EML and Learning Design

EML and Learning Design Colin Tattersall Educational Technology Expertise Centre Open University of the Netherlands

Overview • A word or two on who I am • Relationship between EML & Learning Design • Why I think IMS-LD is important • Brief sketch of IMS-LD • Re-use in IMS-LD • How can staff be supported in using IMS-LD? • Summary • Discussion • (I will not be showing pieces of XML)

Colin Tattersall • British, 11 years in NL; • Computer Scientist; • Exposure to Computer Based Learning and Intelligent Tutoring Systems in late 80s at CBL Unit, Leeds University; • Last few years: product manager at software company producing XML-based authoring/content management systems; • Started at OUNL on Nov. 1st 2002

Overview • A word or two on who I am • Relationship between EML & Learning Design • Why I think IMS-LD is important • Brief sketch of IMS-LD • Re-use in IMS-LD • How can staff be supported in using IMS-LD? • Summary • Discussion

EML and Learning Design (1) • Educational Modelling Language (EML) • developed by OUNL in the late nineties • made generally available December 2000 • brought into the standardisation process, formed the basis for ….. • IMS Learning Design v1.0 Final Specification • Approved February 10th 2003

EML and Learning Design (2) • Some important differences:

My first steps in the e-learning world • Downloaded Microsoft’s LRN 3.0 Toolkit • IMS Content Packaging • IMS Meta-data • Downloaded all example content packages • Things were looking good ….

Things were looking good, but … • Some engaging content, but each example seemed to be a slight variation of the previous; • Learning felt like (only) consuming content • Support often looked like page-turning • Is this the style of e-learning that the IMS specifications are about?

From Learning Objects to Learning Activities • What about situations in which learning happens without learning objects? • What about when several learners cooperate to solve a problem? • Where are the teachers and staff? • Learning Design: • Modelling the performance of individual and group learningactivities designed to attain learning objectives and, in the process, making use of learning objects.

Making IMS-LD ‘learning experiences’ • Learning processes are modelled in the IMS-LD ‘language’ • These models are ‘played’ in an IMS-LD-aware player; • Analogous to marking-up learning materials in HTML and having a browser interpret them

IMS-LD concepts • People act in different roles • working towards certain objectives • by performing learning and/or support activities • within an environment, consisting of learning objects and services used in the performance of the activities. • Analogy with a play ….

Act 1 Act 2 Act 3 Act 4 Act 5 Role-part 1 Role-part 2 Role-part 4 Role-part 5 Environment Learning objects Learning services Role Activity play Activity- Description

Who does what, when?

But what do students and staff see? • The diagram helps to identify roles, activities, acts, etc, easing the creation of an XML-based representation of the learning process; • Modelling is one thing, experiencing the learning design is another; • Today there is no IMS-LD player, but • An impression can be gained through the prototype EML player … • Warning: you are about to see Dutch content

Reflecting on IMS-LD concepts • People act in different roles • Students and facilitator • working towards certain objectives • Understanding the role of learning technology standards • by performing learning and/or support activities • Answering questions, discussing, reading, … • within an environment, consisting of learning objects and services used in the performance of the activities. • Material on standards, discussion forum, …

Re-use and IMS-LD • Separation of learning objects and services from the educational method used in the unit of learning. • Individual learning designs can be applied in different areas • PBL in psychology, computer science, sociology, … • Learning objects can be used in different learning designs • A map of North Korea: use in programmed instruction, PBL, Role-playing exercise

Support today • IMS-LD approved on Feb. 10th 2003; • Still quite a lot that needs to happen: • No IMS-LD player yet (EML players though) • No authoring tools yet (some initiatives though) • But, staff can already benefit from the philosophy of IMS LD by focusing on learners’ activities and objectives

Summary: EML & Learning Design • We now have an approved IMS specification in the area of pedagogy; • Will help put approaches to learning and teaching on product development agendas; • Opportunity to move away from designing for lone-learners reading from screens to focus on the performance of individual and group learning activities designed to attain learning objectives

EML and Learning Design