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
Asld2011 dimitriadis prieto_villagrá-sobrinYishay Mor
Yannis Dimitriadis, Luis Pablo Prieto and Sara Villagrá-Sobrin: Designing for enactment: Multi-level patterns and routines in teacher practice
http://www.ld-grid.org/workshops/ASLD11
Asld2011 hernández leo-abenia_moreno_chacón_blatYishay Mor
Davinia Hernández-Leo, Pablo Abenia, Pau Moreno, Jonathan Chacón and Josep Blat: Let’s shake on it: co-editing and sharing diverse learning design
http://www.ld-grid.org/workshops/ASLD11
Asld2011 prieto dimitriadis_villagrá-sobrinYishay Mor
Luis Pablo Prieto, Yannis Dimitriadis and Sara Villagrá-Sobrin: Representing learning design and classroom orchestration through atomic patterns
http://www.ld-grid.org/workshops/ASLD11
Ana Maia, Teresa Pessoa, Leonel Morgado and Paulo Martins: Specification of pedagogical processes and dynamics in e-learning through modeling languages
http://www.ld-grid.org/workshops/ASLD11
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
Asld2011 dimitriadis prieto_villagrá-sobrinYishay Mor
Yannis Dimitriadis, Luis Pablo Prieto and Sara Villagrá-Sobrin: Designing for enactment: Multi-level patterns and routines in teacher practice
http://www.ld-grid.org/workshops/ASLD11
Asld2011 hernández leo-abenia_moreno_chacón_blatYishay Mor
Davinia Hernández-Leo, Pablo Abenia, Pau Moreno, Jonathan Chacón and Josep Blat: Let’s shake on it: co-editing and sharing diverse learning design
http://www.ld-grid.org/workshops/ASLD11
Asld2011 prieto dimitriadis_villagrá-sobrinYishay Mor
Luis Pablo Prieto, Yannis Dimitriadis and Sara Villagrá-Sobrin: Representing learning design and classroom orchestration through atomic patterns
http://www.ld-grid.org/workshops/ASLD11
Ana Maia, Teresa Pessoa, Leonel Morgado and Paulo Martins: Specification of pedagogical processes and dynamics in e-learning through modeling languages
http://www.ld-grid.org/workshops/ASLD11
Using patterns to design technology enhanced learning scenarioseLearning Papers
Authors: Félix Buendía García, José-V. Benlloch-Dualde
Research on designing for learning is a field that has concentrated a lot of efforts in the context of technology-enhanced settings. This scenario has demonstrated the need to represent learning scenarios using a more formal perspective.
Daniel Burgos: IMS Learning Design next move: extensions and improvements on personalisa-tion and interoperability
http://www.ld-grid.org/workshops/ASLD11
Collaborative learning with think pair -caijjournal
Today is a knowledge age so that world needs to become a more richer palace for everyone. Students can
learn their lectures and students can do their exercises on the web as individually or collaboratively with
their peers like directed by the teacher by using the think-pair-share technique. The system provides the
ability to clear to decide on their choices about the questions. The K-means clustering method is used to
modify the pair state and support for determining students’ grade of classes. The main objective of this
study is to design a model for java programming learning system that facilitates the collaborative learning
activities in a virtual classroom.
Selection of Learning Materials Based on Students’ Behaviors in 3DMUVLETELKOMNIKA JOURNAL
Learning in 3-dimensional virtual environments has been widely used as a complement to traditional learning. Multi User Virtual Learning Environment in 3 Dimensions (3DMUVLE) provides many benefits and can support lifelong learning. In its implementation, this learning has not supported personal learning. This study aims to build a 3DMUVLE with personalized materials based on students' models. The system development model uses the Linear Sequence model by integrating MOODLE, SLOODLE and OPENSIM. Student's model in this research is Myer Briggs Type Indicator (MBTI) and determination of type uses fuzzy logic. The results of this study are 16 types of students and each type consists of 3 levels: low, medium and high. Each level has a specific learning material. The implication of this research is the level of MBTI type so that the learning material is more specific.
