CETIS 2008 28
  29. 29. Programme design - onion Standardise your programme design – all modules the same feature set CETIS 2008 29
  30. 30. Example content synergy: Interactivity spectrum CETIS 2008 30
  31. 31. 1. Static HTML with hyperlinks CETIS 2008 31
  32. 32. 2. Static HTML with local interaction CETIS 2008 32
  33. 33. 3. Working with the text CETIS 2008 33
  34. 34. 4. Digital workbook integration CETIS 2008 34
  35. 35. 5. Reusable learning objects CETIS 2008 35
  36. 36. 6. Integration with competency frameworks CETIS 2008 36
  37. 37. 6b) Custom programme construction CETIS 2008 37
  38. 38. CAPDM Model in the Managed Learning Environment Integrated production, delivery and administration components make for a Managed Learning Environment, better quality, and more efficient operations JISC derived diagram illustrating 3 CETIS 2008 38
  39. 39. Key benefits #1: Better quality programmes • The design and delivery can be custom for each programme’s learning environment, and not constrained by any one product design. • Personalised experiences for tutors, students and administrators are more easily implemented. • Service components can be reused in other conexts. • New service components can be integrated into the same environment more consistently. CETIS 2008 39
  40. 40. Key benefit #2: No VLE or vendor lock-in • Open standards based learning content held outside your virtual learning environment as single master sources. • Flexible web service components to fit into your portal and provide a cost-effective learning environment solution. • Operational access to all data and source codes. Example Europe’s largest on-line MBA programme at EBS is now being delivered from its third VLE system (two have been custom built; one was proprietary). 20 million words of course materials in 4 languages; 8,000 diagrams and sundry other media objects ported, and a 12 year record of co-ordinated update management was maintained. CETIS 2008 40
  41. 41. Programme and Business Development Workflow CETIS 2008 41

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