EML, IMS Learning Design and

IMS Simple Sequencing

Colin Tattersall

Educational Technology Expertise Centre

Open University of the Netherlands

Overview

­ A­word­or­two­on­who­I­am­ EML,­Learning­Design,­Simple­Sequencing

­ What­are­they?­ How­do­they­relate­to­each­other?­ What­are­their­strengths/weaknesses?

­ Summary­ Discussion

Colin­Tattersall

­ British,­11­years­in­NL;­ Computer­Scientist;­ Exposure­to­Computer­Based­Learning­and­

Intelligent­Tutoring­Systems­in­late­80s­at­CBL­Unit,­Leeds­University;

­ Last­few­years:­product­manager­at­software­company­producing­XML-based­authoring/content­management­systems;

­ Started­at­OUNL­on­Nov.­1st­2002:­ OTEC,­Development

Overview

­ A­word­or­two­on­who­I­am­ EML, Learning Design, Simple Sequencing

­ What are they?­ How­do­they­relate­to­each­other?­ What­are­their­strengths/weaknesses?

­ Summary­ Discussion

Educational­Modelling­Language­(EML)

­ Developed­by­OUNL­in­the­late­nineties­ Made­generally­available­December­2000

­ Language­for­describing­Units of Learning­ All­the­content­and­processes­in­function­of­learning­something­

­ A­model­of­the­activities,­content,­tools­and­workflow­for­learners­and­staff­to­accomplish­one­or­more­learning­objectives

­ Examples:­module,­course,­curriculum,­practical,­lesson,­…

Educational­Modelling­Language

­ Brought­into­the­standardisation­process­via­IMS­in­2001­(www.imsglobal.org)

­ IMS­goals:­ “Defining­the­technical­specifications­for­interoperability­

of­applications­and­services­in­distributed­learning”­ “Supporting­the­incorporation­of­the­IMS­specifications­

into­products­and­services­worldwide”

­ IMS­SIG­on­Instructional­Design­which­led­to­…­

IMS­Learning­Design­v1.0

­ Approved­February­the­10th­2003­ EML­will­now­no­longer­maintained­or­updated­ EML­and­IMS­Learning­Design­are­very­similar,­

though­there­are­some­differences­…­

EML­and­Learning­Design

EML IMS LD Produced­by­OUNL­and­made­available­to­the­learning­technology­community;­

A­specification­developed­and­promoted­by­IMS;­

Contains­a­content­model,­indicating­how­learning­objects­should­be­structured­(based­on­the­DocBook­DTD);­

No­content­model.­Use­of­XHTML­recommended,­although­other­content­supported­(eg­RTF);­

A­single,­all-embracing­approach­to­developing­learning­experiences;­

A­framework,­integrated­with­IMS­Content­Packaging­and­integrating­­IMS­Meta­Data,­IMS­Question­&­Test­Interoperability,­IMS­Simple­Sequencing­and­other­IMS­specifications;­

­

But­why­EML/IMS­LD?

­ Pedagogical­meta­model­ Offers­a­level­of­abstraction­enabling­different­

educational­models­to­be­described­ Software­which­knows­about­the­meta-model­can­

interpret­specific­models—model­an­approach­to­learning­(eg­problem­based­learning)­and­have­it­executed­(‘played’)

­ Moves­the­focus­from­Learning­Objects­to­Learning­Activities­….

My­first­steps­in­the­e-learning­world

­ Downloaded­Microsoft’s­LRN­3.0­Toolkit­­ IMS­Content­Packaging­ IMS­Meta-data

­ Downloaded­all­example­content­packages­ Things­were­looking­good­….

Things­were­looking­good,­but­…

­ Some­engaging­content,­but­each­example­seemed­to­be­a­slight­variation­of­the­previous;

­ Learning­felt­like­(only)­consuming­content­ Support­often­looked­like­page-turning

­ Is­this­the­style­of­e-learning­that­the­IMS­specifications­are­about?

From­Learning­Objects­to­Learning­Activities

­ What­about­situations­in­which­learning­happens­without­learning­objects?

­ What­about­when­several­learners­cooperate­to­solve­a­problem?

­ Where­are­the­teachers­and­staff?