A SURVEY AND COMPARETIVE ANALYSIS OF E-LEARNING PLATFORM (MOODLE AND BLACKBOARD)paperpublications3
Abstract: This paper presents an evaluation of open source e-learning platforms with the aim of finding the most suitable platform for extending to an adaptive one. The extended platform will be utilized in an operational teaching environment. Therefore, the overall functionality of the platform is as important as the adaptation capabilities, and the evaluation treats both issues in this paper .in this paper we will explain the proper and best learning platform for Users . In this we will compare one of the best learning platforms (Moodle and Blackbox) both are all of them best virtual learning platform. We will compare both virtual system its functionality and using best tool. This paper is focused on the Moodle Architecture and comparative study of Moodle, thus we discusses comparisons it between different virtual learning platform at last conclusion we will describe which learning platform is best for users.Keywords: E-learning, Blackboard, Moodle, tools, function, methodology.
Title: A SURVEY AND COMPARETIVE ANALYSIS OF E-LEARNING PLATFORM (MOODLE AND BLACKBOARD)
Author: Kanak Sachan, Dr. Rajiv Singh
ISSN 2350-1022
International Journal of Recent Research in Mathematics Computer Science and Information Technology
Paper Publications
Re-Engineering Learning Objects for Re-PurposingIJERA Editor
Existing Learning Object (LO) definitions and their interpretations seem to project a view of LO with somewhat less flexible in the scope of LO reusability.In solving this problem the researchers try to interpret those definitions with an added property i.e. „LO repurposing‟. LO repurposing refers to the ability of reusing the LO in different perspectives and contexts. Adding new property needs a suitable Software Engineering methodology to be applied to properly inject the required strategies toward the development of the best and quality solutions. Our investigation in finding a solution for this problem is by shaping the LOssimilar to software objects that can not only be reused, but also repurposed in various learning contexts. In our paper, we propose to apply an object-oriented framework to develop the class-based LO model with an evolving nature of LOs. The class-based LO model allows LOs derivable to the degree ofsufficient level of repurposing for any learning context.
Designing, Using and Evaluating Educational Games: Challenges, Some Solution...nalinksharda
Educational games can use storytelling as the underlying model for designing their content and narrative to enhance learning outcomes.
We need to evaluate their efficacy to maximise the user benefits. However, the field of user experience (UX) evaluation is full of challenges in itself; and evaluating the UX for digital educational games adds many other complexities. This paper presents various aspects involved in developing digital educational games and in evaluating the user experience derived from these.
Felder Silverman learning style mode is presented to incorporate it into educational games and cater for a range of learners. A story design model called Movement Oriented Design (MOD) is presented to guide the process of creating effective educational narratives.
A User Experience Research (UXeR) meta-model is presented as the pathway to advance research in this multidisciplinary field.
The application of computer aided learning to learn basic concepts of branchi...ijma
This paper reviews how to create an application based on Computer Aided Learning (CAL), which is the
use of computers to deliver instructional materials and involve students / learners are active. This CAL
application consists of 5 multimedia modules. Module 1 contains the basic concepts of data processing.
Module 2 discusses the concept of flowcharts. Module 3 contains the testing applications using a flowchart.
Module 4 contains the concept of nested selection. While the tutorial module 5 contains the concept of
arrays and study case practice . To support this, CAL application is made as attractive as possible, by
combining multimedia files, such as image files, sound files, and video files. With the CAL is equipped with
modules of algorithms, students are expected to take computer courses, especially in STMIK STIKOM
Surabaya can improve learning outcomes at the course logic algorithms.
Using patterns to design technology enhanced learning scenarioseLearning Papers
Authors: Félix Buendía García, José-V. Benlloch-Dualde
Research on designing for learning is a field that has concentrated a lot of efforts in the context of technology-enhanced settings. This scenario has demonstrated the need to represent learning scenarios using a more formal perspective.
