1 / 22

Creating learning designs for reuse. Outcomes of the IDLD project

Research funded by. Creating learning designs for reuse. Outcomes of the IDLD project. http://www.idld.org/. Olga Marino Gilbert Paquette Presented by: Karin Lundgren-Cayrol Michel Léonard Ileana de la Teja Canada Research Chair in Cognitive Engineering, TÉLUQ à UQAM

maeko
Download Presentation

Creating learning designs for reuse. Outcomes of the IDLD project

An Image/Link below is provided (as is) to download presentation Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author. Content is provided to you AS IS for your information and personal use only. Download presentation by click this link. While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server. During download, if you can't get a presentation, the file might be deleted by the publisher.

E N D

Presentation Transcript


  1. Research funded by Creating learning designs for reuse. Outcomes of the IDLD project http://www.idld.org/ Olga Marino Gilbert Paquette Presented by: Karin Lundgren-Cayrol Michel Léonard Ileana de la Teja Canada Research Chair in Cognitive Engineering, TÉLUQ à UQAM MERLOT Conference, 8-11 August, 2006 Ottawa

  2. Plan • Project Goal and Objectives • Context • Deployment Strategy • Implementation Process, Tools and Participants • Results, Conclusions and Next Steps • Questions

  3. Project Goal and Objectives Goal Deploy and Implement the IMS Learning Design Specification in Canada Objectives • Elaborate a deployment and implementation strategy • Develop methodological instruments • Develop and provide tools to facilitate implementation of IMS LD • Field test instruments and tools

  4. Context IMS LD IEEE LOM IMS CP eduSource 2001-03 R2R 2003 – 2004 UNFOLD 2003 - 2005 LORNET 2003 - 2008 IDLD 2005 -2006 TELCERT 2005 - Instructional Design for LD MOT+LD editor Modeling technique Implementation process Deployment strategy GLOBE Reusable Units of Learning

  5. Deployment Strategy • Present and explain • Main concepts of the IMS Learning Design Specification • Advantages and limitations • Make available adequate tools • MOT+LD graphical editor • PALOMA Repository and Metatagger • Provide guidelines and methods • Instructional design principles, structured description, etc. • Modeling technique • Provide expertise • Face to face workshops • Email support • Communities of Practice (Unfold, IDLD, TELCERT,) • Build Repository LD Units of Learning • UoL Generic Templates • Reusable UoL and Examples • Best Practices

  6. Implementation Process, Tools and Participants(1) • Present basic concepts • Demonstrate process and tools • Provide basic methodological help • Unit of Learning Selection Criteria • Instructional Design Principles • Elaborate a structured description • Model a Level A Unit of Learning • MOT+LD Editor • Modeling Technique • Add Levels B and C • RELOAD Editor

  7. Process, Tools and Participants(2) • Validate Unit of Learning • RELOAD Player • TELOS LD Player (coming soon) • Reference, Document & Reuse and Adapt • PALOMA Metadata Tagging Tool • Structured description • Generic templates • Fully developed UoLs • PALOMA Search Mechanisms • Keyword search • Advanced Search by Classification and Relation • Replay UoLs • IMS LD compliant LMS • COPPERCORE • RELOAD PLAYER • LAMS • ELIVE

  8. Participants in the field trials • Simon Fraser University • Concordia University • Canada School of Public Service • TÉLUQ

  9. Simon Fraser University • Laboratory for Ontological Research • 1 researcher and 2 students • Expertise • Instructional design and eLearning strategies • IMS LD specification • little knowledge about graphical modeling • Produced 15 UoLs • Descriptions and Best Practices • graphical models • xml manifest files • Comments • Granularity a problem of reuse • MOT+ LD easily acquired • Complex specifications

  10. Concordia University • Albee Team at CSCP • 2 researchers and 4 students • Expertise • Instructional design and eLearning strategies • Some graphical modeling knowledge • No IMS LD knowledge • Produced 20 UoLs • descriptions • graphical models • xml manifest files • a Rubric type selection grid • Comments • Granularity and generality of UoL’s • MOT+ LD easily acquired

  11. Canada School of Public Service • Québec and Montréal Division • 1 training manager • 2 Instructional Designers • Expertise • Community of Practice Learning Strategies • eLearning • No knowledge of IMS LD or graphical modeling techniques • Produced 5 UoLs • 1 structured description • graphical models • xml manifest files • Comments • Need more support to implement IMS LD • Easily acquired modeling techniques • MOT+ LD provided them with a ‘common language’

  12. TÉLUQ • CICE (Chaire de recherche en informatique cognitive et éducation) • 4 researchers • Expertise • Instructional design and eLearning strategies • Graphical modeling experts • IMS LD experts • Produced UoLs • Descriptions • Graphical 20 models • Generic templates • Variations of existing models • xml manifest files • Comments • Granularity and generality of UoL’s • Metatagging and classification of UoLs and Templates • Analyse variants of same UoL

  13. Conclusions and Next Step • Tools are adequate, but still need to be refined • Develop a web based editor • Revise guides and add modeling examples • Implementation strategy enough to provide insights, but not to develop autonomy • Diversify audience • Carry out more field experiments • Gather specific and generic examples • Elaborate Best Practices • Measure overall impact in 6 to 12 months • Number of visits and demands for tools • Number of new UoL in the Repository

  14. Questions IDLD SITE: http://www.idld.org Contact person: olga.marino@teluq.uqam.ca

  15. Thank you!

  16. A Unit of LD Structure Method Learning Objectives Prerequisites Play Each act’s scenario is composed of Act 2 Act 1 P Role-parts Environnement Activity Structure Learner Learning Activity External UoL Activity Structure Support Activity Conditions Notifications B&C

  17. SFU MODELS • 4 Group Work Strategies • 10 Units from an Online Business Administration Course • 1 student teams achievement divisions

  18. Concordia University • 3 Nuggets / Patterns • 12 collaborative designs k-12 • 5 UoLs according to instructional and learning theories • Behavioral • Cognitivist • Cognitive apprenticeship • Constructivism • Problem based learning

  19. Canada School of Public Service • Human Relations Course • Community of Practice Quebec • Learning the CoP software • CoP Learning Events • Question of the week (online) • Case study • Luncheon Training (blended) • Special Event • Special Workshops

  20. Tools • MOT+ LD Editor: Construct Level A UoL • RELOAD LD Editor: Add Levels B and C • RELOAD Player: Execute the UoL • PALOMA Repository: Reference, classify, archive and retrieve UoLs • Generic UoLTemplates • Examples • Best Practices

  21. MOTPlus and editors • MOTPlus graphical modeling software • Obect oriented modelling • Relatioships built on Cognitive Sciences • Editors • Standard • Educational (IMS LD compliant) • Ordinogram ( • Ontology (OWL based )

  22. PALOMA – A resource Manager • Repository of LO Banks • Metadata tagger based on IEEE LOM • Learning Resource and metadata record manager • Five search types • Key word • Browsing classification schemes • Browsing classified folders • By metadata and combination thereof • Federated search in external Banks • MERLOT • EdNa online • Smete • Ariadne

More Related