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Creating learning designs for reuse. Outcomes of the IDLD project

Research funded by. Creating learning designs for reuse. Outcomes of the IDLD project. http://www.idld.org/. Olga Marino Gilbert Paquette Presented by: Karin Lundgren-Cayrol Michel Léonard Ileana de la Teja Canada Research Chair in Cognitive Engineering, TÉLUQ à UQAM

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Creating learning designs for reuse. Outcomes of the IDLD project

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  1. Research funded by Creating learning designs for reuse. Outcomes of the IDLD project http://www.idld.org/ Olga Marino Gilbert Paquette Presented by: Karin Lundgren-Cayrol Michel Léonard Ileana de la Teja Canada Research Chair in Cognitive Engineering, TÉLUQ à UQAM MERLOT Conference, 8-11 August, 2006 Ottawa

  2. Plan • Project Goal and Objectives • Context • Deployment Strategy • Implementation Process, Tools and Participants • Results, Conclusions and Next Steps • Questions

  3. Project Goal and Objectives Goal Deploy and Implement the IMS Learning Design Specification in Canada Objectives • Elaborate a deployment and implementation strategy • Develop methodological instruments • Develop and provide tools to facilitate implementation of IMS LD • Field test instruments and tools

  4. Context IMS LD IEEE LOM IMS CP eduSource 2001-03 R2R 2003 – 2004 UNFOLD 2003 - 2005 LORNET 2003 - 2008 IDLD 2005 -2006 TELCERT 2005 - Instructional Design for LD MOT+LD editor Modeling technique Implementation process Deployment strategy GLOBE Reusable Units of Learning

  5. Deployment Strategy • Present and explain • Main concepts of the IMS Learning Design Specification • Advantages and limitations • Make available adequate tools • MOT+LD graphical editor • PALOMA Repository and Metatagger • Provide guidelines and methods • Instructional design principles, structured description, etc. • Modeling technique • Provide expertise • Face to face workshops • Email support • Communities of Practice (Unfold, IDLD, TELCERT,) • Build Repository LD Units of Learning • UoL Generic Templates • Reusable UoL and Examples • Best Practices

  6. Implementation Process, Tools and Participants(1) • Present basic concepts • Demonstrate process and tools • Provide basic methodological help • Unit of Learning Selection Criteria • Instructional Design Principles • Elaborate a structured description • Model a Level A Unit of Learning • MOT+LD Editor • Modeling Technique • Add Levels B and C • RELOAD Editor

  7. Process, Tools and Participants(2) • Validate Unit of Learning • RELOAD Player • TELOS LD Player (coming soon) • Reference, Document & Reuse and Adapt • PALOMA Metadata Tagging Tool • Structured description • Generic templates • Fully developed UoLs • PALOMA Search Mechanisms • Keyword search • Advanced Search by Classification and Relation • Replay UoLs • IMS LD compliant LMS • COPPERCORE • RELOAD PLAYER • LAMS • ELIVE

  8. Participants in the field trials • Simon Fraser University • Concordia University • Canada School of Public Service • TÉLUQ

  9. Simon Fraser University • Laboratory for Ontological Research • 1 researcher and 2 students • Expertise • Instructional design and eLearning strategies • IMS LD specification • little knowledge about graphical modeling • Produced 15 UoLs • Descriptions and Best Practices • graphical models • xml manifest files • Comments • Granularity a problem of reuse • MOT+ LD easily acquired • Complex specifications

  10. Concordia University • Albee Team at CSCP • 2 researchers and 4 students • Expertise • Instructional design and eLearning strategies • Some graphical modeling knowledge • No IMS LD knowledge • Produced 20 UoLs • descriptions • graphical models • xml manifest files • a Rubric type selection grid • Comments • Granularity and generality of UoL’s • MOT+ LD easily acquired

  11. Canada School of Public Service • Québec and Montréal Division • 1 training manager • 2 Instructional Designers • Expertise • Community of Practice Learning Strategies • eLearning • No knowledge of IMS LD or graphical modeling techniques • Produced 5 UoLs • 1 structured description • graphical models • xml manifest files • Comments • Need more support to implement IMS LD • Easily acquired modeling techniques • MOT+ LD provided them with a ‘common language’

  12. TÉLUQ • CICE (Chaire de recherche en informatique cognitive et éducation) • 4 researchers • Expertise • Instructional design and eLearning strategies • Graphical modeling experts • IMS LD experts • Produced UoLs • Descriptions • Graphical 20 models • Generic templates • Variations of existing models • xml manifest files • Comments • Granularity and generality of UoL’s • Metatagging and classification of UoLs and Templates • Analyse variants of same UoL

  13. Conclusions and Next Step • Tools are adequate, but still need to be refined • Develop a web based editor • Revise guides and add modeling examples • Implementation strategy enough to provide insights, but not to develop autonomy • Diversify audience • Carry out more field experiments • Gather specific and generic examples • Elaborate Best Practices • Measure overall impact in 6 to 12 months • Number of visits and demands for tools • Number of new UoL in the Repository

  14. Questions IDLD SITE: http://www.idld.org Contact person: olga.marino@teluq.uqam.ca

  15. Thank you!

  16. A Unit of LD Structure Method Learning Objectives Prerequisites Play Each act’s scenario is composed of Act 2 Act 1 P Role-parts Environnement Activity Structure Learner Learning Activity External UoL Activity Structure Support Activity Conditions Notifications B&C

  17. SFU MODELS • 4 Group Work Strategies • 10 Units from an Online Business Administration Course • 1 student teams achievement divisions

  18. Concordia University • 3 Nuggets / Patterns • 12 collaborative designs k-12 • 5 UoLs according to instructional and learning theories • Behavioral • Cognitivist • Cognitive apprenticeship • Constructivism • Problem based learning

  19. Canada School of Public Service • Human Relations Course • Community of Practice Quebec • Learning the CoP software • CoP Learning Events • Question of the week (online) • Case study • Luncheon Training (blended) • Special Event • Special Workshops

  20. Tools • MOT+ LD Editor: Construct Level A UoL • RELOAD LD Editor: Add Levels B and C • RELOAD Player: Execute the UoL • PALOMA Repository: Reference, classify, archive and retrieve UoLs • Generic UoLTemplates • Examples • Best Practices

  21. MOTPlus and editors • MOTPlus graphical modeling software • Obect oriented modelling • Relatioships built on Cognitive Sciences • Editors • Standard • Educational (IMS LD compliant) • Ordinogram ( • Ontology (OWL based )

  22. PALOMA – A resource Manager • Repository of LO Banks • Metadata tagger based on IEEE LOM • Learning Resource and metadata record manager • Five search types • Key word • Browsing classification schemes • Browsing classified folders • By metadata and combination thereof • Federated search in external Banks • MERLOT • EdNa online • Smete • Ariadne

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