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Using Standards in E-Learning: Frameworks and Approaches for Effective Learning Environments

This document explores the integration of standards in e-learning, focusing on information technology and its role in enhancing training and application domains. Key elements include definitions of e-learning, the reflection on content, competencies acquired by learners, and the construction of resources that leverage digitalization. It discusses Learning Content Management Systems, pedagogical units, and the significance of ontologies and metadata in e-learning environments. The examination includes how standards like SCORM facilitate content organization and sharing, discussing functional and query languages relevant to e-learning applications.

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Using Standards in E-Learning: Frameworks and Approaches for Effective Learning Environments

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  1. Using Standards in e-Learning Claude Moulin UMR CNRS 6599 Heudiasyc University of Compiègne (France)

  2. Some e-learning features • Definitions of e-Learning usually emphasize on network utilization (''e'' in e-learning) and on Information Technology. • Added requirements • two domains: training domain, application domain • reflection on content • Objectives of training session, • Competences acquired by learners, etc. • Concepts of the application domain and the relations between these concepts • construction of new resources taking into account possibilities offered by Information Technology: • digitalization of old resources is generally not enough, • redefinition of actors roles according to situations • teachers, learners, tutors.

  3. E-Learning applications • Learning Content Management Systems • Creation of resources • (distributed) Repositories of resources • Portfolios, Pedagogical Web sites • Learning Organizational Memories • Modeling of the domain and indexing of resources on domain concepts • Learning Management Systems • Organization of content in pedagogical units (activities) • Scheduling of P.U. • Student Assessment

  4. Instructional Design Semantic Web E-Learning Two influences – integration?

  5. Language Levels • Conceptualization • Pedagogical scenarios • Meta data - Ontology - Knowledge Base • Operationalization • Operational languages • Composition of pedagogical units • rules for Sequencing activities • Functional languages used in knowledge base engines • Rule languages • Query languages

  6. Conceptual level

  7. XML Schema for metadata: LOM File name, browser type Narrative Text, learning time test

  8. OWL: Web Ontology Language • Ontology • Definition Concepts (classes) and relations (properties) between concepts • Axioms on concepts and relations • Restrictions on relations • Different level of ontology • Knowledge base • Adding extensions (set of individuals) to concepts • Axioms on individuals • Requires management systems for making inferences • True, inferred true, false, inferred false, unknown • Limitations • OWL does not allow to represent all ontology features (points of view, attenuated transitivity)

  9. XTM: ML for Topic Maps • Ontology • Definitions of classes and subclasses of topics • Relations (association) on classes of topics • Axioms on classes of topics • Knowledge Base • Topics as instances of classes of topics • Axioms on topics • Features • Occurrence: for linking topics and resources to classes of topics • Scope: associations between topics can be considered inside a scope

  10. Use of ontologies in e-Learning • Currently • Indexing of resources • Modeling of training domain and application domains • Future?? • describing e-Learning Services?

  11. Pedagogical Scenarios • Pedagogical Unit: composed of Pedagogical Scenarios • A complete training course, a lesson, etc. • Pedagogical Scenario: composed of sequence of Pedagogical Acts • Bricks for building a learning process • a problem solving activity, an experiment • Pedagogical Act: An atomic task • Read a text, write a document, do a synthesis, etc.

  12. IMS-LD • Origin • EML – Educational Modeling Language • meta-language for describing pedagogical models from concepts involved in the learning process • Open University of Netherlands IMS-LD • Language defined by an XML Schema • The conceptual model • Make easier specifications and implementations • Three levels of representation • Static: the sequencing of activities is the same for all • Dynamic: the sequencing may depend on properties (tests) • Events: activities based on notifications (messages)

  13. Operational Level

  14. Learning Management Systems • SCORM: suite of technical standards that enable web-based learning systems to find, import, share, reuse, and export learning content in a standardized way.  • Content Aggregation Model (CAM) • Run-Time Environment (RTE) • Sequencing and Navigation (SN)

  15. SCORM - CAM • It describes the components used for structuring the content. • Asset : atomic pedagogical content. any resource which can be displayed in a browser. • SCO (Sharable Content Object) : Composed by assets capable to communicate with a LMS. • CO (Content Organization) : structure describing the composition of assets and SCOs in activities • SCOs are described using the LOM model

  16. Functional languages • Semantic Web Management Frameworks require functional languages: • Rule languages for reasoners • Ex: HP Jena Framework [rule1: (?a tg:rel ?b), (?b tg:trans ?c) -> (?a tg:rel ?c)] • Other languages: ruleML, SWRL • Query languages • RDQL (query language for RDF) SELECT ?x WHERE (?x, <tg:is_situated_in>, <tg:france>) USING tg FOR <http://terregov#>

  17. Conclusion • Will the Semantic Web Change Education? • Services for e-Learning? • Which model for services? • How is it possible to integrate instructional design and semantic web features when designing e-learning sessions?

  18. References • EML • http://eml.ou.nl/ • Rob Koper papers, from 1998 to 2003 • SCORM • http://www.adlnet.org/ • HP Semantic Web Programme • http://www.hpl.hp.com/semweb/ • KAON • http://kaon.semanticweb.org • Journal of Interactive Media in Education • DIG Group • http://dl-web.man.ac.uk/dig

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