Daniel Burgos: IMS Learning Design next move: extensions and improvements on personalisa-tion and interoperability
http://www.ld-grid.org/workshops/ASLD11
Collaborative learning with think pair -caijjournal
Today is a knowledge age so that world needs to become a more richer palace for everyone. Students can
learn their lectures and students can do their exercises on the web as individually or collaboratively with
their peers like directed by the teacher by using the think-pair-share technique. The system provides the
ability to clear to decide on their choices about the questions. The K-means clustering method is used to
modify the pair state and support for determining students’ grade of classes. The main objective of this
study is to design a model for java programming learning system that facilitates the collaborative learning
activities in a virtual classroom.
Selection of Learning Materials Based on Students’ Behaviors in 3DMUVLETELKOMNIKA JOURNAL
Learning in 3-dimensional virtual environments has been widely used as a complement to traditional learning. Multi User Virtual Learning Environment in 3 Dimensions (3DMUVLE) provides many benefits and can support lifelong learning. In its implementation, this learning has not supported personal learning. This study aims to build a 3DMUVLE with personalized materials based on students' models. The system development model uses the Linear Sequence model by integrating MOODLE, SLOODLE and OPENSIM. Student's model in this research is Myer Briggs Type Indicator (MBTI) and determination of type uses fuzzy logic. The results of this study are 16 types of students and each type consists of 3 levels: low, medium and high. Each level has a specific learning material. The implication of this research is the level of MBTI type so that the learning material is more specific.
A SURVEY AND COMPARETIVE ANALYSIS OF E-LEARNING PLATFORM (MOODLE AND BLACKBOARD)paperpublications3
Abstract: This paper presents an evaluation of open source e-learning platforms with the aim of finding the most suitable platform for extending to an adaptive one. The extended platform will be utilized in an operational teaching environment. Therefore, the overall functionality of the platform is as important as the adaptation capabilities, and the evaluation treats both issues in this paper .in this paper we will explain the proper and best learning platform for Users . In this we will compare one of the best learning platforms (Moodle and Blackbox) both are all of them best virtual learning platform. We will compare both virtual system its functionality and using best tool. This paper is focused on the Moodle Architecture and comparative study of Moodle, thus we discusses comparisons it between different virtual learning platform at last conclusion we will describe which learning platform is best for users.Keywords: E-learning, Blackboard, Moodle, tools, function, methodology.
Title: A SURVEY AND COMPARETIVE ANALYSIS OF E-LEARNING PLATFORM (MOODLE AND BLACKBOARD)
Author: Kanak Sachan, Dr. Rajiv Singh
ISSN 2350-1022
International Journal of Recent Research in Mathematics Computer Science and Information Technology
Paper Publications
Re-Engineering Learning Objects for Re-PurposingIJERA Editor
Existing Learning Object (LO) definitions and their interpretations seem to project a view of LO with somewhat less flexible in the scope of LO reusability.In solving this problem the researchers try to interpret those definitions with an added property i.e. „LO repurposing‟. LO repurposing refers to the ability of reusing the LO in different perspectives and contexts. Adding new property needs a suitable Software Engineering methodology to be applied to properly inject the required strategies toward the development of the best and quality solutions. Our investigation in finding a solution for this problem is by shaping the LOssimilar to software objects that can not only be reused, but also repurposed in various learning contexts. In our paper, we propose to apply an object-oriented framework to develop the class-based LO model with an evolving nature of LOs. The class-based LO model allows LOs derivable to the degree ofsufficient level of repurposing for any learning context.
Designing, Using and Evaluating Educational Games: Challenges, Some Solution...nalinksharda
Educational games can use storytelling as the underlying model for designing their content and narrative to enhance learning outcomes.
We need to evaluate their efficacy to maximise the user benefits. However, the field of user experience (UX) evaluation is full of challenges in itself; and evaluating the UX for digital educational games adds many other complexities. This paper presents various aspects involved in developing digital educational games and in evaluating the user experience derived from these.
