LOs Modelization Miguel CBUC June 2004
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Modeling Learnig Objects
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LOs Modelization Miguel CBUC June 2004
- 1. Structure of LO’s Modeling for eLearning Miguel Rodr í guez Artacho UNED University [email_address]
- 11. Educational Content IMS -LD EML PALO … IMS CP IMS SS SCORM 1.2 SCORM 1.3 Description levels of an educational material IMS -QTI IMS -DR Pedagogical Information Pedagogical/Instructional Educative processes y activities. Collaborative tasks and activities Activity/Task Small LO’s, assets and formatted content Content Navigational model Structure Sequencing, prerrequisites, deadlines, dependencies Sequencing Interoperability parameters with LMS Management
- 14. Educational Content IMS -LD EML PALO … IMS CP IMS SS SCORM 1.2 SCORM 1.3 Description levels of an educational material IMS -QTI IMS -DR Pedagogical Information Pedagogical/Instructional Educative processes y activities. Collaborative tasks and activities Activity/Task Small LO’s, assets and formatted content Content Navigational model Structure Sequencing, prerrequisites, deadlines, dependencies Sequencing Interoperability parameters with LMS Management
- 16. Map SS and CP XML (Extensions)
- 18. Current Authoring model using LO’s Source: Carnegie Mellon www.lsal.cmu.edu/lsal
- 24. Educational Content IMS -LD EML PALO … IMS CP IMS SS SCORM 1.2 SCORM 1.3 Description levels of an educational material IMS -QTI IMS -DR Pedagogical Information Pedagogical/Instructional Educative processes y activities. Collaborative tasks and activities Activity/Task Small LO’s, assets and formatted content Content Navigational model Structure Sequencing, prerrequisites, deadlines, dependencies Secuencing Interoperability parameters with LMS Management
- 29. LD: XML - top level
- 30. LD: XML - method
- 31. LD: XML - components
- 35. Cognitive Design Process Creation of a generic domain to describe content matter = ONTOLOGY Creation of one or more instances for a particular domain matter Conceptualisation Phase Instantiation Phase
- 36. An example: Models and Meta-Models Prob004 Prob003 Prob002 Prob001 Involve Con 031 Sol 023 Is Solution Model Instance Concept Involve Problem Is Solution Solution
- 38. PALO production cycle PALO Template (DTD) Domain Knowledge Base PALO File (XML) PARSER
- 39. Editing Process PALO Compiler Domain Model PALO Document Student Scenario Tutor Scenario
- 40. Structure of LO’s Modeling for eLearning Miguel Rodr í guez Artacho UNED University [email_address] www.uned.es Thanks!
Notes de l'éditeur
- Los LO son ladrillos o elementos bñasicos de la construcción de un escenario educativo. La creación de estos contenidos se hace mediante la asociación de metainformación a los objetos educativos y la búsqueda y recuperación de los mismos para reusarlos de acuerdo a su nivel de granularidad
- Figure I.1 above shows the various steps in the sequencing process. The control process is shown on the left. In normal operation, the overall sequencing process flows from navigation behavior to termination behavior to sequencing behavior to delivery behavior, followed by a wait while the learner interacts with the content resource, as described in steps 4-12 above. The right side of Figure I.1 shows the learner’s view of the learning experience . A content resource is delivered to the learner. The learner interacts with the content resource and results may be returned to the tracking model. The learner triggers an event that maps to a navigation request. The navigation request triggers the various steps in the sequencing process. Throughout all sequencing processes, a collection of state and tracking model data is maintained. Content resources may directly set values in the tracking model through a runtime communications interface to tracking model; this interface is not part of the specification and is not required. All of the other sequencing processes access and update elements of the tracking models. Changes to the state of an activity occur because of learner interaction with a content resource delivered for the activity or one of its descendents. If an external event affects the tracking, such as an instructor changing a grade, the model assumes processes are invoked as required to update the activity state model.
- A play, as in a theatrical play, consists of acts, although there can be one-act plays. As in a theatrical play, acts run in sequence, with one starting when the previous act has finished. The transition from one act to another serves a synchronisation point for the multiple participants in a learning design. As in a theatrical play, an act includes one or more role-parts, which are ‘on stage’ at the same time. A role-part references both the role and the activity it is to perform in the act. Effectively it assigns an activity to a role, analogous to the script that the role has to perform in the act. An activity includes an activity-description and typically a pointer to an ‘environment’. The activity description says what the role should do with the things included in the environment, although it may have no environment, e.g. when it simply describes an offline activity. An environment may include both learning objects (content, content packages, SCOs, RIOs etc.), and/or services such as email and conference facilities which are to be used in the activity. The horizontal line dividing the diagram indicates the elements that are included in the method, which are above the line, and those included in the components, which are below the line. Thus the role-part acts as the link between these the method and the components.