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The PALO Language : A Cognitive Approach of Educational Modelling Languages

The PALO Language : A Cognitive Approach of Educational Modelling Languages. CEN/ISSS EML PT Meeting Miguel Rodríguez Artacho EML PT Technical Editor Torino October 2, 2001. Universidad Nacional de Educación a Distancia (UNED)

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The PALO Language : A Cognitive Approach of Educational Modelling Languages

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  1. ThePALOLanguage: A Cognitive Approach of Educational Modelling Languages CEN/ISSS EML PT Meeting Miguel Rodríguez Artacho EML PT Technical Editor Torino October 2, 2001 Universidad Nacional de Educación a Distancia (UNED) Dept. Languages and Computer Systems http://www.lsi.uned.es

  2. Contents • Definition and Use of an EML • Components of Instructional Systems in the PALO Language • Description levels • Examples • Authoring Process with PALO • Experiences

  3. What is an ELM An EML is a declarative description of: • Educational content • Components • Activities • Scheduling Organized in courses or Units of Study

  4. Inmmediate benefits of an EML • A technological independence from the final delivery format: CD-ROM, PDF, E-BOOK, Interactive WEB SITE... • Higher level of abstraction in the authoring process. • Maintainability & Reusability.

  5. Structure Domain knowledge Activities & tools Model of use Instructional Model Generic EML’s XML file Technology independent description How: The description of an Instructional system

  6. Why do we need this? Interoperability + Interchangeability + Maintainability + Reusability = STANDARDS

  7. Structure Defines the organization of the learning material, resources and activities. Ex. “Course”, “Module”, “Part”, “Subpart”, ... Depending on the delivery format, this can describe the “table of contents” (printed delivery format), the navigational model (HTML delivery format), etc.

  8. Domain Knowledge The content matter of the learning scenario, Course or Unit of Study Different approaches (REUSABILITY and GRANULARITY) • Local Resources (labelled with metadata) • Ex. IMS Content Packaging • Distributed resources (id.) • Ex. ARIADNE KPS • Knowledge representation based on an ontology • Cognitive approach used in PALO Language

  9. Activities and tools Describe the work with the learning material and the interaction of the communities in the Instructional System Classification of activities depend on the pedagogical approach of the learning scenario • Collaborative / Individual • Interactivity • Management of tools

  10. Individual/Cooperative paradigm Description of the of comunities, and roles of the participants in a given activity • Explicit description of the communities involved in an activity • Based in the description of Activity Theory (Nardi, 96)

  11. Instructional Model Some features of the EML could allow the creation of learning scenarios with a given pedagogical or instructional model • Pedagogical model is implicit in the DTD (Instructional templates) • Explicit elements of the EML (tags) can define scenarios based in a given instructional theories (constructivist elements in PALO)

  12. EML vs. PALO

  13. Problema Ejercita Concepto Es Solución Solución Authoring Process <!DOCTYPE cea system " [] ><cea nombre=“cea.dtd” con Linux" dir="ricli9900" <gestion> <bdobjetos tipo <bdobjetos tipo <bdtareas tipo=" bdtareas> <metainformacion tipo="dc" cod="rfc2731"> <contenido> <ambito>UNED</ambito>... Creation of the PALO description Selection of a DTD According to the Pedagogical model Instance of the Domain Model Design of the Domain Model

  14. Labels in PALO

  15. Cognitive Design Process Conceptualisation Phase Creation of a generic domain to describe content matter = ONTOLOGY Instantiation Phase Creation of one or more instances for a particular domain matter

  16. Problem Involve Concept Is Solution Solution An example: Models and Meta-Models Model Involve Con 031 Prob001 Prob002 Prob003 Prob004 Instance Is Solution Sol 023

  17. PARSER PALO production cycle PALO Template (DTD) PALO File (SGML) Domain Knowledge Base

  18. Student Scenario Editing Process PALO Document PALO Compiler Tutor Scenario Domain Model

  19. Information models Management Use Work (Dymanic) Domain Knowledge Model (Static)

  20. History • Started in 1997 in the framework of a CICYT project (Spanish Ministery of Education) • Development 1997-2000 • 1998  PALO v1.0 • 1999  PALO v2.0 • Actually  PALO v3.7 New releases include new tags or new instructional templates (DTD’s)

  21. Actual uses of PALO • Open Courses • 4 annual courses (Wap technology, Linux Administration, Internet Technologies, web DB-backed sites) • More than 650 students • Regular matters • Support to regular students with • Didactic Guide • Programming practise environment • Evaluation environment

  22. Future developments • Migration from SGML to XML • New parser tools in java • “New” ideas: • Resource and tool (Not implicit in the TASK definition) • Cooperative activities  Definition of communities and roles that perform an activity • Concept of “active Document”  leaves the door open for Adaptability • Framework: DiViLAB project • Software freely available with GPL • Content Definition language for Tec-Infor platform (http://www.uned.es/iued)

  23. Some references... • PALO Web site: http://sensei.lsi.uned.es/palo • DiViLAB Project: http://www.divilab.org • UNED Dept. Languages and Computer Systems: http://www.lsi.uned.es Thanks!

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