Felder Silverman learning style mode is presented to incorporate it into educational games and cater for a range of learners. A story design model called Movement Oriented Design (MOD) is presented to guide the process of creating effective educational narratives.
A User Experience Research (UXeR) meta-model is presented as the pathway to advance research in this multidisciplinary field.
The application of computer aided learning to learn basic concepts of branchi...ijma
This paper reviews how to create an application based on Computer Aided Learning (CAL), which is the
use of computers to deliver instructional materials and involve students / learners are active. This CAL
application consists of 5 multimedia modules. Module 1 contains the basic concepts of data processing.
Module 2 discusses the concept of flowcharts. Module 3 contains the testing applications using a flowchart.
Module 4 contains the concept of nested selection. While the tutorial module 5 contains the concept of
arrays and study case practice . To support this, CAL application is made as attractive as possible, by
combining multimedia files, such as image files, sound files, and video files. With the CAL is equipped with
modules of algorithms, students are expected to take computer courses, especially in STMIK STIKOM
Surabaya can improve learning outcomes at the course logic algorithms.
Abstract
This paper gives an overview of the CADMOS learning design tool that promotes the concept of “separation of concerns” during the design process. CADMOS is a graphical IMS-LD Level A & B compliant learning design tool. According to the feedback from an evaluation case study with 36 participants, CADMOS is a user friendly tool that allows educational practitioners to design flows of learning activities from different perspectives and in different layers.
Mc0083 object oriented analysis & design using umlsmumbahelp
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Mit301– object oriented analysis and designsmumbahelp
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A New Software Architecture for LMS with SCORM SupportNicolas Casel
Casel, N., El Alami, M., Garot, D., Zampunieris, D. (2007). A new software architecture for learning managements systems with SCORM support, IADIS - International Conference on e-Learning, Lisbon, Portugal.
OpenEducation Challenge Finalists' Workshop: Design Thinking SessionYishay Mor
http://openeducationchallenge.eu/
The purpose of this workshop is to help the candidates crystallize and articulate the educational value of their innovation.
By the end of this workshop, you will be able to articulate:
* Who are your potential users, stakeholders, and beneficiaries
* What is the context in which they operate
* What are their needs that your innovation addresses
* What are the current alternatives, and why they do not suffice
* What is the essence of your innovation, and why you are confident that it will address your potential users needs in their context.
How to ruin a MOOC? JISC RSC Yorkshire & the Humber Online Conference 2013Yishay Mor
The Open Learning Design Studio MOOC: Learning Design for a 21st Century Curriculum (http://www.olds.ac.uk/) was the first ever project-based MOOC on learning design. This ambitious MOOC ran for 9 weeks in early 2013. Its structure was based on a design inquiry model, where designers identify a (learning/curriculum) design challenge, explore it to gain an understanding of its context and driving forces, generate possible solutions, implement a solution and reflect on the process as a whole and its outputs. The MOOC exposed participants to a wide range of voices, approaches, representations, and tools for learning design. It incorporated a host of innovations in pedagogy and technology including Badges (http://www.olds.ac.uk/badges). Over 2000 people registered, over 1000 participated in the first week, and several hundred were active thoughout. OLDS MOOC adopted a radically open approach - registration was optional, and all the MOOC resources were made available as OERs. This session will reflect on what went well, what not so much, and what lessons can be learned.
The METIS project (http://metis-project.org/) aims to promote a professional culture of learning design, by providing educators with an Integrated Learning Design Environment (ILDE) and a workshop package for training educators in using the ILDE to support effective learning design.
Learning design is the act of devising new practices, plans of activity, resources and tools aimed at achieving particular educational aims in a given situation. Learning design breaches the divide between research and practice by projecting theoretical insights into concrete contexts, and abstracting transferable knowledge from practical experience.
