Vocabularies for describing pedagogical approach in e-learning: a scoping study
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www.cetis.ac.uk Dublin Core Metadata Initiative Conference,3-6 Oct. 2006
Vocabularies for describingpedagogical approach in e-learning:
a scoping study
Sarah Currier, Intrallect LtdSheila MacNeill, CETIS, University of Strathclyde
Lisa Corley, CETIS, University of BoltonLorna Campbell, CETIS, University of Strathclyde
Helen Beetham, JISC Consultant
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Outline• Acronym soup• Overview of project (2)• Scope of project (2)• Emerging needs in e-learning (5)• Summary of requirements (1)• Current landscape (12)• Developing vocabularies (2)• Recommendations (2)• Since the project finished (1)
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Acronym soup: JISC & CETIS
• Joint Information Systems Committee
• Centre for Educational Technology & Interoperability Standards
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Overview of project (1 of 2)
• Short review only: Aug.-Dec. 2005• CETIS Project with expert Working Group• Project Manager- Lorna Campbell; Senior Research Fellow- Sarah Currier• 24 Dec. 2005: 2 reports completed with recommendations to JISC
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Overview of project (2 of 2)Scoping the potential for development and use of one or
more pedagogical vocabularies for the UK post-16 educational communities:
1. Reviewing existing vocabularies relevant to the UK post-16 and HE education sectors
2. Reviewing technologies for capturing, developing and managing vocabularies, including relevant standards and specifications, tools, and methodologies
3. Making recommendations on:• further development work in this area• how further work could be linked with related JISC work, e.g.
e-learning and pedagogy strand
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Scope (1 of 2)Pedagogy = “The art, occupation, or
practice of teaching. Also: the theory or principles of education; a method of teaching based on such theory.”
Vocabulary = “The range of language of a particular person, class, profession, or the like.”
- OED 2005
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Scope (2 of 2)• This project was NOT developing a pedagogical
vocabulary• Broad review, gathering information in one place
for those for whom vocabularies are NOT their area of expertise
• Not JUST an inventory of controlled vocabularies; reviewing all vocabularies used to describe pedagogy, including informal, because:
Controlled vocabularies for interoperability must reflect vocabularies in informal use
in teaching and learning
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Emerging needs in e-learning (1 of 5)
1. The learning object economy
- International interest in the sharing, reuse and repurposing of learning objects …- … in describing and sharing information about the sequencing of learning objects, the educational context within which they are used, and the educational purpose that they may fulfil ... - … also from the angle of describing, specifying and sharing interoperable learning activity designs.
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Emerging needs in e-learning (2 of 5)
2. Learning design and IMS Learning Design (1 of 3)
- ‘Learning design’ has brought focus on learner activities, rather than on content or administrative aspects of e-learning- IMS Learning Design: XML specification for expression of learning activity designs, so that they may be delivered and shared across a range of platforms - A number of systems supporting ‘learning design’ and IMS Learning Design have been in development …-Emergent need for vocabularies to describe designs
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Emerging needs in e-learning (3 of 5)
2. Learning design and IMS Learning Design (2 of 3)
Vocabularies for ‘learning design’ and IMS LD must:a) Focus on learning activities, rather than on broad approaches to or theories of learning;b) Identify and articulate (at least) the following elements:
- Type of learning activity- Desired learning outcomes - Learning systems or services required in the
activity- Other aspects of the learning environment- Roles of participants in the learning activity.
c) Reflect common usage among those educational practitioners who are likely to be developing and exchanging learning designs.
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Emerging needs in e-learning (4 of 5)
2. Learning design and IMS Learning Design (3 of 3)
“These requirements make clear the need for new conceptions of learning object meta-data, and new ways of using repositories—not just for search and retrieval, but as a living, growing body of shared practice.” – Philip and Dalziel, 2003.
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Emerging needs in e-learning (5 of 5)
3. Teachers as stakeholders- … need to describe common practice so that resources can be shared across their communities …- … tools must reflect the real needs of teachers.However:-The models of practice used by e-learning specialists do not necessarily relate to models used by teachers.-Many teachers do not describe their teaching approaches with the formal terms used by educational researchers.
