Σχεδίαση Διδακτικών Συστημάτων

1. Σχεδίαση Διδακτικών Συστημάτων Πρότυπα Μαθησιακών Τεχνολογιών

2. Metadata (to describe learning content & objects) • Content Packaging (to transfer & display content) • QTI (to describe portable tests and return results) • LIP (to describe learners and their learning)

3. Learner(s)needs, motives, prior experience of learning, social and interpersonal skills, learning styles and approaches Prior subject knowledge and skills of learner(s), prior conceptions, motivation to achieve specific outcomes, match of style/ approach to content Prior experience of learner(s) with tools, environments, services; match of learning style and approach to affordances of learning environment Outcomesubject/discipline area, target knowledge/ skills Environmentavailable tools, facilities, services, resources, environments etc Knowledge represented in specific media and formats; skills facilitated through specific tools; impact of learning environments on the meaning of knowledge and skills Activity ‘interaction of learner with environment, leading to planned outcome’ A specification for learning activities (H.Beetham, Feb ‘04) & (P. Goodyear, 2002)

4. σύνοψη • σύντομη εισαγωγή στα πρότυπα μαθησιακών τεχνολογιών • what, why, how • LOM, LIP • content packaging, simple sequencing, QTI, learning design

5. Learner Record system Ψηφιακό Υλικό The Program: Learning Content Δημιουργία Learning Content Authoring Tools Τεμαχισμός Επαναχρησιμοποίηση Συναρμολόγηση Learning Brokers Access Εισαγωγή LMS Deliver

6. Offerings Offerings Goals Content Repository and Offering Catalog Learning Planner Learner Profile Manager Content Authoring Tools Learning Objects Plans Plans Learner Registrar Register Info Register Info Learning Objects Register Info Content Assembly Tools Delivery Environment Learning Objects Activity Info Register Info Collaborative Environment Recorded Events Activity Info Catalog Manager Learning Offerings Register Info Assessment Objects Assessment / Testing Engine Results Info Ένα λειτουργικό μοντέλο των e-Learning Εφαρμογών See e-Learning Application Infrastructure by Geoff Collier http://www.sun.com/products-n-solutions/edu/elearning/eLearning_Application_Infrastructure_wp.pdf

7. Search, catalog, discover learning content Metadata Digital Repositories Content/LMS interoperability CMI SCORM Assessment Question & Test Interoperability SCORM Enable Adaptivity Learner Information Package Personal and Private Information Competency Definitions System Interoperability Open Knowledge Initiative Schools Interoperability Framework IMS Abstract Framework Instructional Design IMS Learning Design Ποιος κάνει τι…

8. CEN/ISSS ISO/IEC JTC1 SC36 LOM (metadata) is an approved IEEE standard. Dublin Core eLIG Singapore AICC IMS Asia ALIC Ποιος κάνει τι…

9. Οργανισμοί Προτυποποίησης • IMS Global Learning Consortium • IEEE LTSC - Learning Technologies Standards Committee • CEN/ISSS LTW - European Committee for Standardisation, Information Society Standardisation System, Learning Technologies Workshop • ADLnet - Advanced Distributed Learning Project • AICC - Aviation Industry Computer-Based Training Committee

10. By the late 1860’s nine different train track gauges (σιδηροτροχιές) sizes were in use in North America. Why? Strictly used for local transportation or rival ambitions of the competition “Standardization of gauge facilitates the exchange of rolling stock, enabling freight shipment and passenger traffic to pass over the track of multiple companies.” Source: Standardization of Track Gauge on North American Railways (2000) Journal of Economic History History of Standards Railway Tracks Standards = Interoperability

11. παράδειγμα • αναπτύσσουμε μαθησιακό περιεχόμενο για LMS (π.χ lecture1.ppt) • το αποθηκεύουμε στο server του Moodle ώστε να είναι διαθέσιμο • κάποιος συνάδελφος θέλει να βρει μαθησιακό περιεχόμενο για LMS • πώς θα βρει το περιεχόμενό μας, που είναι ήδη διαθέσιμο?

