Em ls presentation-8-3-12

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2012 state of the art of EMLs, supporting tools and some ideas of the PoEML proposal

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Em ls presentation-8-3-12

  1. 1. Escola de Enxeñaría Universidade dede Telecomunicación Vigo Instructional Design Languages and the support of Collaborative Learning Manuel Caeiro Rodríguez Manuel.Caeiro@ .uvigo.es Móstoles, March 8th 2012
  2. 2. Outline• Introduction• Languages and Supporting Systems – IMS Learning Design – Other Languages – Supporting Systems• PoEML• Conclusions March 8th, 2012 © Manuel Caeiro Rodríguez 2
  3. 3. Introduction• How can we support people learning?• What technology support can we provide?• How can we support teacher activities?March 8th, 2012 © Manuel Caeiro Rodríguez 3
  4. 4. The Context• Ends of the 90’s – SCORM – Learning Objects – Metadata• Distance and Open Uniersities – Science and engineer subjects March 8th, 2012 © Manuel Caeiro Rodríguez 4
  5. 5. From LO to LA (i)• Content-centered view (Learning Objects) – Content types • An engine annimation • A geolical map • The periodic table Idea: we take content from a repository and combine them to compose learning materials for learners March 8th, 2012 © Manuel Caeiro Rodríguez 5
  6. 6. From LO to LA (ii)LMSs: contentsare combinedwith learningtools and theycan bescheduled March 8th, 2012 © Manuel Caeiro Rodríguez 6
  7. 7. From LO to LA (iii)• But, where is the pedagogy? – What happens with group-based activities? – What happens with collaborative learning? – What do teachers have to do? March 8th, 2012 © Manuel Caeiro Rodríguez 7
  8. 8. From LO to LA (iv)• Activity-centered view (Learning Activities) – Any teaching/learning practice involves activities that have to be performed by several persons. – This approach is transversal to the pedagogic – We can represent collaborative activities March 8th, 2012 © Manuel Caeiro Rodríguez 8
  9. 9. Learning Activities Environment: Classroom Roles: Learner Teacher– Roles– Activities Activities Provide a lecture Answer questions– Environment Prepare an assigment– Process Process Communication Tools Control Flow Blackboard Data Flow BeamerMarch 8th, 2012 © Manuel Caeiro Rodríguez 9
  10. 10. Activity FlowMarch 8th, 2012 © Manuel Caeiro Rodríguez 10
  11. 11. What are IDLs (EMLs)?• Goals (some ideas) – To model activity structures in a computational way – To facilitate the sketch, design, plan and discuss about activity structures – To execute activity structures• Features – They are design languages – Formal or not formal (formal != computational) – Graphical or textual – Don’t explicitly impose any pedagogical approach March 8th, 2012 © Manuel Caeiro Rodríguez 11
  12. 12. What can be modeled?March 8th, 2012 © Manuel Caeiro Rodríguez 12
  13. 13. IMS Learning Design (i)• Activity Centered View (Learning Activities) – Regardless of the pedagogical/instructional approach, a Person gets a Role in the teaching-learning process (e.g. learner or teacher) – In this Role he or she works towards certain Outcomes by performing more or less structured Learning and/or Support Activities within an Environment – The overall scenario or design (e.g. which Role gets which Activities at what moment in the process) is described within the Method element March 8th, 2012 © Manuel Caeiro Rodríguez 13
  14. 14. IMS Learning Design (ii)March 8th, 2012 © Manuel Caeiro Rodríguez 14
  15. 15. IMS Learning Design (iii)March 8th, 2012 © Manuel Caeiro Rodríguez 15
  16. 16. IMS Learning Design (iv)March 8th, 2012 © Manuel Caeiro Rodríguez 16
