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MAKING LEARNING DESIGNSIN LAYERS: THE CADMOSAPPROACH Mary Katsamani (marykatsamani@gmail.com)       Symeon Retalis (retal@...
The presentation in brief …   This presentation is about a model-driven learning design    process, called CADMOS-D(esign...
Learning Design (LD)   LD is a planning and ordering of learning activities that take place in    a unit of learning (Cur...
The learning design challenge   Teachers as designers do not have to be    experts in technical skills   Teachers as des...
Learning Design Languages vs Visual LearningDesign Tools   Learning design languages and visual learning    design tools ...
Learning Design Languages   A design language:   is a mental tool,   offers a specific notation style for creating a de...
Classifying Learning Design Languages   User Skills: novice, medium, expertise   Stratification: flat or layered. Is the...
Learning Design Languages        User        Formaliz   Stratifica   Elaborati   Perspecti Notation        skills      ati...
Visual Learning Design Tools   Visual learning design tools offer a structured    environment that teachers may use to de...
Visual Learning Design Tools                                                       Exports                                ...
CADMOS-D: A blend… Separation of   concerns                              LD                             Tools             ...
Main Idea of CADMOS   Is the Separation of Concerns (SoC), an    Established Concept in    Architecture/Software/Web Engi...
Separation of Concerns in CADMOS   Two design views /models:       Conceptual Model or learning activity design view    ...
Conceptual Model - Learning Activity design view
Flow Model/Learning Activity Flow Design Viewwithout rules
Flow Model/Learning Activity Flow Design Viewwith rules
CADMOS-D: Advantages   One can change a resource in the conceptual    model without changing anything else at the flow   ...
CADMOS: Interoperability                      CADMOS                           ConceptualCADMOS models                Mode...
Case Study 1/2   36 MSc students in the Department of Digital    Systems   25 of them were teachers (20 of them were    ...
Case Study 2/2   Was completed in two phases:       Phase 1: presentation of the tool in the laboratory,        the stud...
Case Study – Evaluation of CADMOS 1/2   70% claimed that were satisfied from both the    approach and the tool   69% of ...
Case Study – Evaluation of CADMOS 2/2   All of the participants mentioned that any    teacher, with no specific knowledge...
In conclusion CADMOS:   Can be used by practitioners with basic technical    skills   It has a visual notation   It off...
Future plans   CADMOS version 1.6       http://cosy.ds.unipi.gr/cadmos/   To distribute CADMOS tool version 1.7       ...
Questions?             Thank you!
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CadmosLearningDesignTool_Iadis2011

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This presentation shows the philosophy of the CADMOS learning desing tool which has a graphical user interface and exports designs in IMS LD format.It This presentation was made at Iadis2011 conference in Rome.

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CadmosLearningDesignTool_Iadis2011