The Metis learning design workshops are designed to guide educators in applying a critical and inquisitive approach to issues and concerns that matter the most to them and their students. We begin by exploring the context in which you work and the challenges you are faced with, then provide methods and tools to help you identify solutions for these challenges. Finally, you will be able to deploy the designs you produce to a VLE at the click of a button. These workshops are supported by the ILDE, a bespoke environment for co-design of learning, developed by the Metis project.
Metis project deliverable D3.2: Draft of pilot workshopYishay Mor
This deliverable represents the analysis of best practices and workshop design from the first cycle of the METIS project methodology. Alongside this report a prototype is provided to allow access to the package of resources representing a workshop structure developed from the preliminary analysis of best practices in teacher training reported in Deliverable D3.1. Section 2 provides an account of the review of best practices, the process, current status and outcomes, and plans for the future. It also lists risks and challenges and implications to and from WP 2 and 4.
http://www.ld-grid.org/workshops/design-inquiry2013
Learning Design, to be effective, should be informed and evaluated by teacher inquiry, or, should itself be a process of inquiry. Teacher Inquiry into Student Learning should help to optimise the design of activities and resources.
The objectives of this workshop are to establish a new strand of inquiry aimed at the synergy of LD and TISL, solidify its theoretical foundations, propose methodological instruments which build on these foundations and consider tools and representations which support these instruments.
http://altc2012.alt.ac.uk/talks/28031
Our era is distinguished by the wealth of open and readily available information, and the accelerated evolution of social, mobile and creative technologies. These offer learners and educators unprecedented opportunities, but also entail increasingly complex challenges. Consequently, the role of educators needs to shift from distributors of knowledge to designers for learning. Educators may still provide access to information, but now they also need to carefully craft the conditions for learners to enquire, explore, analyse, synthesise and collaboratively construct their knowledge from the variety of sources available to them. The call for such a repositioning of educators is heard from leaders in the field of TEL and resonates well with the growing culture of design-based research in Education. Yet, it is still struggling to find a foothold in educational practice.
In October 2011, the Art and Science of Learning Design (ASLD) workshop was convened in London, UK, to explore the tools, methods, and frameworks available for practitioners and researchers invested in designing for learning, and to articulate the challenges in this emerging domain. The workshop adopted an unconventional design, whereby contributions were shared online beforehand, and the event itself was dedicated to synergy and synthesis. This paper presents an overview of the emerging themes identified at the ASLD workshop, and guides the reader through further reading of the workshop outcomes. First, we introduce the topic of Learning Design, and the themes we will be considering. We present and compare some common definitions of Learning Design, and clarifying its links to the related but distinctly different field of Instructional Design. We then explore its relevance and value to educators, content and technology developers, and researchers, examining some of the current issues and challenges. We present an overview of the workshop contributions, relating them to the key thematic strands of Learning Design, and conclude with three significant challenges to be explored in future research.
Francesca Gottschalk - How can education support child empowerment.pptxEduSkills OECD
Francesca Gottschalk from the OECD’s Centre for Educational Research and Innovation presents at the Ask an Expert Webinar: How can education support child empowerment?
Read| The latest issue of The Challenger is here! We are thrilled to announce that our school paper has qualified for the NATIONAL SCHOOLS PRESS CONFERENCE (NSPC) 2024. Thank you for your unwavering support and trust. Dive into the stories that made us stand out!
Model Attribute Check Company Auto PropertyCeline George
In Odoo, the multi-company feature allows you to manage multiple companies within a single Odoo database instance. Each company can have its own configurations while still sharing common resources such as products, customers, and suppliers.
Unit 8 - Information and Communication Technology (Paper I).pdfThiyagu K
This slides describes the basic concepts of ICT, basics of Email, Emerging Technology and Digital Initiatives in Education. This presentations aligns with the UGC Paper I syllabus.
Introduction to AI for Nonprofits with Tapp NetworkTechSoup
Dive into the world of AI! Experts Jon Hill and Tareq Monaur will guide you through AI's role in enhancing nonprofit websites and basic marketing strategies, making it easy to understand and apply.