  17. 17. Educational Modeling Languages• EML-OUNL • PALO – Netherlands 1998-2001 – Madrid, 2000 • E2ML• IMS-LD – Switzerland 2003 – IMS Global Consortium, 2003 • Xedu• MISA y MOT – Valencia, 2003 – Canada, 1992-2003 • CoUML• CPM – Austria 2005 – France, 2004 March 8th, 2012 © Manuel Caeiro Rodríguez 17
  18. 18. EML-OUNL (i)• EML-OUNL • PALO – Netherlands 1998-2001 – Madrid, 2000 - Rob Koper • E2ML• IMS-LD - Open Universiteit Nederland – Suiza 2003 - Consortium, 2003 – IMS GlobalOriginal EML - Includes the basic structure • Xedu• MISA y MOT – Valencia, 2003 – Canada, 1992-2003 • CoUML• CPM – Austria 2005 – France, 2004 March 8th, 2012 © Manuel Caeiro Rodríguez 18
  19. 19. EML-OUNL (ii)March 8th, 2012 © Manuel Caeiro Rodríguez 19
  20. 20. Palo (i)• EML-OUNL • PALO – Netherlands 1998-2001 – Madrid, 2000 - Miguel Rodríguez E2ML (PhD Thesis) • Artacho• IMS-LD - UNED – Suiza 2003 – IMS Global Consortium, 2003 to EML-OUNL - Similar - It doesn’t includes the basic structure • Xedu• MISA y MOT – Valencia, 2003 – Canada, 1992-2003 • CoUML• CPM – Austria 2005 – France, 2004 March 8th, 2012 © Manuel Caeiro Rodríguez 20
  21. 21. Palo (ii)March 8th, 2012 © Manuel Caeiro Rodríguez 21
  22. 22. IMS-LD• EML-OUNL • PALO – Netherlands 1998-2001 – Madrid, 2000 • E2ML• IMS-LD – Switzerland 2003 – IMS Global Consortium, 2003 - Based on EML-OUNL • Xedu• MISA y MOT- Integrates IMS specifications – Valencia, 2003 – Canada,-1992-2003 ?? Standard - Promotes EMLs research • CoUML• CPM – Austria 2005 – France, 2004 March 8th, 2012 © Manuel Caeiro Rodríguez 22
  23. 23. E2ML (i)• EML-OUNL • PALO – Netherlands1998-2001 – Madrid, 2000 • E2ML• IMS-LD – Switzerland 2003 – IMS Global Consortium, 2003 - Luca Botturi (PhD Xedu • thesis)• MISA y MOT - Università de la Svizzera Italiana – Valencia, 2003 – Canada, 1992-2003 - Design focused - Goals and activities • CoUML• CPM – Austria 2005 – France, 2004 March 8th, 2012 © Manuel Caeiro Rodríguez 23
  24. 24. E2ML (ii)March 8th, 2012 © Manuel Caeiro Rodríguez 24
  25. 25. MISA/MOT/ADISA (i)• EML-OUNL • PALO – Netherlands 1998-2001 – Madrid, 2000 - Gilbert Paquette - Université du Québec a Montréal - Didactic Engineering • E2ML• IMS-LD - + Domain Model – Switzerland 2003 – IMS Global Consortium, 2003 • Xedu• MISA y MOT – Valencia, 2003 – Canada, 1992-20?? • CoUML• CPM – Austria 2005 – France, 2004 March 8th, 2012 © Manuel Caeiro Rodríguez 25
  26. 26. MISA/MOT/ADISA (ii)• MISA – Supports the design of an instructional system• MOT – The graphical representation language• Course Designer works on “4 models” – Knowledge and skill representation. DC: Design of Content – Application of Teaching Methods. DP: Design of pedagogic – Specification of learning materials: DM: Design of materials – Delivery Planning. DD: Design of DeliveryMarch 8th, 2012 © Manuel Caeiro Rodríguez 26
  27. 27. MISA/MOT/ADISA (iii)March 8th, 2012 © Manuel Caeiro Rodríguez 27
  28. 28. MISA/MOT/ADISA (iv) 1 Learning Events Network 1 * 1..* 1 Evolution rules C Links * 1..* 1..* 0..* Evaluation rules * P Learning Rules Event F Assessment Collaboration rules results * * * Other Links I/P R R R S * I/P Adaptation rules R S * Distribute Coach Evaluate 1..* Feedback I/P learners References systems to results Learning teams LU Sub-Model Unit I/P 0..* 1 I/P I/P I/P Learning Scenario 1..* I/P C 1 Liste of default 1 I List of I/P Document components Trainer Scenario 1 System to I/P modules and transfer analyse X IsASubModel components I/PContent Expert Senario Instructional Scenario If no more I/P I/P I/P modules, C 6 - Add 1 I/P end Manager Scenario Prerequisite Forum I/P default to list * * * competencies 1- Analyse R L R and report 1 schema of Assistance Scenario 2- Choose * the system a module R If no more Uses Knowledge Model X T I/P components, L Tool kit * R go 2 Selected R 1 R * Uses resource * module L R I/P * * * * Target HasSubModel R R I/P *Performs* competencies C Teams 5- Compare 3- Identify 4- Select a component of 2 list of P ACTOR ACTIVITY RESOURCE component to a norm components 1..