  1. 1. MAKING LEARNING DESIGNSIN LAYERS: THE CADMOSAPPROACH Mary Katsamani (marykatsamani@gmail.com) Symeon Retalis (retal@unipi.gr) University of Piraeus Department of Digital Systems Computer Supported Learning Engineering Laboratory http://cosy.ds.unipi.gr
  2. 2. The presentation in brief … This presentation is about a model-driven learning design process, called CADMOS-D(esign) supported by a graphical LD editor.  Ambition: CADMOS-D should be simple enough to be used by practitioners  Innovation: This process accords to the principles of software/web engineering  It is model driven  It advocates the notion of “separation of concerns” in learning design  Technological support: It is being supported by a graphical design tool  It tries to produce reusable learning designs (forward & backward engineering) that conform to the IMS LD specification
  3. 3. Learning Design (LD) LD is a planning and ordering of learning activities that take place in a unit of learning (Current research in learning design, Rob Kopper)  A “digital lesson plan”  But not simply a narrative description – rather, it can “do” something A teacher may create a learning design for a simple activity, for a course lasting one or a few hours, for a course lasting a few weeks or even months or for a curriculum, meaning a whole year teaching programme [Britain, 2004; Goodyear, 2005] A teacher has to specify for the LD:  Learning Activities  Orchestration of these activities (order, conditions, rules)  Learning Objects related to these activities
  4. 4. The learning design challenge Teachers as designers do not have to be experts in technical skills Teachers as designers want to use tools that would guide them and will be error prone A Learning Design should be shared and re- used It must be used a common, formal and “rich” design language
  5. 5. Learning Design Languages vs Visual LearningDesign Tools Learning design languages and visual learning design tools have been proposed to aid teachers during the learning design task Both languages and tools have advantages and disadvantages We have studied LD tools and languages and drew some conclusions about their characteristics These design characteristics had been followed when creating the CADMOS LD tool
  6. 6. Learning Design Languages A design language: is a mental tool, offers a specific notation style for creating a design without the support of a specialized learning design tool So….often teachers face problems We studied 4 popular languages according the following criteria suggested by Luca Botturi et al. (A Classification Framework for Educational Modeling Languages in Instructional Design, 2006)
  7. 7. Classifying Learning Design Languages User Skills: novice, medium, expertise Stratification: flat or layered. Is there unique representation or are there several "tools" to describe various objects like in coUML ? Formalization: between formal or informal. E.g. UML and XML- based vocabularies are both formal languages. Elaboration: conceptual, specification or implementation. These levels are based on the UML model (Fowler, 2003): the conceptual level allows to gain a global view of a design and its rationale, the specification includes all the details, and the implementation level includes sufficient precision to create executive code. Perspective: singular or multiple. Is there a same view or different views to describe different entities? E2ML for instance allows to model both structural and temporal relations between activities. Notation system: none, textual, visual. If there is a notation system, it can be either visual or textual. Botturi, Derntl,Boot & Figl (2006)
  8. 8. Learning Design Languages User Formaliz Stratifica Elaborati Perspecti Notation skills ation tion on veE2ML Novice Semi- Flat Conceptu Multiple Visual formal alPCeL Medium Semi- Layered Conceptu Single Visual formal alcoUML Medium Semi- Layered Conceptu Multiple Visual formal alPOEML Expertise Formal Layered Implemen Multiple Visual tation 8
  9. 9. Visual Learning Design Tools Visual learning design tools offer a structured environment that teachers may use to design There is a graphical interface that facilitates teachers to create their lessons We compared COMPENDIUM, MOT+, LAMS, OPENGLM and COLLAGE, according to the following criteria:
  10. 10. Visual Learning Design Tools Exports Templates/De Edits IMS-LD User skills Guidance IMS-LD sign Patterns A,B,C A,B,CComplendium medium - + - - IMS-LD MOT+ expertise - - - level A IMS-LD Collage medium + + - level A IMS-LD Lams medium - - - level A Openglm medium + + + + 10
  11. 11. CADMOS-D: A blend… Separation of concerns LD Tools LD Languages CADMOS-D method & tool
  12. 12. Main Idea of CADMOS Is the Separation of Concerns (SoC), an Established Concept in Architecture/Software/Web Engineering Objectives of SoC  Use of Divide-and-Conquer Approach for addressing complexity of a problem  Ease of handling these smaller problems in relative isolation  Ease of solving these relatively isolated simpler problemsThe term separation of concerns was probably coined by Edsger W. Dijkstra inhis 1974 paper "On the role of scientific thought" http://en.wikipedia.org/wiki/Separation_of_concerns
  13. 13. Separation of Concerns in CADMOS Two design views /models:  Conceptual Model or learning activity design view  Flow Model or learning activity flow design view. The Learning Activity Design View defines the learning activities and the resources/services that correspond to these activities. The Learning Activity Flow Design View captures the orchestration of the learning activities
  14. 14. Conceptual Model - Learning Activity design view
  15. 15. Flow Model/Learning Activity Flow Design Viewwithout rules
  16. 16. Flow Model/Learning Activity Flow Design Viewwith rules
  17. 17. CADMOS-D: Advantages One can change a resource in the conceptual model without changing anything else at the flow model One can create several flow views keeping the same learning activities in the conceptual model The Learning Design can be opened and edited again The Learning Design may be exported to IMS- LD (A/B) xml manifest An IMS-LD may be imported into the tool
  18. 18. CADMOS: Interoperability CADMOS ConceptualCADMOS models Model CADMOS models IMS LD models IMS LD models Flow Model Moodle Currently, CADMOS-D conforms to IMS LD Level A/B, LD player
  19. 19. Case Study 1/2 36 MSc students in the Department of Digital Systems 25 of them were teachers (20 of them were high school teachers and 5 of them were elementary school teachers) 5 of them did not have experience in learning design and the rest of them had used at least one Learning Design Tool
  20. 20. Case Study 2/2 Was completed in two phases:  Phase 1: presentation of the tool in the laboratory, the students made in CADMOS a prescribed learning design  3 hours  Phase 2: the students made in CADMOS a prescribed learning design that were given from us and a learning design from their own teaching practice  1 week  Finally they completed an on-line questionnaire of 25 questions
  21. 21. Case Study – Evaluation of CADMOS 1/2 70% claimed that were satisfied from both the approach and the tool 69% of them stated that were highly satisfied with the guidance that was provided to them All of them said that the design approach via the two models was very helpful All of them said that the use of CADMOS was simple and that were able to complete the learning design easily and quickly
  22. 22. Case Study – Evaluation of CADMOS 2/2 All of the participants mentioned that any teacher, with no specific knowledge in learning design and with basic computer skills, can apply it The 86% of the participants claimed that the presence of ready-to-use design templates would have helped them 83% of them stated that they appreciated the fact that they could reuse existing learning designs
  23. 23. In conclusion CADMOS: Can be used by practitioners with basic technical skills It has a visual notation It offers guidance to the designer It is layered  it describes different objects (such as activities, resources, rules) It is multiple-perspective  activities are described from different views (conceptual/flow model) It can convert its own learning design, to an IMS-LD level A/B manifest file It can import an IMS-LD level A manifest file and convert it to its own notation system
  24. 24. Future plans CADMOS version 1.6  http://cosy.ds.unipi.gr/cadmos/ To distribute CADMOS tool version 1.7  To enrich the conditions in the flow model  Compatibility with IMS LD Level C  To add in CADMOS tool design patterns as templates  To interoperate with Moodle
  25. 25. Questions? Thank you!

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