A Strategic Approach: GenAI in EducationPeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
Welcome to TechSoup New Member Orientation and Q&A (May 2024).pdfTechSoup
In this webinar you will learn how your organization can access TechSoup's wide variety of product discount and donation programs. From hardware to software, we'll give you a tour of the tools available to help your nonprofit with productivity, collaboration, financial management, donor tracking, security, and more.
Operation “Blue Star” is the only event in the history of Independent India where the state went into war with its own people. Even after about 40 years it is not clear if it was culmination of states anger over people of the region, a political game of power or start of dictatorial chapter in the democratic setup.
The people of Punjab felt alienated from main stream due to denial of their just demands during a long democratic struggle since independence. As it happen all over the word, it led to militant struggle with great loss of lives of military, police and civilian personnel. Killing of Indira Gandhi and massacre of innocent Sikhs in Delhi and other India cities was also associated with this movement.
Biological screening of herbal drugs: Introduction and Need for
Phyto-Pharmacological Screening, New Strategies for evaluating
Natural Products, In vitro evaluation techniques for Antioxidants, Antimicrobial and Anticancer drugs. In vivo evaluation techniques
for Anti-inflammatory, Antiulcer, Anticancer, Wound healing, Antidiabetic, Hepatoprotective, Cardio protective, Diuretics and
Antifertility, Toxicity studies as per OECD guidelines
1. OpenGLM: The Open Graphical Learning Modeller
Michael Derntl
RWTH Aachen University, Information Systems & Databases, Aachen, Germany
derntl@dbis.rwth-aachen.de
Abstract. In this paper I present the Open Graphical Learning Modeller
(OpenGLM), an open-source learning design authoring tool which supports
IMS Learning Design at levels A and B. The tool was conceived to facilitate
non-IMS LD experts in creating, sharing and reusing units of learning. To
achieve this, OpenGLM focuses on two features that differentiate it from most
other IMS LD authoring tools. First, it adopts a visual modelling metaphor that
conceals the complex and unintuitive elements and structures of IMS LD from
the graphical user interface. Second, it provides built-in search, import and
export access to an open repository which hosts more than 80,000 educational
resources ranging from single learning objects to full online courses.
1 Introduction
The Open Graphical Learning Modeller (OpenGLM) is a learning design authoring toolkit that supports
the authoring of IMS Learning Design (LD) [7] units of learning at levels A and B. OpenGLM was
developed in the context of the ICOPER project [5]; it is open source software, available for download
from SourceForge at http://sourceforge.net/projects/openglm. There are platform specific binaries
available for Windows, Mac OS X, and Linux. It is a cross-platform Java application based on Graphical
Learning Modeller (GLM), which was developed on top of the Reload Learning Design Editor’s Java code
base in the EU project Prolix [10]. Reload LD Editor was developed at the University of Bolton as part of
a project that focused on the development of tools incorporating emerging learning technology
interoperability specifications. OpenGLM thus builds on a stack of existing code developed in previous
R&D projects. OpenGLM’s main add-ons to the original GLM include enhancements for supporting
communities of practice in sharing IMS LD units of learning along with standardised learning outcome
definitions by providing built-in features for search, import from and export to a large online repository––
the Open ICOPER Content Space (OICS) [9]. The OICS is a repository for different types of educational
resources containing about 80,000 openly accessible objects contributed by content providers from all
over the world, including OU’s OpenLearn, OER Commons, MIT OpenCourseWare, to name a few.
The main goal of developing OpenGLM was to provide comprehensive and intuitive IMS LD modelling
software, which reduces the complexity of the IMS LD specification to a degree where teaching
practitioners are enabled to build IMS LD conformant units of learning. A subsidiary goal thus was to
create translation mechanisms that interpret a graphical representation of a learning design and convert it
to the required XML format as specified in the IMS LD information model. These goals were achieved by
viewing the activities of learners and instructors as the modelling core around which to build other aspects
covered by the IMS LD specification. The activities are graphically displayed and may be freely defined
and arranged by the learning designer.