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Summary of requirementsRequirements for pedagogical vocabularies are clearly broader than the need for good quality
metadata:a) Application and tool developmentb) Personalisation - of content, tools, and teaching and learning environments according to pedagogical preferences, styles and principles. c) Articulation – shared pedagogical vocabularies can help teachers and learning technologists to reflect on their practice and discuss it in coherent terms.d) Cross-domain communication –bridge between system developers, learning technologists, educational developers, teachers and learners. e) Resource description and discoveryf) Conceptual modelling for learning design domain
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Devil’s advocate slide
“The 121 pages that comprise the first two survey reports […] seem hardly to justify the tepid seven-page ‘Recommendations’ document that follows. Study study study, disseminate more study, pilot a bit, repeat. Sorry guys, I wish I could be more enthusiastic about this; I want to take succour in the belief we can control the growing chaos, find sense through old patterns and methods, but you know what, I can’t do it any more, I have seen the light, and this is not it.” – Scott Leslie, EdTechPosthttp://www.edtechpost.ca/mt/archive/000738.html
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Current landscape (1 of 12)Metadata standards and pedagogical
vocabularies1. IEEE LOM - Has element category: 5. Educational, includes 5.2
Learning Resource Type, which has some pedagogical vocabulary terms such as “lecture”.
- Has element category 9. Classification which supports the use of controlled vocabularies; could be used for pedagogical approach but isn’t much used in this way at present.
2. Dublin Core- DC-Ed AP has element Instructional Method, which
recommends use of a controlled vocabulary; looking at defining GEM educational vocabularies including Teaching Method.
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Current landscape (2 of 12)IMS Learning Design and pedagogical
vocabularies- IMS LD provides elements within which
relevant vocabularies could be recommended or specified.
- Some projects have used or adapted existing pedagogic vocabularies, others have set out to develop and test their own.
- Difficulty identifying existing vocabularies that meet the requirements noted previously.
- IMS LD elements focus on learning activity as the basic unit of description; implies a logical structure to the description of learning that differs from the rationale behind many existing vocabularies.
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Current landscape (3 of 12)KOSs for education as subject/discipline in UK
- UK DfES simultaneously reviewed controlled vocabularies for the education sector
- British Educational Thesaurus recently carried out strategic development and planning work
- However, it is not yet clear how, or even if, any pedagogical vocabularies developed within e-learning will relate to subject vocabularies covering education as a discipline
- Mutual communication across these groups is already in place.
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Current landscape (4 of 12)Inventory of pedagogical vocabularies (1 of 9)
1. Descriptions of models of educational theory and practice;
2. Knowledge organization tools for education as a discipline;
3. Universal vocabularies with significant educational sections;
4. Assessment vocabularies;5. Medical education vocabularies;6. Folksonomies.
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Current landscape (5 of 12)Inventory of pedagogical vocabularies (2 of 9)
- Vocabularies described using schema derived from Section 4.4: Use of LOM for Describing Vocabularies from CEN Working Agreement 14871 (schema described in paper and in full report);
- Used information immediately available; not much time for in-depth research!;
- Some vocabularies in first section are not KOSs so the schema was not used to describe these (e.g. Bloom’s Taxonomy);
- This paper focuses on the first three groups.
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Current landscape (6 of 12)Inventory of pedagogical vocabularies (3 of 9)
1. Models of educational theory and practice
- Not controlled vocabularies in traditional sense
- Developed to help practitioners and/or researchers make sense of a context-dependent and complex set of human practices
- Different models focus on different aspects of these practices
- However, controlled vocabularies may be based on these models
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Current landscape (7 of 12)Inventory of pedagogical vocabularies (4 of 9)
1. Models of educational theory and practice
(NB: These are models important in the UK).- Bloom’s Taxonomy- Laurillard- Paulsen- Salmon- Shuell- Patterns and pattern languages+ references to a number of more in-depth
reviews of educational models (including learning styles).
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Current landscape (8 of 12)Inventory of pedagogical vocabularies (5 of 9)
1. Models of educational theory and practice
- Inventory of a number of projects developing vocabularies for use with learning activity design and IMS LD
- Most based on models noted, especially Bloom’s
- DialogPlus (UK); 8LEM (Europe); LearningMapR (UK); R2R Learning Design (Canada); SMART Learning Design Framework (Australia); LAMS Community (Australia)
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Current landscape (9 of 12)Inventory of pedagogical vocabularies (6 of 9)
2. KOSs for education- Includes traditional vocabularies (subject
descriptors) and vocabularies developed for use in metadata elements other than subject.