* Produces * * I/P I/P R R Material Sub-Model Module X X If norm If norm not References components satisfied, go 4 satisfied, go 6 * * IsGroupedIn Material Service Tool Instrument * * Communication Link Location Evaluation Material March 8th, 2012 © Manuel Caeiro Rodríguez 28
  29. 29. Xedu (i)• EML-OUNL • PALO – Netherlands 1998-2001 – Madrid, 2000 - Félix Buendía (PhD Thesis) - Universidad P. de Valencia • E2ML - Focused on the evaluation of the• IMS-LD – Suiza 2003 development of software systems – IMS Global Consortium, 2003 • Xedu• MISA y MOT – Valencia, 2003 – Canada, 1992-2003 • CoUML• CPM – Austria 2005 – France, 2004 March 8th, 2012 © Manuel Caeiro Rodríguez 29
  30. 30. Xedu (ii)March 8th, 2012 © Manuel Caeiro Rodríguez 30
  31. 31. CPM (i)• EML-OUNL • PALO – Netherlands 1998-2001 – Madrid, 2000 • E2ML• IMS-LD + – - Pierre Laforcade (PhD Thesis) Suiza 2003 – IMS Global Consortium, 2003 - Université de Pau • Xedu - Focused on problem-based learning• MISA y MOT -1992-2003 IMS-LD limitations – Valencia, 2003 – Canada, Identifies • CoUML• CPM – Austria 2005 – France, 2004 March 8th, 2012 © Manuel Caeiro Rodríguez 31
  32. 32. CPM (ii)• Features – UML-based – Dedicated to problem-based learning design – Implemented as a module for the free-of-charge UML CASE-tool ObjecteeringMarch 8th, 2012 © Manuel Caeiro Rodríguez 32
  33. 33. CPM (iii)March 8th, 2012 © Manuel Caeiro Rodríguez 33
  34. 34. Lenguajes de Modelado Educativo (X)• EML-OUNL • PALO – Netherlands 1998-2001 – Madrid, 2000 • E2ML• IMS-LD – Suiza 2003 - Michael Derntl (PhD thesis) – IMS Global Consortium, 2003 - University of Vienna - Based on UML• Xedu• MISA y MOT - It is not executable – Valencia, 2003 – Canada, 1992-2003 • CoUML• CPM – Austria 2005 – France, 2004 March 8th, 2012 © Manuel Caeiro Rodríguez 34
  35. 35. CoUML (i)March 8th, 2012 © Manuel Caeiro Rodríguez 35
  36. 36. Other IDLs• Active Document/PALO (Felisa Verdejo et al., 2002) UNED – Designing and developing collaborative learning activities• CML: ClassSync Modeling Language – Designing, implementig and monitoring learning activities in real classrooms• LDL: Learning Design Language (Martel et al. 2006) – A language to model collaborative learning activities• COW (Vantroys, 2003)March 8th, 2012 © Manuel Caeiro Rodríguez 36
  37. 37. Supporting ToolsMarch 8th, 2012 © Manuel Caeiro Rodríguez 37
  38. 38. Authoring Tools for IMS LD• Herramientas – Reload LD editor – ASK-LDT – MOT+LD  TELOS – CPM/UML4LD – ReCourse editor – CompendiumLD – MoCoLaDe – Prolix GLM / OpenGLM – GRAIL – Collage – CopperAuthor – CoSMoSMarch 8th, 2012 © Manuel Caeiro Rodríguez 38
  39. 39. Reload LD Editor (i)• Features – Can edit IMS Learning Design A, B and C – Can export to IMS CP• Discussion – Difficult to use because • You need to start defining all the components • You need to stablish all the links • You need to define the method (and again do many links)March 8th, 2012 © Manuel Caeiro Rodríguez 39
  40. 40. Reload LD Editor (ii)March 8th, 2012 © Manuel Caeiro Rodríguez 40
  41. 41. ReCourse Editor (i)• Features – Sponsored by the TENCompetence project – Users should be familiar with IMS LD language – The user interface is a mixture between the Reload paradigm (forms editing) and a visual educational design language editor – Integrated with the administration and runtime system – Access to repositories – Integrated with QTI – Templates support – Checking and validation supportMarch 8th, 2012 © Manuel Caeiro Rodríguez 41