­ Learning­Design­meta-model:­­ Modelling­the­performance­of­individual­and­group­learning­activities­designed­to­attain­learning objectives­and,­in­the­process,­making­use­of­learning objects.

Making­IMS-LD­‘learning­experiences’

­ Learning­processes­are­modelled­in­the­IMS-LD­language

­ These­models­are­‘played’­in­an­IMS-LD-aware­player;

­ Analogous­to­marking-up­learning­materials­in­HTML­and­having­a­browser­interpret­them

IMS-LD­concepts

­ People­act­in­different­roles­ working­towards­certain­objectives­ by­performing­learning and/or support activities­ within­an­environment,­consisting­of­learning

objects­and­services­used­in­the­performance­of­the­activities.

­ Analogy­with­a­play­….

play

Act 1 Act 2 Act 3 Act 4 Act 5

Role-part 1

Role-part 2

Role-part 4

Role-part 5

Role Activity Environment

Learning objects

Learning services

Activity-Description

Who­does­what,­when?

But­what­do­students­and­staff­see?

­ The­diagram­helps­to­identify­roles,­activities,­acts,­etc,­easing­the­creation­of­an­XML-based­representation­of­the­learning­process;

­ Modelling­is­one­thing,­experiencing­the­learning­design­is­another;

­ Today­there­is­no­IMS-LD­player,­but­ An­impression­can­be­gained­through­the­

prototype­EML­player­…

­ Warning:­you­are­about­to­see­Dutch­content

Reflecting­on­IMS-LD­concepts

­ People­act­in­different­roles­ Students and facilitator

­ working­towards­certain­objectives­ Understanding the role of learning technology standards

­ by­performing­learning and/or support activities­ Answering questions, discussing, reading, …

­ within­an­environment,­consisting­of­learning objects­and­services­used­in­the­performance­of­the­activities.­ Material on standards, discussion forum, …

Having­been­introduced­to­EML­and­LD,­

here’s­Simple­Sequencing­…

IMS­Simple­Sequencing

­ Released­March­2003­ Will­be­part­of­SCORM­1.3­ “Simple"­because­it­includes­a­limited­number­of­

widely­used­sequencing­behaviours,­not­because­the­specification­itself­is­simple.

­ WARNING:­some­terminological­differences­with­LD­ahead

What­Is­Sequencing?

­ Predictable,­consistent­ordering­and­delivery­of­learning­activities,­in­an­instructionally­meaningful­manner,­regardless­of­delivery­environment­ Designers/authors­specify­sequencing­behaviors­at­design/authoring­time.

­ Activities­are­sequenced­at­time­of­delivery­depending­on­specified­behaviors­and­the­learner’s­actions.­­

­ Sequencing­behaviors­are­external­from­the­content­to­enable­greater­degree­of­granularity­and­reuse

Problems­­that­­the­IMS­Sequencing­

Specification­is­Trying­to­Solve

­ Code­for­sequencing­is­embedded­with­code­inside­learning­resources

­ Sequencing­behavior­is­inconsistent­in­different­delivery­systems

­ Models­of­sequencing­are­proprietary­or­idiosyncratic

­ Models­of­sequencing­behaviors­and­activities­are­poorly­defined

SS:­Definition:­Activity­Tree

­ LMS­Sequencing­behavior­is­described­in­terms­of­traversing­the­nodes­of­an­activity­tree­to­determine­which­activity­to­deliver­to­the­learner

SS:­Content­Package­Structure

Example­sequencing­behaviour

Sequencing­Rules­

­ Rules­have­conditions­which­are­based­on­Tracking­Status­(e.g.­completed,­satisfied,­etc.)­­

­ Rules­are­evaluated­at­specific­times­during­the­various­sequencing­processes

­ Rules­include:­ Precondition­Rules

­ If­…­then­Disable­this­activity­ If­…­then­Skip­this­activity­in­flow­mode­ If­…­then­Stop­Forward­Traversal­ If­…­then­Hide­this­activity­from­Choice

­ Exit­Action­Rule­ If­…­then­Exit

­ Post­Condition­Rules­ If…­then­Continue­ If…­then­Previous­ If…­then­Exit­All­ If…­then­Retry­ If…­then­Retry­All

Example­Simple­Sequencing­Rules­…

­ Satisfied­–­evaluates to True if the Objective Progress value of Objective Satisfied Status for the objective associated with the activity (indicated by Rule Condition Referenced Objective) is True.

