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CSCL and Standards for Learning Technologies

CSCL and Standards for Learning Technologies. Ola Berge. Netværket IKT og Læring, e-Learning Lab at Aalborg University, 26.10.2006. Outline. Learning technology “standards” Learning objects SCORM IMS Learning Design Reuse of digital learning resources

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CSCL and Standards for Learning Technologies

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  1. CSCL and Standards for Learning Technologies Ola Berge Netværket IKT og Læring, e-Learning Lab at Aalborg University, 26.10.2006

  2. Outline • Learning technology “standards” • Learning objects • SCORM • IMS Learning Design • Reuse of digital learning resources • Current status of CSCL research and standards • Why standards will become important for CSCL research

  3. Motivation for standardization • Improve cost efficiency in learning resource development • Improve quality of learning experiences • Obtained by reuse of learning resources

  4. Learning objects • Learning objects facilitate reuse • Modular units, assembled to create larger constructs (e.g. lessons) • Two components: • Metadata & content

  5. LO example

  6. <lom xmlns="http://ltsc.ieee.org/xsd/LOM"> <general> <identifier> <catalog>URI</catalog> <entry>http://www.uio.no/~olaberge/LO/CS_110</entry> </identifier> <title> <string language=”en”>Heap Sort Visualization</string> </title> <language>en</language> <description> <string language=”en”> The applet reveals the inner workings of the Heap Sort sorting algorithm at an abstract level. </string> <keyword> <string language=”en”>Heap sort</string> </keyword> <keyword> <string language=”en”>Java loop structure</string> </keyword> [...]

  7. SCORM • Predominant approach to standardization by early adopters • Originates in requirements from training in the US military and aviation industry • Many LMS vendors claim conformance

  8. SCORM • The goal is to “provide access to the highest quality education and training, tailored to individual needs, delivered cost-effectively anytime and anywhere” (ADL, 2004) • “aims to foster creation of reusable learning content as ‘instructional objects’ within a common technical framework for computer-based and Web-based learning” (ADL, 2004)

  9. SCORM content organization

  10. Concern with SCORM • “SCORM is essentially about a single-learner, self-paced and self-directed. It has a limited pedagogical model unsuited for some environments.” (Kraan & Wilson, 2002)

  11. IMS Learning Design • Reuse of teaching strategies and educational goals • Support pedagogical diversity and innovation • A learning design describes, in a formal meta-language, the way “people in specific groups and roles engage in activities using an environment with appropriate resources and services” (Oliver & Tattersall, 2005, p. 21)

  12. Learning design as a script • Metaphor: Learning Design as a script for a theatrical play • Persons in roles • Performs activities within environments • Methods: Plays, acts, and role-parts

  13. Concern with IMS LD • IMS LD is a complex specification • It requires a supporting framework of components and services • Such support still under development

  14. Reuse • Generally understood to involve materials that are created once and used numerous times in various contexts, in the form of learning objects (Downes, 2004; Duval & Hodgins, 2004; Littlejohn, 2003a; Wiley, 2000) • Forms of reuse: • Reuse as is • Repurposing (reuse in a different context) • Customization (reuse with adaptations made) (Doorten, Giesbers, Janssen, Daniels, & Koper, 2003)

  15. Taxonomy of Reuse

  16. Standards and the Taxonomy • How do the standards address the four levels of reuse? • Primary: SCORM – learning objects described with IEEE LOM metadata • Secondary: Not explicitly addressed. Can be part of an IMS LD learning unit • Tertiary: IMS LD, (SCORM) • Quaternary: None

  17. Computer Supported Collaborative Learning • CSCL is “concerned with meaning and the practices of meaning-making in the context of joint activity and the ways in which these practices are mediated through designed artifacts.” (Koschmann, 2002) • Meaning-making as social practices of joint meaning-making (Stahl, 2002) • Artifact mediation can be seen more generally than just transmission of personal opinions through a technological artifact. (Stahl, 2003)

  18. CSCL and standards • Modest, but growing interest in learning technology standards and specifications • Little interest in SCORM • More attention on IMS LD • Collaboration scripts

  19. Current focus of CSCL • Experimental systems • Sustainable deployment currently in the background • But not for long?

  20. An opportunity for CSCL • Insights reified within CSCL systems • Learning technology standards facilitate a looser binding • Standards represent an opportunity for sustainable deployment of CSCL systems

  21. A challenge • Providing support for students’ learning processes by structuring activities • Allowing sufficient flexibility for productive collaborative learning processes to develop

  22. Thank You! http://folk.uio.no/olaberg/

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