  42. 42. ReCourse Editor (ii)March 8th, 2012 © Manuel Caeiro Rodríguez 42
  43. 43. Prolix GLM (i)• Features – Developed in the iCoper EU project – Renamed as OpenGLM – It includes design patterns – Conceived to facilitate LD non experts• Outputs – It produces LD code (levels A and B) – It provides a graphical outcome (it doesn’t follow the IMS LD metaphor) – Integration with a repositoryMarch 8th, 2012 © Manuel Caeiro Rodríguez 43
  44. 44. Prolix GLM (ii)March 8th, 2012 © Manuel Caeiro Rodríguez 44
  45. 45. MOT+LD (i)• Features – MOT was adapted to provide a graphical representation for IMS- LD• Outputs – It produces IMS LD codeMarch 8th, 2012 © Manuel Caeiro Rodríguez 45
  46. 46. MOT+LD (ii)March 8th, 2012 © Manuel Caeiro Rodríguez 46
  47. 47. CompendiumLD (i)• Features – It is a graphical learning design editor. – Implemented on top of the Compendium mind mapping and argumentation software• Outputs – It doesn’t produce executable code – It provides a graphical outcomeMarch 8th, 2012 © Manuel Caeiro Rodríguez 47
  48. 48. CompendiumLD (ii)March 8th, 2012 © Manuel Caeiro Rodríguez 48
  49. 49. Verification Tools for IMS LD• MoCoLaDE• An IMS LD Ontology :March 8th, 2012 © Manuel Caeiro Rodríguez 49
  50. 50. MoCoLADe (i)• Features – It is a script design tool ad IMS LDeditor – Implemented as Freestyler extension – Supports the modeling of: • Group formation • Assigment of roles and documents to groups or individuals • Temporal dependencies between activities – It supports the simulation of the dynamic features of the script• Outputs – It doesn’t produce IMS LD code – Graphical notation – Exports to CeLSMarch 8th, 2012 © Manuel Caeiro Rodríguez 50
  51. 51. MoCoLADe (ii)March 8th, 2012 © Manuel Caeiro Rodríguez 51
  52. 52. IMS LD Ontology (i)• Features – Developed in Santiago – An OWL ontoloy for IMS LD was developed – Several axions have been defined in accordance with the IMS LD specification constraintsMarch 8th, 2012 © Manuel Caeiro Rodríguez 52
  53. 53. IMS LD Ontology (ii)March 8th, 2012 © Manuel Caeiro Rodríguez 53
  54. 54. Execution Tools for IMS LD• CopperCore – SLeD: A front-end + Services integration – Reload LD Player – Astro LD Player (“filmstrip” navigation)• Gridcole: scripted collaborative learning• GRAIL – Package for .LRN that integrates LD into the LMS• Moodle integration• Alfanet (Boticario) UNED March 8th, 2012 © Manuel Caeiro Rodríguez 54
  55. 55. Reload LD PlayerMarch 8th, 2012 © Manuel Caeiro Rodríguez 55
  56. 56. CSCL Related Proposals• LAMS• CeLS• Collage• CoFFEE March 8th, 2012 © Manuel Caeiro Rodríguez 56
  57. 57. LAMS (i)• LAMS: Learning Activity Management System – Macquarie E-learning Centre of Excellence: James Dalziel – Ernie Ghiglione• Goals: – Authoring, delivering and monitoring learning activities, supporting pedagogical workflows – Inspired in IMS Learning Design• Features: – A visual authoring interface to design and create learning sequences from a list of building blocks of individual and collective activities – A monitoring tool through which teachers can tack students’ progress – User administration, student run-time delivery sequencesMarch 8th, 2012 © Manuel Caeiro Rodríguez 57
  58. 58. LAMS (ii)March 8th, 2012 © Manuel Caeiro Rodríguez 58
  59. 59. LAMS (iii)• LAMS Sequence Examples – Writting research paper • Choosing topic • Writing research proposal • Writing literature review • Writing findings, conclusions • Completing – Stolen generationMarch 8th, 2012 © Manuel Caeiro Rodríguez 59