­ Completed­–­evaluates to True if the Attempt Progress value of Activity Attempt Completion Status for the activity is True­

Overview

­ A­word­or­two­on­who­I­am­ EML,­Learning­Design,­Simple­Sequencing

­ What­are­they?­ How do they relate to each other?­ What­are­their­strengths/weaknesses?

­ Summary­ Discussion

LD­and­SS­similarities

­ Both­offer­sequencing­mechanisms;­ Both­are­packaged­in­the­organizations­section­of­

an­IMS­Content­Package­ Both­talk­about­learning­activities;­ Both­talk­about­learning­objectives;

It’s­not­…..

Simple Sequencing

Learning Design

… because SS is single learner and LD is multi-learner and so there are things in LD which can’t be modelled in SS

“SS does not address synchronization between multiple parallel learning activities … simple sequencing recognizes only the role of the learner” (SCORM 1.3)

But­is­it­…..

Learning Design

Simple sequencing

Can everything that can be done in SS also be done in LD?

Or­is­it­…..

Are there things in SS which can’t be done in LD?

Learning Design

Simple sequencing

IMS­Learning­Design­is­a­Framework

­ An­IMS­Learning­Design­can/is­likely­to:­ Be­packaged­in­an­IMS­Content­Package­ Use­IMS­Meta-data­to­describe­various­elements­­ Incorporate­IMS­QTI­assessments­ Use­IMS­Reusable­Definition­of­Competency­of­Learning­

Objective­to­describe­Learning­Objectives­ Map­properties­to­IMS­Learner­Information­Package­

elements

­ And­may­…­ Include­IMS­Simple­Sequencing­…

SS­in­LD

­ Sub-manifests­ A­content­package­using­LD­contains­a­sub-manifest­that­used­SS,­etc.

­ In­an­LD­instance­document.­­ inside­the­environments­elements,­

­ used­to­sequence­learning­objects­and­items­contained­in­the­learning­objects.­

­ within­the­learning­object­element­­ used­to­sequence­items­that­are­contained­within­a­learning­object.­

­ Places­requirements­on­runtime­engine

Overview

­ A­word­or­two­on­who­I­am­ EML,­Learning­Design,­Simple­Sequencing

­ What­are­they?­ How­do­they­relate­to­each­other?­ What are their strengths/weaknesses?

­ Summary­ Discussion

multiple­users single­user

multiple­roles single­role­(learner)

unlimited­number­of­properties

fixed­set­of­properties­in­tracking­model

no­detailed­behavioural­model­(left­to­implementers)

detailed­behavioural­model

No­SCORM­plans­yet Planned­for­SCORM­1.3

EduBox­Player,­WebMCQ­tools

GIUNTI,­IBM­engines­­being­built

LD­and­SS

When­to­use­which­one?

­ Multiple­users/roles:­IMS­Learning­Design­ Single­user:­choice

­ External­requirements:­SCORM­1.3­ Which­players­are­available?­ Which­examples/tutorials­are­available

­ Both­likely­to­have­their­markets­ What­about­using­SS­in­LD?

­ Through­sub-manifests?­Not­Unlikely­ Within­an­LD­instance?­Unlikely

Overview

­ A­word­or­two­on­who­I­am­ EML,­Learning­Design,­Simple­Sequencing

­ What­are­they?­ How­do­they­relate­to­each­other?­ What­are­their­strengths/weaknesses?

­ Summary­ Discussion

Summary

­ LD­is­approved:­learning­and­teaching­are­getting­attention;­ Opportunity­to­move­away­from­designing­for­lone-

learners­reading­from­screens­to­focus­on­the­performance­of­individual­and­group­learning­activities­

designed­to­attain­learning­objectives­­ Horses­for­courses:­

­ LD­and­SS­will­have­their­own­niches­ IMS­aware­of­terminology­issues

Overview

­ A­word­or­two­on­who­I­am­ EML,­Learning­Design,­Simple­Sequencing

­ What­are­they?­ How­do­they­relate­to­each­other?­ What­are­their­strengths/weaknesses?

­ Summary­ Discussion