12. Digital Repositories… an Analogy • Labeling = “Metadata” • Market’s Organic Yogurt (title) • 2% plain yogurt (description) • 500 grams (size) Container of yogurt = ‘learning object’ Refrigerator = ‘Digital Repository’ • A large storage area for objects • Different shapes and sizes and content • Metadata allows for search and retrieval Janet Bartz 2002

13. Lego Example Content is seen as “building blocks” Module from another course re-purposing ‘chunks’ of content and adding new content. Module from one course using ‘chunks’ of content. Learning Objects Learning Objects Meta-data Ενιαίος τρόπος περιγραφής μαθησιακών πόρων, ώστε να είναι ευκολότερη και αποτελεσματικότερη η αναζήτηση/ανεύρεσή τους.

14. Lego Small pieces Assemble in many ways All lego blocks fit together Anybody can put Lego together Atoms (D. Wiley) Small pieces Not every atom is combinable with every other atom Atoms can only be assembled in certain structures prescribed by their own internal structure Some training is required in order to assemble atoms Learning Object Models “Ideal” concept • Definitions vary: • “as small as a drop, as wide as the ocean” • the context of how learning objects are used is important • need the “glue” to tie learning objects together to create a meaningful learning experience A bit more reality-based concept

15. Administrative metadata Author Revision date Rights, . . . Technical metadata (medium-specific) Duration Digital format Platform requirements, . . . Subject classification Catalogue system Subject heading Keywords Metadata:“Information about Information” • Map • Text • Interactive • Image • Video (Learning Object)

16. Examples of Canadian Learning Object Repositories • Campus Alberta Repository of Educational Objects • http://www.careo.org • LearnAlberta.ca • www.LearnAlberta.ca • TeleCampus • http://courses.telecampus.edu/about/index.cfm?fuseaction=introduction • eduSource Canada Project • http://www.edusource.ca/

17. USA-Based Examples • Multimedia Educational Resource for Learning and Online Teaching • http://www.merlot.org • Gateway to Educational Materials http://www.thegateway.org/

18. EducaNext Homepage

19. Metadata

20. Broker 1 Broker 4 Broker 3 Broker 2 Federated Search

21. + Metadata Images Text Video Audio LO files Learning Object Metadata?

22. Metadata Repository Content Repository What is a Learning Object Repository?

23. Search Request Content sent to User Content Located LOR# LOR1 LOR2 LOR3 Learning Object Repositories Metadata Repository Content Repositories

24. IEEE LOM – Meta-data Structure • Learning object data elements are grouped into nine categories:

25. IEEE LOM – Meta-data Structure

26. IMS Content package • Έχει 2 συστατικά: • Ένα ειδικό XML έγγραφο που περιγράφει την οργάνωση του περιεχομένου και αναφορές στα αντίστοιχα αρχεία • IMS manifest file: imsmanifest.xml. • Το Manifest file είναι μια περιγραφή σε XML κάποιων πόρων που συναποτελούν το υλικό του μαθήματος. Περιλαμβάνει επίσης τρόπους στατικής οργάνωσης των πόρων για παρουσίαση • Τα ίδια τα αρχεία • Τα παραπάνω ενοποιούνται σε ένα αρχείο (.zip, .jar, .cab κλπ) που πλέον ονομάζεται Package Interchange File.

27. IMS Content package

28. Logical and Packaging View Logical View Learning Content Structure as seen on the browser Packaging View Learning Content Oganisation in IMS CP

29. <imsmanifest version="1.3" identifier=“CourseDSP"> <organizations default="TOC1"> <organization identifier="TOC1"> <title>DSP Courseware</title> <item identifier="S.10269" identifierref="S.10269_RES"> <title>Elements of Discrete Systems</title> </item> <item identifier="S.10271" identifierref="S.10271_RES"> <title>Properties of Discrete Systems</title> </item> <item identifier="S.10273" identifierref="S.10273_RES"> <title>Sampling of Analog Systems</title> </item> <item identifier="S.10275" identifierref="S.10275_RES"> <title>Sampling of Sinusiodal Systems</title> </item> <!-- . . .--> </organization> </organizations> <resources> <resource identifier="S.10269_RES" href="units/intro_1.html"> <title>Elements of Discrete Systems</title> </resource> <resource identifier="S.10271_RES" href="units/intro_2.html"> <title>Properties of Discrete Systems</title> </resource> <!-- . . . --> </resources> </imsmanifest> The IMS content packaging manifest