  60. 60. LAMS (iv)• Activities – Assessment; Multiple Choice; Question and Answer; Submit Files, Survey; Chat; Data Collection; Big Blue Button Conference; Forum; Google Maps; Image Gallery; Notebook; Noticeboard; Pixir Image Editor; Task List, Video Recorder, Voting; Wiki• Sequence Management Tools – Sequence Gates (Stop points); Branching tool; Grouping Tool; Optional Activities and Sequences; Support Activities; LAMS Gradebook March 8th, 2012 © Manuel Caeiro Rodríguez 60
  61. 61. CeLS (i)• CeLS: Collaborative e-Learning Structures – Holon Institute: Dan Kohen-Vacs, Miky Ronen – Linnaeus University: Marcelo Milrad• Goals: – To provide a Web-based environment for creating and conducting structured asynchronous collaborative activities. – To encourage & support teachers to create and conduct structured collaborative activities• Features: – It has an executable XML-based model for collaborative activity structures, consisting of stages that are interconnected and based on each other – Web-based system, server side with engine and administration, client side with activity editor March 8th, 2012 © Manuel Caeiro Rodríguez 61
  62. 62. CeLS (ii)• CeLS: Activity Structure – An activity Structure (AS) includes • Any number of stages of interaction between a learner and the system – Each stage comprises of any combination of object of four types: » Presentation » Input » Interaction » Communication• CeLS: people management – The master group is a class – Groups can be merged to form ‘communities’ or divided to ‘families of sub-groups’ representing subjects assigned to the subgroups or roles played by the subgroups – An AS may use different families of subgroups in its stages March 8th, 2012 © Manuel Caeiro Rodríguez 62
  63. 63. CeLS (iii)March 8th, 2012 © Manuel Caeiro Rodríguez 63
  64. 64. CeLS (iv)March 8th, 2012 © Manuel Caeiro Rodríguez 64
  65. 65. CeLS (v)• CeLS: Sample Activities – Creating a common database (simple/complex, open/p.b.v.) – Responding to peers’ items (grading, ranking, categorizing …) – Pros & Cons (open/p.b.v.) – Reaching an agreement – Creating a group product (parallel/ sequential) – Peer/self evaluation (rubrics) – Peer product assessment (online/offline, group/personal) – Competition – Group Inquiry / Problem solving (Jigsaw… ) – E-Games, Role play … March 8th, 2012 © Manuel Caeiro Rodríguez 65
  66. 66. Collage (i)• Collage: Collaborative Learning Flow Pattern editor – University of Valladolid• Goals – It supports the design of collaborative scripts in accordance with Collaborative Flow Patterns – Patterns can be selected, adapted and combined – This work was extended to support assessment patterns• Features – It produces IMS LD code March 8th, 2012 © Manuel Caeiro Rodríguez 66
  67. 67. Collage (ii)March 8th, 2012 © Manuel Caeiro Rodríguez 67
  68. 68. Collage (iii)March 8th, 2012 © Manuel Caeiro Rodríguez 68
  69. 69. Collage (iv)• Collaborative Learning Flow Patterns – Brainstorming – Jigsaw – Pyramid – Simulation – Think Aloud Pair Poblem solving – Think Pair Share – Peer review March 8th, 2012 © Manuel Caeiro Rodríguez 69
  70. 70. Planteamiento de PoEML• Consideración básica – En su conjunto los EMLs plantean un problema complejo • Completitud y expresividad para dar soporte a distintas prácticas docentes – Distintas finalidades: Diseño, Comunicación y Realización • Complejidad. Para el desarrollo de aplicaciones • Usabilidad: Reutilización, Adaptación y Flexibilidad – Aproximación: principio de Separación de Asuntos (Separation of Concerns) • “Divide y vencerás” – Propuesta modular (jerárquica y estructurada) e iterativa – Orientada a objetos: clase-instanciaMarch 8th, 2012 © Manuel Caeiro Rodríguez 70
