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OpenGLM - A (Very) Brief Intro

Open Graphical Learning Modeler: Brief intro to the OpenGLM authoring tool for IMS Learning Design

Prepared for Theory and Practice of Design for Learning Workshop @ Online Educa 2011, Berlin, Germany

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OpenGLM - A (Very) Brief Intro

  1. 1. OpenGLMOpen Graphical Learning Modeler– A (Very) Brief IntroMichael DerntlRWTH Aachen University, Germanyderntl@dbis.rwth-aachen.deWorkshop Theory and Practice of Design for LearningOnline Educa 2011, Nov. 30, Berlin, Germany
  2. 2. OpenGLM key facts• Visual learning design authoringinterface• Main concepts: Activity, Role, Sequencing• Export as IMS Learning Design (LD) package• Connectedto OICS, an open resourcerepository (Open ICOPER Content Space)• Open source:• Runs on Windows, Mac OS X and Linux
  3. 3. OpenGLM main window
  4. 4. Navigation elementsNavigation
  5. 5. Navigation elements Role expresses the function that a person carries out in a learning design. Activities are used to express actions that learners or instructors perform during learning and teaching. Add-ons are used whenever learners are to actively contribute something, e.g. comments, upload a file, Tools are technical services used during activties (e.g. forum, chat) and Materials are provided as learning objects (e.g. slides, website links, papers)Navigation
  6. 6. Modeling area and tools Modelingarea Modelingtools
  7. 7. Modeling area and tools Drag and drop elements from the modelling tools pane to the modelling area Modellingarea Modelingtools Use the connection to connect activities with each other Learning activity vs Support activity: support activity has a role that is supported, and no learning objectives. Typically carried out by tutor and teacher rolesDrag the role(s) onto to theactivities they shall perform atruntime Selection: lets the role choose a subset of the selection point’s outgoing activities Synchronization: synchronizes parallel activity streams by continuing only after all previous activities have ended Use the modellingarea to arrange activities in a sequence
  8. 8. Pre-defined teaching methods Teaching methods
  9. 9. Pre-defined teaching methods The “OICS* Teaching Methods” pane offers a set of pre-defined good-practice teaching methods that can be reused by dragging & dropping them onto the modelling area. The dropped teaching method’s (generic) activity sequence will then materialize in the modelling pane, ready to be adapted, refined, integrated into the existing sequence, etc. To look for more teaching methods, click the “Import from OICS” menu item. * OICS is the Open ICOPER Content Space, see Teaching methods
  10. 10. Key rules• The learning design must have – One start point – One end point• Each activity must have: – At least one role assigned (drag the role onto the activity) – Incoming and outgoing connection(s) – An activity description (double click activity symbol to edit) (OpenGLM will list violations upon clicking “Export Instructional Model” from the Navigation pane or menu
  11. 11. Activitydetails: DescriptionDouble click the activity symbol in themodeling area to bring up its details editor • Provide a description of the activity (this will be shown to the learner or teacher during runtime) • Can be text or other resources (button “Add Resource”)
  12. 12. Activitydetails: Add-ons Add-ons are used whenever learners are to actively contribute something, e.g. comments, upload a file, or assign grades as part of an activity in the learning design.
  13. 13. Activitydetails: Tools and materials • Add tools to the activity (e.g. a forum, chat, etc.) by checking an existing tool or adding a new one. All checked tools/materials will be • Learning and available during this activity at runtime teaching material (e.g. e-books, lecture slides) are provided as a learning object