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EML and Learning Design. Colin Tattersall Educational Technology Expertise Centre Open University of the Netherlands. Overview. A word or two on who I am Relationship between EML & Learning Design Why I think IMS-LD is important Brief sketch of IMS-LD Re-use in IMS-LD

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eml and learning design
EML and Learning Design

Colin Tattersall

Educational Technology Expertise Centre

Open University of the Netherlands

overview
Overview
  • A word or two on who I am
  • Relationship between EML & Learning Design
  • Why I think IMS-LD is important
  • Brief sketch of IMS-LD
  • Re-use in IMS-LD
  • How can staff be supported in using IMS-LD?
  • Summary
  • Discussion
  • (I will not be showing pieces of XML)
colin tattersall
Colin Tattersall
  • British, 11 years in NL;
  • Computer Scientist;
  • Exposure to Computer Based Learning and Intelligent Tutoring Systems in late 80s at CBL Unit, Leeds University;
  • Last few years: product manager at software company producing XML-based authoring/content management systems;
  • Started at OUNL on Nov. 1st 2002
overview1
Overview
  • A word or two on who I am
  • Relationship between EML & Learning Design
  • Why I think IMS-LD is important
  • Brief sketch of IMS-LD
  • Re-use in IMS-LD
  • How can staff be supported in using IMS-LD?
  • Summary
  • Discussion
eml and learning design 1
EML and Learning Design (1)
  • Educational Modelling Language (EML)
    • developed by OUNL in the late nineties
    • made generally available December 2000
    • brought into the standardisation process, formed the basis for …..
  • IMS Learning Design v1.0 Final Specification
    • Approved February 10th 2003
eml and learning design 2
EML and Learning Design (2)
  • Some important differences:
overview2
Overview
  • A word or two on who I am
  • Relationship between EML & Learning Design
  • Why I think IMS-LD is important
  • Brief sketch of IMS-LD
  • Re-use in IMS-LD
  • How can staff be supported in using IMS-LD?
  • Summary
  • Discussion
my first steps in the e learning world
My first steps in the e-learning world
  • Downloaded Microsoft’s LRN 3.0 Toolkit
    • IMS Content Packaging
    • IMS Meta-data
  • Downloaded all example content packages
  • Things were looking good ….
things were looking good but
Things were looking good, but …
  • Some engaging content, but each example seemed to be a slight variation of the previous;
  • Learning felt like (only) consuming content
  • Support often looked like page-turning
  • Is this the style of e-learning that the IMS specifications are about?
from learning objects to learning activities
From Learning Objects to Learning Activities
  • What about situations in which learning happens without learning objects?
  • What about when several learners cooperate to solve a problem?
  • Where are the teachers and staff?
  • Learning Design:
    • Modelling the performance of individual and group learningactivities designed to attain learning objectives and, in the process, making use of learning objects.
overview3
Overview
  • A word or two on who I am
  • Relationship between EML & Learning Design
  • Why I think IMS-LD is important
  • Brief sketch of IMS-LD
  • Re-use in IMS-LD
  • How can staff be supported in using IMS-LD?
  • Summary
  • Discussion
making ims ld learning experiences
Making IMS-LD ‘learning experiences’
  • Learning processes are modelled in the IMS-LD ‘language’
  • These models are ‘played’ in an IMS-LD-aware player;
  • Analogous to marking-up learning materials in HTML and having a browser interpret them
ims ld concepts
IMS-LD concepts
  • People act in different roles
  • working towards certain objectives
  • by performing learning and/or support activities
  • within an environment, consisting of learning objects and services used in the performance of the activities.
  • Analogy with a play ….
slide19

Act 1

Act 2

Act 3

Act 4

Act 5

Role-part 1

Role-part 2

Role-part 4

Role-part 5

Environment

Learning objects

Learning services

Role

Activity

play

Activity-

Description

but what do students and staff see
But what do students and staff see?
  • The diagram helps to identify roles, activities, acts, etc, easing the creation of an XML-based representation of the learning process;
  • Modelling is one thing, experiencing the learning design is another;
  • Today there is no IMS-LD player, but
  • An impression can be gained through the prototype EML player …
  • Warning: you are about to see Dutch content
reflecting on ims ld concepts
Reflecting on IMS-LD concepts
  • People act in different roles
    • Students and facilitator
  • working towards certain objectives
    • Understanding the role of learning technology standards
  • by performing learning and/or support activities
    • Answering questions, discussing, reading, …
  • within an environment, consisting of learning objects and services used in the performance of the activities.
    • Material on standards, discussion forum, …
overview4
Overview
  • A word or two on who I am
  • Relationship between EML & Learning Design
  • Why I think IMS-LD is important
  • Brief sketch of IMS-LD
  • Re-use in IMS-LD
  • How can staff be supported in using IMS-LD?
  • Summary
  • Discussion
re use and ims ld
Re-use and IMS-LD
  • Separation of learning objects and services from the educational method used in the unit of learning.
  • Individual learning designs can be applied in different areas
    • PBL in psychology, computer science, sociology, …
  • Learning objects can be used in different learning designs
    • A map of North Korea: use in programmed instruction, PBL, Role-playing exercise
overview5
Overview
  • A word or two on who I am
  • Relationship between EML & Learning Design
  • Why I think IMS-LD is important
  • Brief sketch of IMS-LD
  • Re-use in IMS-LD
  • How can staff be supported in using IMS-LD?
  • Summary
  • Discussion
support today
Support today
  • IMS-LD approved on Feb. 10th 2003;
  • Still quite a lot that needs to happen:
    • No IMS-LD player yet (EML players though)
    • No authoring tools yet (some initiatives though)
  • But, staff can already benefit from the philosophy of IMS LD by focusing on learners’ activities and objectives
overview6
Overview
  • A word or two on who I am
  • Relationship between EML & Learning Design
  • Why I think IMS-LD is important
  • Brief sketch of IMS-LD
  • Re-use in IMS-LD
  • How can staff be supported in using IMS-LD?
  • Summary
  • Discussion
summary eml learning design
Summary: EML & Learning Design
  • We now have an approved IMS specification in the area of pedagogy;
  • Will help put approaches to learning and teaching on product development agendas;
  • Opportunity to move away from designing for lone-learners reading from screens to focus on the performance of individual and group learning activities designed to attain learning objectives
overview7
Overview
  • A word or two on who I am
  • Relationship between EML & Learning Design
  • Why I think IMS-LD is important
  • Brief sketch of IMS-LD
  • Re-use in IMS-LD
  • How can staff be supported in using IMS-LD?
  • Summary
  • Discussion