- Line between them is not clear in practice.- Eighteen controlled vocabularies relating to
education were catalogued in this section of the report.
- ERIC Thesaurus was only ‘traditional’ vocab that had many pedagogical terms; little use in UK
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Current landscape (10 of 12)Inventory of pedagogical vocabularies (7 of 9)
2. KOSs for education: pedagogical coverage (1 of 2):
- AERS and TLRP (UK: for describing educational research items for 2 DSpace repositories);
- CELEBRATE Learning Resource Type; Learning Principles (UK: for LOM AP);
- DLESE Resource Type; Teaching Method (US: LOM AP, latter drawn from the GEM vocabulary);
- GEM vocabularies (US: Assessment; Grouping; and teachingMethod; referenced by DC-Ed AP);
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Current landscape (11 of 12)Inventory of pedagogical vocabularies (8 of 9)
2. KOSs for education: pedagogical coverage (2 of 2):
- HEA Pedagogy; Learning Resource Type (UK: LOM AP);- Learning Federation Metadata Application Profile
Vocabularies (Australia/NZ: for schools);- SeSDL Taxonomy (UK: detailed pedagogy coverage;
developed in 2000 for use with IMS Learning Resource Metadata in the Classification element);
- SOURCE RESLI vocabularies (UK: includes a Pedagogy vocabulary that is not particularly detailed).
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Current landscape (12 of 12)Inventory of pedagogical vocabularies (9 of 9)
3. Universal subject vocabularies with education sections
- Includes, e.g. DDC, LCC, etc.- None had any significant pedagogy coverage.
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Developing vocabularies (1 of 2)Clearly:
- Little that would be appropriate for adoption or development for wide use in the UK
- A number of innovative projects that should be monitored
- Education is a problematic domain for vocabulary development:- Highly heterogeneous across cultures, countries,
and educational sectors- Subject to rapid changes in political, cultural and
research trends under-pinning vocabularies- Teacher practitioners don’t use specialist
vocabularies
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Developing vocabularies (2 of 2)Eliciting user knowledge
Would be useful to investigate:
- Domain analysis- Card sort and/or cluster analysis- Folksonomies / collaborative tagging / social tagging
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Recommendations (1 of 2)The blindingly obvious:
JISC should fund research into:
- Support for the use of vocabularies across the JISC community;
- Pedagogical vocabularies and learning designs;- Vocabularies, reference models and the eFramework;- Semantic web technologies;- Usage and mapping of existing controlled vocabularies
within the domain of e-learning;- Community generated vocabularies;- Vocabulary creation resources and guidelines.
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Recommendations (2 of 2)The less obvious:
JISC could fund:- Gathering use cases and scenarios of vocabulary usage- Evaluation of how vocabularies are used in different
domains and sectors, and what they are used for- Examination of the relationships between the language and
terminology used by teachers, learners and learning technologists.
- Identifying the key characteristics that need to be described to enable the reuse of resources.
- Investigate the applicability of “domain analysis” to e-learning.
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Since the project finishedLisa and Sheila have disseminated and gathered further
input on social tagging
JISC are currently funding projects:
- Examining the relationships between the language and terminology used by teachers, learners and learning technologists.
- Identifying the key characteristics that need to be described to enable the reuse of resources.
See JISC Design for Learning Programme:http://www.jisc.ac.uk/whatwedo/programmes/elearning_pedagogy/elp_designlearn.aspx
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Links1. S. Currier, L. Campbell and H. Beetham. JISC
Pedagogical Vocabularies Project Report 1: Pedagogical Vocabularies Review. JISC/CETIS, 2005.
2. S. Currier and L. Campbell. JISC Pedagogical Vocabularies Project Report 2: Vocabulary Management Technologies Review. JISC/CETIS, 2005.
Both at: http://www.jisc.ac.uk/elp_vocabularies.html
Sarah Currier: [email protected] MacNeill: [email protected]
Lisa Corley: [email protected]
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