Using OpenGLM, teaching practitioners are enabled to intuitively create units of learning to be played in
IMS LD enabled learning management systems. A new educational opportunity is created as the barrier
for access is lowered, and thus the number of learning designers that produce IMS LD conformant units
of learning may be increased; more units of learning may then be produced, exchanged, and evaluated as
was one of the original goals of the IMS LD specification [8].
2 OpenGLM Features
OpenGLM supports IMS LD levels A and B. The goal was to provide a visual modelling metaphor that
hides the complex aspects of IMS LD. For instance, OpenGLM does not confront the user with IMS LD
concepts like plays, acts, and properties. The OpenGLM main window is presented in Figure 1.
2. The main window is organised into three panes: The left navigation pane contains shortcuts to all
OpenGLM features; the centre pane contains the actual content in the context of the selection in the left
pane; and the right pane contains the modelling palette and a set of ready-to-reuse teaching methods. The
right pane is only visible in the modelling mode (i.e. the orange-coloured part of the navigation pane).
Figure 1: OpenGLM main screen.
OpenGLM’s visual modelling metaphor for IMS LD was conceived as described in the remainder of this
section, whereby initial appearances of terms referring to IMS LD elements are printed in italics.
Learning and Support Activities. Activities are represented as rectangular symbols carrying the title of
the activity and small icons referring to the activity’s contents such as linked activity descriptions, learning
objects, etc. The activity’s fill colour reflects the colour of the role that is associated with it. A learning activity
has a solid bounding box, while a support activity has a dashed bounding box.
Details of the activity can be edited by double clicking the activity symbol. In the edit dialogue (see Figure
2), it is possible to provide activity descriptions and other settings, as well as adding learning objects and
services that are used by the activity. The terminology from the IMS LD specification was adapted for some
of the concepts with more intuitive terms like add-ons, tools, and materials. The fact that IMS LD requires
learning objects and services to be contained in environments is hidden from the user; the environment is
created automatically (without any visual representation) when learning objects or services are added.
Frequently used interactive activities like uploading files, writing a piece of text, etc., are offered without
mentioning the property concept, which is used in IMS LD to capture role or person related data at
runtime.
Learning objects can be added as resources either from the web via their hyperlink or as local, physical files.
OpenGLM additionally allows the user to search for learning objects and other resources on the OICS
and to add those resources to the unit of learning (see Figure 3).
Roles are represented as stick figures (see Figure 1); each role has a title and a colour, which can be
defined by the modeller. Roles can be assigned to activities simply by dragging the stick figure and
dropping it onto the activity symbol.
3. Figure 2: Learning activity editing dialogue.
Figure 3: Adding a learning object from the Open ICOPER Content Space.
Activity Orchestration. The orchestration of learning and support activities can be achieved by
connecting the activities with one of the routing symbols in the palette pane on the right-hand side (see
Figure 1). This can be a connection (displayed as an arrow connecting the source activity with the target
activity) as well as selection (fork), synchronisation (join), and end points. From the sequenced elements
used in the unit of learning OpenGLM automatically creates the play, the required acts, and the activity
structures for the forks and joins. However, these IMS LD elements are not presented to the learning
designer in the user interface.
To facilitate the learning designer in building the unit of learning based on good-practice teaching
methods, OpenGLM enables dragging one of the pre-defined teaching methods from the right pane (see
Figure 1) and dropping it onto the modelling pane. These good-practice teaching methods are stored in
the OICS in the form of IMS LD packages. Upon being dragged and dropped to the modelling pane,
OpenGLM downloads the teaching method and places the contained activity sequence into the current
unit of learning. The user can then adapt the pre-defined sequence and/or integrate it with the current set
of activities.
Metadata and Learning Outcomes. Of course it is possible to edit the general descriptive metadata
for the unit of learning, including the title, version, description, rights, prerequisites, learning outcomes,
and other elements defined in IMS LD. However, OpenGLM goes one step further when it comes to
defining the intended learning outcomes (see Figure 4; in IMS LD learning outcomes are called learning
objectives) by providing the following features:
4. • Searching the OICS learning outcome repositories for existing learning outcome definitions,
which can then be added as intended learning outcomes for the current unit of learning (see
Figure 5).
