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Some Basic Ideas Behind IMS Learning Design

Some Basic Ideas Behind IMS Learning Design. Prof. Dr. Rob Koper Director of R&D into Learning Technologies Keynote 2 nd Scientific LORNET Conference Vancouver, Canada 14-18 November 2005. Standards. Research. Tools. VISION. Designers. Users. VISION. Some common Learning Situations.

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Some Basic Ideas Behind IMS Learning Design

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  1. Some Basic Ideas Behind IMS Learning Design Prof. Dr. Rob Koper Director of R&D into Learning Technologies Keynote 2nd Scientific LORNET Conference Vancouver, Canada 14-18 November 2005

  2. Standards Research Tools VISION Designers Users

  3. VISION Some commonLearning Situations

  4. VISION

  5. VISION

  6. VISION

  7. VISION

  8. VISION

  9. VISION

  10. VISION

  11. VISION What did you see? • Large variety offormal and informal learning activities • Large variety of learning environments (generic, task specific) • Sometimes individual, sometimes group interactions • In most situations some kind of support (teachers, tools) • Sometimes self-directed, sometimes teacher directed • When appropriate using technologies

  12. VISION IMS Learning Design provides a generic description of all- these learning & support activities, - including the environment in which they take place

  13. VISION How it works... Activities:- Tell about X- Write on blackboard- Ask questions - Manage group Role: Teacher Tools:Controls Communication Services: - face-to-face comm.- blackboard Environment: Classroom Tools:Tables, Pen, Paper Activities: - Listen to Information - Take Notes - Answer questions Role: Student

  14. VISION Basic Learning Design Model Role performs Activities within an Environment

  15. VISION Sequence Environment Act ActivityDescription It is not static, it is a process

  16. Visual Representation Learning-Teaching Process UML activity BPMN ad hoc notations

  17. VISION Example XML LD Coding

  18. VISION Nota Bene This notation is nothing more or less than a notation: it does not say anything about:- how to record/create the notation- how to adapt/edit the notation- how to aggregate several notations- how to use the notation

  19. Example Runtime (CopperCore Player) Individualised Learning Activities The environment associated with the selected activity Description of the seleted activity to be performed

  20. VISION Some Example Pedagogical Constructs that can be expressed with LD • The traditional pedagogical approaches • Exploratory learning approaches • Active and Collaborative learning • Adaptive learning and personalisation • Automation of workflow in the teaching-learning process • Dynamic task selection • Conditional text and runtime tracking of user performance • ePortfolio's and new forms of assessment • Multi-role activities (e.g. role-playing games) • Modelling of pedagogical patterns • …

  21. designers LD does NOT prescribe a Development Methodology(similar to UML, XML, HTML, etc.),nor does it prescribe any usage:So, how to develop and use LD?

  22. designers 4 Persons performactivities 3 Runtime system provides personalised activities for roles 1 Course Team or: individual designer 2 Unit of Learning Package Scenario 1: Deductive Design role: teacher role: student

  23. designers 4 Other groups replay activities 1 Course Run adapt or rewrite role: student role:teacher 3 Runtime Provides activities 2 Capture activities Scenario 2: Inductive Design

  24. designers LMS1 LMS2 UOL Package import LD export LD Scenario 3: Course Interoperability

  25. designers Repository Study UOL Search UOL Scenario 4: Repositories

  26. designers VISION Scenario 5: Research Standard Descriptions Educational Practice Analysis Look for patterns! What are the differences?

  27. designers Summary IMS Learning Design • Interoperable Description of the learning and teaching process in a Units of Learning • Learning & Support activities at the centre, not the content • Released as an open standard by IMS (imsglobal.org) in 2003 • Integrative framework for a large number of open standards:IMS CP, LOM, SCORM, LIP, QTI, … • Supports all types of pedagogies, also the newer ones based on social-constructivist approaches • Supports advanced learning scenarios like adaptation, collaboration, agents,..

  28. Further Information Publications • Some publications: 'Learning Design' book from Springer (overview) • Special Issue IEEE Educational Technology & Society, Jan. 2006 on Learning Design • Special Issue Journal of Interactive Media in Education on Learning Design (Dec. 2005) • Preprints of articles & presentations atdspace.ou.nl Websites: • www.unfold-project.net • Moodle.learningnetworks.org

  29. Thank You!

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