30. Learning Content Management Systems The SCORM ADLRun-timeenvironment (RTE) v1.3, [http://www.adlnet.org/].

31. ¬ ¬ § ¥ ¸ i i ¬ i i i i Για να τα πάρουμε τα πράγματα με τη σειρά ξανά …  i ¬^¬R R  ¸ PACKAGE, TEST & MANIPULATE [RELOAD] CREATE CONTENT STORE [REPOSITORY] DELIVER [MLE]

32. Aloha Metadata Editor

33. Metadata Profile Editor 1

34. Metadata Profile Editor 2

35. Metadata Profile Editor 3

36. LRN toolkit – Ένα εργαλείο

37. simple sequencing

38. Activity A Activity A If status == “satisfied” If status == “satisfied” Then goto C Else goto B If status != “satisfied” Activity B Activity B Goto C Goto C Activity C Activity C If status == “not satisfied” If status == “not satisfied” Then goto A Else goto… Simple Sequencing

39. CP and SS

40. Sequencing Information Model • Control - describes where navigation events can originate from • Flow, Choice, Mixed, Auto • Traversal • Sequential, Any, Concurrent • PreviousAllowed – is backward traversal permitted (true/false) • Selection - how the set of sequenced items for the current aggregation are selected and ordered. • Pre-Condition (condition, action) • E.g. if max attempts exceeded, skip this item • Post-Condition (condition, action) • E.g. if failed, retry the item • Etc… to be defined.

41. Tracking Information Model • Tracking information • Activity attempt count • Activity duration • Activity completion • Activity score • Activity mastery • Referenced learning objective/competency completion • Activity launch limits • Time limits for completion • Time based availability • Maximum attempt limit for completion • Prerequisite completion prior to entry

42. Sequencing Rules • Rules include: • Precondition Rules • If … then Disable this activity • If … then Skip this activity in flow mode • If … then Stop Forward Traversal • If … then Hide this activity from Choice • Exit Action Rule • If … then Exit • Post Condition Rules • If… then Continue • If… then Previous • If… then Exit All • If… then Retry • If… then Retry All

43. Question and Test Interoperability • Περιγράφει τη βασική δομή για τηναναπαράσταση ερωτήσεων και test • Επιτρέπει την ανταλλαγή δεδομένων(ερωτήσεων-test) μεταξύ διαφόρωνLearning Management Systems • Το QTI δεν ασχολείται με θέματασχεδιασμού, user interfaces,τεχνολογιών ή παιδαγωγικών μοντέλωντων εφαρμογών που το ακολουθούν

44. Question and Test Interoperability • Διαφορετικοί τύποι «ερωτήσεων» πουκαλύπτονται από το QTI: • Multiple choice • True false • Multiple response • Image hot spot • Fill in the blank • Select text • Slide • Drag object • Drag target • Order objects • Match item • Connect the points

45. An example of QTI question

47. <questestinterop> <qticomment> Simple True/False multiple-choice example. </qticomment> <item ident="IMS_V01_I_trfl_ir_001"> <presentation label="BasicExample001"> <material><mattext> Paris is the Capital of France ? </mattext><material> <response_lid ident="TF01" rcardinality="Single" rtiming="No"> <render_choice> <response_label ident="T"> <material><mattext> True </mattext></material> </response_label> <response_label ident="F"> <material><mattext> False </mattext></material> </response_label> </render_choice> </response_lid> </presentation> </item> </questestinterop> The IMS QTI manifest

48. Quiz tool • Create all the familiar forms of assessment including true-false, multiple choice, short answer, matching question, random questions, numerical questions, embedded answer questions with descriptive text and graphics.

49. An example of QTI question

50. QTI Resources • Specs, tutorials, DTDs and XDRs, XML examples, export validation tool • http://www.imsproject.org/question • The Questionmark viewer • http://www.questionmark.com/perception/help/qtixml.html • WebEx • http://www.webassessment.co.uk • SCAAN QTI tool • http://www.scaan.ac.uk/ims.html