• When the user creates a new learning outcome (see Figure 6), the newly created learning outcome
definition is not only added to the current unit of learning as an intended outcome, it is also sent
to a learning outcomes repository on the OICS, allowing it to be reused by other learning
designers in other units of learning.
• While in IMS LD a learning objective can be provided as any kind of resource (e.g. plain text,
binary document, etc.), OpenGLM adopted the IEEE Reusable Competency Definition (RCD)
[6] specification by describing each learning outcome with title, description, and type. Moreover,
OpenGLM allows the learning designer to define for each learning outcome the proficiency level
of the outcome according to the numeric scheme introduced by the European Qualification
Framework for lifelong learning (EQF) [4].
Figure 4: Overview of intended learning outcomes.
Figure 5: Searching for an existing learning outcome definition in the learning outcome repository.
Figure 6: Defining a new intended learning outcome.
5. Export. At any time, the learning designer may save the unit of learning and export it into an IMS LD
compliant ZIP package. If there are any errors in the unit of learning (e.g. activities that are not connected
to any other activity), OpenGLM will issue a user-friendly error message with explanations.
If there are no errors, the unit of learning can be exported as an IMS LD package either on the local
computer’s hard drive, or to a remote unit of learning repository (see Figure 7). In the latter case, the unit
of learning can be uploaded to any collection on the remote repository where the current user has write
privileges. All other users with read privileges will subsequently be able to find and import this unit of
learning into their own OpenGLM environment. By supporting this kind of online repository-based
sharing, learning design communities of practice at individual and organisational level are provided with a
powerful toolkit to manage their shared units of learning.
Figure 7: Exporting the unit of learning to the Open ICOPER Content Space.
Search and Import. As mentioned earlier, OpenGLM offers features for searching in and importing
from the remote unit-of-learning repository. The search dialogue window (see Figure 8) not only offers
keyword based search; it also allows to specify filters so the keywords are matched in specific parts of the
units of learning, e.g. the intended learning outcomes, implemented teaching methods, or simply in the
title and description. The units of learning that match the query are displayed in the result box. By clicking
on the information icon, OpenGLM displays all information on the selected unit of learning, like full
description, learning outcomes, end user language, and so forth. By clicking on the import button, the
selected unit of learning is downloaded from the repository and visualised in the modelling pane. This
feature enables learning design communities to build on each other’s units of learning instead of starting
from scratch every time.
Figure 8: Searching and importing an existing unit of learning from the Open ICOPER Content Space.
6. 3 Conclusion
In this paper we introduced the Open Graphical Learning Modeller (OpenGLM), a learning design
authoring tool that supports IMS LD levels A and B. OpenGLM intends to support the learning designer
with an intuitive visual modelling metaphor that conceals the complex elements of IMS LD in the user
interface, while still supporting these concepts “under the hood”. The tool is open source and available
for all major operating systems.
One of the main advantages of OpenGLM is its support for communities of practice in the spirit of Web
2.0: the most important artefacts used and produced during unit-of-learning authoring can be searched,
retrieved, and published in the Open ICOPER Content Space (OICS), an open, federated repository for
educational resources. Collections within OICS can have a fine-grained hierarchy and privilege model, to
support individual and organisational use cases.
Readers interested in more details on OpenGLM and the R&D context in which it was conceived and
developed are referred to [1], [2], and [3].
Acknowledgments
The development OpenGLM was supported by the ICOPER Best Practice Network (http://icoper.org),
which was co-funded by the European Commission under the eContentplus programme. I greatly
appreciate the work that was jointly put into conceiving and developing OpenGLM with my colleagues
Susanne Neumann, Petra Oberhuemer and Philipp Prenner at the University of Vienna.
References
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