Download
the state of ims ld three years on n.
Skip this Video
Loading SlideShow in 5 Seconds..
The state of IMS LD three years on PowerPoint Presentation
Download Presentation
The state of IMS LD three years on

The state of IMS LD three years on

366 Vues Download Presentation
Télécharger la présentation

The state of IMS LD three years on

- - - - - - - - - - - - - - - - - - - - - - - - - - - E N D - - - - - - - - - - - - - - - - - - - - - - - - - - -
Presentation Transcript

  1. The state of IMS LD three years on Dai Griffiths Universitat Pompeu Fabre, Barcelona david.griffiths@upf.edu www.unfold-project.net

  2. A practical problem for a distance teaching university • Open University of the Netherlands had to shift from paper based to electronic teaching • Tried to model all their pedagogies in templates: too complex! • Developed EML (Educational Modelling Language) to model any pedagogy • Developed EduBox player to deliver courses to learners

  3. A general problem for open elearning specifications • Open eLearning specifications started to be developed in the days of the CD ROM • Single learner, limited pedagogic possibilities • Online education providers needed a system which could model and deliver flexible pedagogies

  4. What is IMS • IMS Global Learning Inc is a not-for-profit organisation in the US which produces open eLearning specifiations • Has industrial and academic partners around the world. • IMS had become aware that simple sequencing and content packaging were too restricted.

  5. EML becomes IMS LD • Started a Learning Design work group, but it was a big job. • EML provided ready made solution, adopted by IMS. • EML reduced in scope because of existing specs • Split into three levels to ease implementation. • Published in January 2003

  6. What does IMS LD do? • IMS LD is an open specification for modeling Units of Learning (UoLs) • Defines how people in roles carrying out activitieswith resources. • It is a language with an XML binding • It claims that any pedagogy can be modeled in this way • It does not model learning • It can be thought of as in interoperable and machine readable lesson plan

  7. Four aspects of IMS-LD • 1) An educational modelling language: UoLs are formal expressions of lesson plans or smaller units of activities (DialogPlus…) • 2) A methodology (best practice guide) • 3) An infrastructure (CopperCore, RELOAD…) • 4) By definition, an interoperability specification (between applications which may pre-date the specification)

  8. Questions?

  9. What is UNFOLD • UNFOLD is a project funded by the Technology Enhanced Learning programme. • It supports the adoption of open eLearning standards for multiple learners and flexible pedagogies

  10. What has UNFOLD done • Provide access to public resources • Facilitate Communities of Practice by • Organising regular face to face meetings • Provide online support (discussions, learning activities, resources...) • Raise awareness of the specification • Organise workshops • Make presentations at conferences • Publish papers and supporting material

  11. What progress has been made in the last 2 years? • Three years ago there was nothing • It took two years for the first systems to be ready • It is only this year that there is anything to show (apart from EML) • Momentum is now starting to build

  12. Systems development • Runtime systems: • EduBox (EML player, Blackboard has an agreement to use it) • CopperCore: Open Source Learning Design Engine. http://coppercore.org/ • SLeD: A service based learning design player which makes use of CopperCore http://ldplayer.sourceforge.net/

  13. Design time systems • Reload: http: www.reload.ac.uk • CopperAuthor: www.copperauthor.org • COLLAGE (University of Valladolid) gsic.tel.uva.es/collage • AskLD: eaccess.iti.gr/services/index.php?sec=tools • Cosmos, Chronotech, eLive...

  14. Compliant systems • Some interest from commercial organsiations (Cordys Educator, Blackboard) • Much more interest from Open Source foundations • Moodle, .LRN, LAMS, Boddington • Design time only: • Dialog+ www.nettle.soton.ac.uk/toolkit/, • MOT+ www.licef.teluq.uquebec.ca/gp/eng/productions/mot.htm

  15. Authoring UoLs • In February 2005 there were no published UoLs other than those illustrating the specification. • There is now a collection at LN4LD, and many people are trying out the specification. • Innovative systems supporting teachers in experimenting with pedagogy: NetUniversité, LearningMapR, Dialog+

  16. Using the specification with learners • EML has been used with learners in OUNL for a number of years • Liverpool Hope University in Liverpool is running the first pilot using a CopperCore based system (in a mixed face to face / online environment)

  17. Questions?

  18. Current funding developments • Substantial investment by JISC in the UK, and also from SURF6 in Netherlands. • Current European projects using IMS LD include iClass and eLegi. • New projects include TenCompetence and OpenDock. There may be more.

  19. TenCompetence IP, four years • support … lifelong competence development by establishing the most appropriate technical and organizational infrastructure, using open-source, standards-based, sustainable and innovative technology. • Develop and integrate models and tools to create, store and exchange: 1.knowledge resources, 2.learning activities and UoLs 3.competence development programmes 4. network data for lifelong competence development.

  20. OpenDock: Leonardo, 2 years • Create a corpus of learning materials published under the Creative Commons license, with provision for IMS Learning Design, drawn from a range of different sectors of VET from different languages and cultures. • Establish a repository of learning resources, building on current best practice and existing Open Source repository implementations and eLearning standards

  21. Continuing the work of UNFOLD • Collaboration with ProLearn thematic network • Continue with websites and mailing list • Activities linked to TenCompetence • Possible follow on UNFOLD project

  22. Questions?

  23. Key R&D issues: Systems • Usability and representation of UoLs • How to integrate a range of services into a Unit of Learning • Development of a service architecture for LD players • Repositories and support for social networks of users • How to exchange fragments of UoLs • The “Metadata problem”

  24. Key R&D issues: Learning Designers • What constitutes an LD template • Development of templates • Identification of effective authoring practice • What are the limits of expressivity of IMS LD

  25. Key R&D issues: Teachers and Learning Providers • What is a pedagogic pattern? • Can it be expressed in IMS LD? • Can IMS LD be useful in face to face and mixed environments? • What interfaces are needed by learners? • Can IMS LD be useful as a lesson planning tool? • How can teachers (and learning designers) collaborate in authoring and sharing UoLs

  26. Questions, comments and suggestions • For more information www.unfold-project.net • And the UNFOLD forums and learning activities server at moodle.learningnetworks.org