  71. 71. Soporte de Aprendizaje Colaborativo• Soporte de la Colaboración: Workflow y Groupware Soporte de la colaboración• Colaboración • Colaboración Abierta estructurada – Habitación Virtual – Proceso – Monitorización Completitud y – El sistema realiza – Los participantes Expresividad la coordinación de deben coordinarse los participantes entre ellos 9 de marzo de 2010 © Manuel Caeiro Rodríguez 71
  72. 72. Separación de Asuntos en PoEML• Principio de Separación de Asuntos – Se aplica para intentar reducir la complejidad del problema – Importancia del desacoplamiento y la cohesión en las partes – Dificultad para conseguir la separación completa • Objetivo: Minimización e identificación de dependencias• Referencias para la separación de asuntos en EMLs – Perspectivas en sistemas de gestión de workflow – Separación de asuntos en sistemas groupware – Separación de asuntos en el desarrollo software y en la programación (desarrollo software orientado a aspectos) – Teoría de la Actividad March 8th, 2012 © Manuel Caeiro Rodríguez 72
  73. 73. Separación de Asuntos en PoEML: Perspectivas y Aspectos• Perspectivas (13) – Se ocupan de un conjunto de cuestiones de modelado homogéneas, en las que se tienen en cuenta elementos y relaciones fuertemente cohesionadas 4. De Toma de Decisión 5. De Organización 6. De Herramientas 8. De Autorización 3. De Participantes 10. De Interacción 9. De Percepción 4. De Entornos 11. De Orden1. Estructural 12.Temporal 2. Funcional 7. De Datos 13. Causal 3. De Señales 2. De Condiciones 1. De Constantes• Aspectos (4) – Se ocupan de cuestiones transversales con las consideradas en las perspectivas – No tienen una finalidad propia, sino que afectan a perspectivas y aspectos March 8th, 2012 © Manuel Caeiro Rodríguez 73
  74. 74. Separación de Asuntos en PoEML: La Teoría de la Actividad• Modelo de Mediación Extendido de la Actividad Instrumentos ACTIVIDAD Sujeto Objeto Resultado EN COLABORACIÓN Reglas División de Trabajo Comunidad March 8th, 2012 © Manuel Caeiro Rodríguez 74
  75. 75. Separación de Asuntos en EMLs: Aspectos • Expresiones que dependen de las decisiones • Expresiones que indican que tomen los participantes (uno o varias) instantes temporales •Diferentes formas de tomar decisiones •Su valor depende de eventos o de valores fijos Aspecto de Toma de Decisiones Aspecto de Señales • Expresiones que dependen de datos y Aspecto de Condiciones estados •Su valor depende de los Aspecto de Constantes datos durante ejecución • Permiten representar •Expresiones constantes que no cambian relaciones entre distintos •Facilitar los cambios durante el diseño asuntosMarch 8th, 2012 © Manuel Caeiro Rodríguez 75
  76. 76. Separación de Asuntos en PoEML: Propuestas originales• Perspectiva Funcional – Objetivos como elementos de primer nivel – Separación entre especificación estructural, objetivos, orden y temporal.• Perspectiva de participantes (colaboración coordinada) – Cada ES define sus propios roles. – Flujo de Participantes, relativo a la transferencia de participantes• Soporte a la colaboración – Perspectiva de herramientas – Perspectiva de autorización – Perspectiva de percepción – Perspectiva de interacción March 8th, 2012 © Manuel Caeiro Rodríguez 76
  77. 77. PoEML: Modelo Conceptual (I)• Concepto Base: Escenario Educativo (ES) – Modelado orientado a objetos – Instancias en Elementos y Activación en Especificaciones Escenario Educativo Datos Datos Datos Entorno Objetivo Rol Datos Herramientas FuncionalEspecificación Especificación Especificación Especificación Especificación de Orden Temporal de Autorización de Percepción de Interacción Expresión Expresión Expresión de Expresión de Constante de Condición Señalización Toma de Decisión March 8th, 2012 © Manuel Caeiro Rodríguez 77
