Transcript Seamless production of interoperable e

TenCompetence Workshop, Sofia
Seamless production of
interoperable e-Learning
units: stakes and pitfalls
Nadia Spang Bovey
Nicolas Dunand
18 juillet 2015
Institutional context
• An on-campus University
• A Centre providing pedagogical support to teachers
• Main aim = designing learning activities and scenarios
Learning scenarios convey
teachers’ personal views
and know-how
BUT
Learning scenarios are stuck
in the Learning Management
Systems
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Background of the experiment
• A need to establish a design and production process
that:
– integrates reusability and interoperability issues
– is based on generic computer skills
Experiment the potential and shortcomings
of the IMS Learning Design methodology
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Approach
A three-step process:
Design of the
learning scenario
UML-like
activity diagram
IMS-LD level B
learning unit
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Identifying learning objectives
and suitable activities +
interactions
Modelling the course scenario
with roles and the
learning/teaching process
Writing the compliant xml
file (editing software +
manual coding)
Topics
• Course description and pedagogical modelling
• Design and conception of the learning unit
• Running the learning unit
• Remaining issues
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Course description
• A two-semester online course in Information
Theory at Bachelor level.
• Several learning paths and types of exams
• Various study helps, such as control
questions, exercises, videos and online
demonstrations
• Online tutor, who answers questions and
monitors the learning journal
• Propositions of exam projects and validation
by professor through forum
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Pedagogical modelling
• Textual and visual
representation of:
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–
–
–
roles
activities
decision points
timeline
• No editor can
directly generate
IMS-LD XML file
from UML diagram
MOTplus, though not
UML, can generate level
A files
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Design of the learning unit - 1
• translating the pedagogical scenario (human
semantics) into IMS-LD concepts : roles, activities,
role-parts, method, …
• building logical entities of learning resources :
IMS-LD “environments”
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concept map
printable text
browsable text
recorded conference
questions (no QTI implemented yet)
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Design of the learning unit - 2
• translating pedagogical scenario (human semantics)
into IMS-LD concepts : roles, activities, role-parts,
method, …
• building IMS-LD “activities”, i.e.
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choose learning path
select exam type
write learning journal
assess learner’s progress
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Design of the learning unit - 3
• translating pedagogical scenario (human semantics)
into IMS-LD concepts : roles, activities, role-parts,
method, …
• scenario construction through association of roles with
activities : build IMS-LD “role-parts”
–
–
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–
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introduction
course discovery
tutor’s support activities
teacher’s support activities
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Design of the learning unit - 4
• translating pedagogical scenario (human semantics)
into IMS-LD concepts : roles, activities, role-parts,
method, …
• IMS-LD “properties” and “conditions” (level B) are used
to
– track learners’ progress
– store and monitor learners’ profile and choices (language,
learning path, exam type, …)
– make new activities available
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Running the learning unit
• The CopperCore runtime environment was used for
testing purposes
– allows rendering of the IMS-LD levels A, B, C
– provides some services such as e-mail, monitoring, but
not fora, QTI (questions & tests), etc.
– allows multi-user administration
– interprets XHTML files using the IMS-LD global-elements
model (to store and view properties)
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CopperCore : tutor’s view
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CopperCore : learner’s view
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Remaining issues
• Three-step production process is too complex
– Course design and production by the professors or their
teaching assistants
– The generation of IMS-LD files should be embedded into
simple design tools (LAMS inspired, e.g.)
– Those should be integrated into LMS used at university
• No compliant Learning Management System
– CopperCore is good for testing the specification but does
not match the requirements
The relevant product would be an IMS-LD compliant
VLE with learning activities design functionalities
and automatic generation of IMS-LD XML files
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Conclusion - 1
• The modeling of the Online Course in Information
Theory served two major objectives:
1. test the adequacy of the IMS-LD specification to describe
real-life courses that were not designed on purpose
2. identify the conditions needed for its adoption to ensure
the portability of the online courses on a large scale.
1. Promising results:
– IMS-LD proved being adequate to successfully model
the 28 weeks of learning activities and all the related
tools and interactions
– The learning unit can be run successfully using a
rendering engine such as CopperCore
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Conclusion - 2
2. Pitfalls:
– The UML modelling and the translation of the activity
diagram into IMS-LD concepts of activities, activitystructures and proprieties are out of reach of the
typical staff in an educational context
– The large-scale use of the specification will remain an
unviable option in an institution with no dedicated
course production unit
Thank you for your attention!
[email protected]
[email protected]
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