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LO  LA From a Learning Object centric view towards a Learning Activity perspective

LO  LA From a Learning Object centric view towards a Learning Activity perspective. Hans Hummel & Rob Koper Open University of the Netherlands. Set-up of presentation. Current needs in practice Current status of LT and LMS IMS-LD: LT that moves from LO  LA. Needs.

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LO  LA From a Learning Object centric view towards a Learning Activity perspective

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  1. LO  LAFrom a Learning Object centric view towards a Learning Activity perspective Hans Hummel & Rob Koper Open University of the Netherlands

  2. Set-up of presentation • Current needs in practice • Current status of LT and LMS • IMS-LD: LT that moves from LO  LA

  3. Needs • Pull for bringing people-to-people • Active learning in communities: LA that may use LO (LA perspective) • Clear and more innovative design concepts and supporting tools in LT • More advanced specifications, architectures and LMS (Multi-learner, social context, …) • Pedagogy- neutral methods and LMS

  4. Status • Push for bringing people-to-content • Learning objects in repositories: LO that may be used for LA (LO paradigm) • LT not guided by instructional principles • Single learners and one ‘teacher’ modelled in the LMS • Pedagogy- / Domain specific methods and LMS (limitations to SCORM)

  5. A word on Learning Objects • Units of Content • An animation of how a fridge works • A map of the middle east • A list of first names of fellow statesmen • The idea: • pick-and-mix these units from repositories to create or adapt an e-learning course which is then presented to the learner

  6. 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 other staff ??? • Need a way of describing the whole teaching-learning process, not just the learning objects involved !!! • Pedagogy = the act or process of teaching • IMS Learning Design: Interoperability of e-learning content AND processes

  7. What IMS LD is not …. • Not an instructional method • … can be used to describe many methods • Neither pedagogically neutral or ‘agnostic’ in the sense of not caring / knowing about pedagogy • … rather it requires the designer to be explicit about his/her pedagogical choices in the learning process • Not a guarantee of good education • … can use it to describe poor learning processes • Not a programming language • … although many characteristics are shared

  8. What is IMS LD then? • A learning technology specification • IMS Learning Design is used to model units of learning • A model of the activities, content, tools and workflow for learners and staff to accomplish one or more learning objectives • Who does what, when, with whom and using which learning objects and services

  9. What’s a model and what use is it? • Learning processes are described using the concepts in the IMS LD language • For example, we can create a model of problem based learning • These models can be ‘played’ in an IMS-LD-aware player • Analogous to marking-up learning materials in HTML and having a browser interpret them

  10. Method 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 Components play Activity- Description with thanks to Bill Olivier of CETIS

  11. Summary: How does IMS LD work? • The specification provides a language in which to describe learning processes; • Software which is written to this specification can play such a description and support learners and staff in the learning process Learners (and staff) use anLD-aware software application in(a part of) their learning process Designers create Units of Learning … Unit ofLearning Design time Run time

  12. OK, but where are the tools? • You will need: • A way of creating Units of Learning • A way of coupling an abstract Unit of Learning to specific learners (instantiating it in a “run”) • A way of playing the run so that learners/staff can experience the Unit of Learning • In 2005 we are seeing authoring+player software being made available, together with examples

  13. Hans, that’s rather a lot of information • True, but there’s help available, e.g. • www.unfold-project.net • Koper & Tattersall (Eds) (2005). Learning Design: A Handbook on Modelling and Delivering Networked Education and Training. Springer Verlag. • Aim: to accelerate the adoption, implementation, use and further development of open standards such as IMS LD • How: Via Communities of Practice, F2F meetings and publications

  14. Thanks for your attention

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