  78. 78. PoEML: Modelo Conceptual (II)• Unidad Didáctica: Agregación Jerárquica de ESs – El ES raíz: Elementos Globales • Elementos Organizativos • Herramientas externas ES Raíz • Recursos externos – Relaciones entre ESs Elementos Globales • Flujo Funcional • ES.1 ES.2 ES.N Flujo de Participantes • Flujo de Datos • Flujo de Control (O+T) ES.1.1 ES.1.2 • Refer. entre Entornos • Expresiones March 8th, 2012 © Manuel Caeiro Rodríguez 78
  79. 79. PoEML: Modelo Conceptual (III)• Especificación de número de instancias – Es necesario indicar número de instancias para: ESs, Goals, Roles, Environments, Tool, Data Elements – Tipos: • Fixed or constrained • Correlated Instances: static, unique y simple • Instances by Participant • Instances by Expression• Activación de especificaciones – Orden, Temporal, Permisos, Percepción e Interacción – Tipos: • Fixed • Activation by Participant • Activation by Expression March 8th, 2012 © Manuel Caeiro Rodríguez 79
  80. 80. PoEML: Autoría Gráfica JPoEMLMarch 8th, 2012 © Manuel Caeiro Rodríguez 80
  81. 81. Representación Gráfica Perspectiva EstructuralMarch 8th, 2012 © Manuel Caeiro Rodríguez 81
  82. 82. URepresentación Gráfica Perspectiva de ObjetivosMarch 8th, 2012 © Manuel Caeiro Rodríguez 82
  83. 83. Representación Gráfica Perspectiva de ParticipantesMarch 8th, 2012 © Manuel Caeiro Rodríguez 83
  84. 84. Representación Gráfica Perspectiva de EntornosMarch 8th, 2012 © Manuel Caeiro Rodríguez 84
  85. 85. Representación Gráfica Perspectiva de DatosMarch 8th, 2012 © Manuel Caeiro Rodríguez 85
  86. 86. Representación Gráfica Perspectiva de OrdenMarch 8th, 2012 © Manuel Caeiro Rodríguez 86
  87. 87. Representación Gráfica Perspectiva TemporalMarch 8th, 2012 © Manuel Caeiro Rodríguez 87
  88. 88. Representación Gráfica Aspecto de Toma de DecisionesMarch 8th, 2012 © Manuel Caeiro Rodríguez 88
  89. 89. PoEML: Representación Gráfica• Ventajas – Posibilidad de desarrollo modular e incremental. Desarrollo de perfiles de aplicación – Soporte de distintas formas de colaboración: guiada vs. libre. – Reutilización y adaptación definida en tiempo de diseño – Posibilidad de desarrollar soluciones flexibles (dependen de la implementación)• Dificultades – Dependencias entre perspectivas: Objetivos vs. Orden+Temporal, Datos vs. Objetivos+Orden+Temporal – Utilización por usuarios finales: manejo y representación de instancias, vistas como agregación de varias perspectivas – Desarrollo de aplicaciones soporte: verificación, validación, monitorización March 8th, 2012 © Manuel Caeiro Rodríguez 89
  90. 90. Situación Actual en EMLs• IMS Learning Design es el estándar ? – Herramientas soporte – Sistemas compatibles: LAMS, Collage, etc.• Problemas de interés – Autoría y utilización por parte de usuarios finales – Representación gráfica: VIDLATEL, VIDL Special Issue – Integración con otros sistemas – Reutilización, adaptación y flexibilidad (desde tiempo de diseño y en tiempo de ejecución) March 8th, 2012 © Manuel Caeiro Rodríguez 90
  91. 91. Situación Actual en PoEML• Tesis sobre Integración herramientas externas – Especificación de interfaces y protocolos – Desarrollo del middleware – Validación• Motor de ejecución PoEML con soporte para la adaptación y flexibilidad – Especificación de semántica de ejecución – Soporte para la adaptación durante la ejecución – Exposición como servicio Web – ValidaciónMarch 8th, 2012 © Manuel Caeiro Rodríguez 91
  92. 92. Escola de Enxeñaría Universidade dede Telecomunicación Vigo Instructional Design Languages and the support of Collaborative Learning Manuel Caeiro Rodríguez Manuel.Caeiro@ .uvigo.es Móstoles, March 8th, 2012

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