Exploring the development of adaptable learning objects. A practical approach   Voula Gkatzidou Accessibility Research Cen...
Challenges <ul><li>Diversity of learner needs: </li></ul><ul><ul><li>Alternative access systems </li></ul></ul><ul><ul><li...
Background <ul><li>Holistic approach to the provision of inclusive learning </li></ul><ul><ul><li>No ‘one size fits all’  ...
TAS adaptation service (1) <ul><li>Transformation Augmentation Substitution Service (TAS) </li></ul><ul><li>Adaptation ser...
TAS adaptation service (2)
TAS adaptation service (3)
<ul><li>Learning Object Tutor Tools Interface </li></ul><ul><ul><li>Implements IMS ACCMD and Learning Object Metadata (LOM...
Designing adaptable learning objects. LOTTI (2)
Designing adaptable learning objects. LOTTI (3)
<ul><li>Profile for Adaptable Learning (PAL) </li></ul><ul><ul><li>Implements IMS ACCLIP </li></ul></ul><ul><li>Collects l...
Profiling learners. PAL (2)
Profiling learners. PAL (2)
Conclusions  <ul><li>Explore the potential of LOTTI, PAL and the TAS service as part of a complete learning environment. <...
Exploring the development of adaptable learning objects. A practical approach   <ul><li>LOTTI Authoring Tool </li></ul><ul...
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Research presentation_1

  1. 1. Exploring the development of adaptable learning objects. A practical approach Voula Gkatzidou Accessibility Research Centre Teesside University [email_address]
  2. 2. Challenges <ul><li>Diversity of learner needs: </li></ul><ul><ul><li>Alternative access systems </li></ul></ul><ul><ul><li>Content to be presented in different modalities </li></ul></ul><ul><li>Adaptable and adapted to the learner needs. </li></ul><ul><li>Significant challenges for the learning designer </li></ul><ul><ul><li>Time </li></ul></ul><ul><ul><li>Lack of skills </li></ul></ul><ul><li>Learning resources accessible to: </li></ul><ul><ul><li>Al l learners, despite their individual needs and preferences </li></ul></ul>
  3. 3. Background <ul><li>Holistic approach to the provision of inclusive learning </li></ul><ul><ul><li>No ‘one size fits all’ </li></ul></ul><ul><ul><li>Disability is a result of a mismatch between users needs and resource capabilities </li></ul></ul><ul><li>Learning objects can be generated from adaptable aggregation of media components. </li></ul>
  4. 4. TAS adaptation service (1) <ul><li>Transformation Augmentation Substitution Service (TAS) </li></ul><ul><li>Adaptation service to retrieve, adapt and deliver a learning object. </li></ul><ul><li>IMS AccessForAll </li></ul><ul><ul><li>-XML-based description of user’s requirements and learning resource’s alternative components. </li></ul></ul><ul><ul><li>-Match learner’s needs with the learning resource’s capabilities. </li></ul></ul>
  5. 5. TAS adaptation service (2)
  6. 6. TAS adaptation service (3)
  7. 7. <ul><li>Learning Object Tutor Tools Interface </li></ul><ul><ul><li>Implements IMS ACCMD and Learning Object Metadata (LOM) </li></ul></ul><ul><li>Authoring tool that allows academics to create adaptable learning objects </li></ul><ul><ul><li>Suggests the use of alternative media components. </li></ul></ul><ul><ul><li>Provides the additional accessibility metadata tags. </li></ul></ul><ul><ul><li>Uses learning design patterns. </li></ul></ul><ul><ul><li>http://arc.tees.ac.uk/lotti </li></ul></ul>Designing adaptable learning objects. LOTTI (1)
  8. 8. Designing adaptable learning objects. LOTTI (2)
  9. 9. Designing adaptable learning objects. LOTTI (3)
  10. 10. <ul><li>Profile for Adaptable Learning (PAL) </li></ul><ul><ul><li>Implements IMS ACCLIP </li></ul></ul><ul><li>Collects learner’s access requirements </li></ul><ul><ul><li>- Appearance, layout and selection of content </li></ul></ul><ul><ul><li>Requests for alternative formats, such as captions, audio descriptions, sign language etc. </li></ul></ul><ul><li>Summarises preferences into adaptability statements </li></ul><ul><li>http://arc.tees.ac.uk/pal </li></ul>Profiling learners. PAL (1)
  11. 11. Profiling learners. PAL (2)
  12. 12. Profiling learners. PAL (2)
  13. 13. Conclusions <ul><li>Explore the potential of LOTTI, PAL and the TAS service as part of a complete learning environment. </li></ul><ul><li>Develop a framework for an open source Adaptable Personal Learning Environment (APLE). </li></ul>
  14. 14. Exploring the development of adaptable learning objects. A practical approach <ul><li>LOTTI Authoring Tool </li></ul><ul><li>http://arc.tees.ac.uk/lotti </li></ul><ul><li>PAL Profiling Tool </li></ul><ul><li>http://arc.tees.ac.uk/pal </li></ul>

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