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didactical-scenario-based suggestions for interoperability-standards for e-learning-sequences to support highschool-teachers as authors
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standardization for highschool e-learningdidactical-scenario-based suggestions for interoperability-standards for e-learning-sequences to support highschool-teachers as authors
print-version
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introduction...just show me a website!
Authoring tool
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introduction...just show me a website!
Authoring toolFirefox 6.0
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introduction...just show me a website!
Authoring toolFirefox 6.0
Internet Explorer 9
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approach possible research questions next steps
agenda
learning-technology-standards overview state-of-the-art the interoperabilty-problem
ideas „functionalities“ in learning platforms specialization – enhancement – modification substandard-clustering
issues cluster-criteria didactical scenarios grid of functionalities | did. scenarios
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learning technology standardstechnical standards – definition and example
“A technical standard is an established norm or requirement about technical systems.
It is usually a formal document that establishes uniform engineering or technical criteria, methods, processes and practices.”
definition:
Source: [wits2011]
example:
view: Adobe Reader Evince FoxitReader ...
create: Adobe Acrobat Open/LibreOffice MS Office (> 2003) ...
.pdf-file
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learning technology standardswhy learning technology standards?
e-learning sequence e-learning platform
exportimport
authoring tool
might already be a learning platform
publish
repository
import uselts
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learning technology standardslearning-technology-standards - state-of-the-art
“established” e-learning standards
type titleversion / last
released
content Content Package (CP)1.2 (03/2007)
testsQuestion and Test Interoperability
(QTI)2.1 PD (06/2006)
“hybrid“
Shareable Content Object Reference Model
(SCORM)2004 4th Edition (03/2009)
Learning Design (LD)1.0(01/2003)
Common Cartridge (CC)1.1(01/2011)
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learning technology standardscontent aggregation (e.g. SCORM content aggregation model)
repository
assets
+metadata
SCO
SCO
SCO
content aggregation
content element
block element
content element
content element
content element
references
shareable content objects
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learning technology standardscontent packaging
interchange packet
manifest
metadata
organizations
resources
(child manifests)
files(e.g. HTML-files, video, audio, control
files ...)
external ressources (interchange packages, manifests,
metadata, files)
adopted from: [cpim2007]
(e.g. IMS Content Package)
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learning technology standardsoverview learning-technology-standards
content andorganization
learning flowmanagement
tests, test itemsassessments
contentauthentification
...
communicationpackage LP↔
Common Cartridge
CP*IMS Content
Package
BLTIBasic Learning
Tools Interoperabilty
QTI***IMS Question and
Test Interoperabilty
AWSAuthorizationWebservice
...
!
SCORM
CAMContent Aggregation
Model
RTERuntime
Environment
S/N**Sequencing and
Navigation
!
* just one organization possible** only in Level C*** not all question types
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learning technology standardsoverview learning-technology-standards
SCORM Learning Design Common Cartridge
content andorganization
learning flowmanagement
tests, test itemsassessments
contentauthentification
...
CAMContent Aggregation
Model
CPIMS Content
Package
CP*IMS Content
Package
communicationpackage LP↔
RTERuntime
Environment
BLTIBasic Learning
Tools Interoperabilty
S/N**Sequencing and
Navigation
SSIMS SimpleSequencing
QTIIMS Question and Test Interoperabilty
QTI***IMS Question and
Test Interoperabilty
AWSAuthorizationWebservice
... ... ...
!
!
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learning technology standardsissues – summary
existing learning technology standards are technically determined and have no pedagogical focus.
“established“ standards are either outdated or lack important elements (for highschool-scenarios).
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learning technology standardsissues I
Source: [koeh2010] (01/2011)
successfully importedencoding problems
not fully supportedno import possible
import of e-learning sequences / tests
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successfully exportedencoding problems
no export possible
Source: [koeh2010] (01/2011)
learning technology standardsissues II
export of e-learning sequences / tests
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learning technology standardsissues III
praxis of interoperability(WebCT/Blackboard OPAL via SCORM & QTI)→
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learning technology standardsissues – summary
existing learning technology standards are technically determined and have no pedagogical focus.
„established“ standards are either outdated or lack important elements (for highschool-scenarios).
import and export-functionalities of learning technology standards are poorly implemented in learning platforms.
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ideas„functionalities“ in learning platforms
content
learning flow management
user datatracking data
discussion forum
selftest
test for consolidation
assessment
conditional release
glossary
typographical convention
functionality: storeable data in the learning-platform belonging to the e-learning-sequence (and user?).
wiki
discussion forum
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ideasexamples: I – specialization
HTML-content and typographical conventions:
math-examples: definition, theorem, corrolar, cite, ...
HTML (incl. CSS) can do this already, but not in a standardized way.
suggestion: fix elements and use xml-namespaces or defined css-classes in the standard.
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ideasexamples: II – enhancement
glossarys:
is also possible at the moment: e.g. using JavaScript popup-glossaries.
also: not included in any standard
suggestion: store package-wide glossary / glossaries.
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ideasexamples: III – modification
meshed organization of content:
possible is just a tree-structure.
suggestion: alter standard to make meshed organization possible
organizationcontent element
block element
content element
content element
content element
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specialization:
adds functionalities to the standard that could be represented before, but not in the standard itself.
compatible with the standard (?)
enhancement
adding new features to the standard it did not represent before.
modification
alters things the standard does already represent (in another way).
not compatible with the standard at all.
ideasspecialization – enhancement - modification
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ideassuggestions for a possible solution
spezialisation
enhancement
modificationsu
b-st
anda
rd 1
sub-
stan
dard
2
sub-
stan
dard
n
...
–
–
– –
–
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issues„functionality“-clustering
option:technical cluster-criteriae.g. set of multiple/single-choice questions:
+ question-based feedback
+ test-based feedback
no feedback
but keep in mind:would be good for implementation!
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issues„functionality“-clustering
option:didactical cluster-criteria
→ didactical scenarios
Source: [heye2006]
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issues„functionality“-clustering
Requirements of a cluster-criteria
planning preparation execution evaluation
Source: [pete2000]
manageable number of dimensions pre-planning arbitrable (avoid “ping-pong-effect”)
Recursive- and “black-hole”-free (bijective)
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issues„functionality“-clustering
functionalities
did. scenarios
grid of functionalities / scenarios
didacticalfunction
“prosa”description
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issues„functionality“-clustering
functionalities
did. scenarios
preferable grid
scenarios have “something” in common
one sub-standard
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are there attributes – and if yes, which – so that didactical scenarios can be mapped to functionalities in learning-platforms?
how must technical functionalities be described, in order that the mapping of scenarios to functionalities is bijective?
what kind of consequences can didactical standardization have for e-learning scenarios in schools?
approachpossible research questions
possible?
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further research on existing learning-technology-standards
build collection of did. Scenarios (e-learning and school – capable)
collect capabilities in learning-platforms for functionality-collection
describe needed information for each functionality
build xml-scheme or class-diagram for functionalities
approachnext steps
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[baum2004] Baumgartner, P.: Didaktik und Reusable Learning Objects (RLO's). In: Campus 2004 - Kommen die digitalen Medien an den Hochschulen in die Jahre? 2004
[baum2006] Baumgartner, P.: E-Learning-Szenarien. Vorarbeiten zu einer didaktischen Taxonomie. In: Gesellschaft für Medien in der Wissenschaft (Hg.): E-Learning - alltagstaugliche Innovation? Münster: Waxmann, S. 238–247.
[baum2007] Baumgartner, P.: Didaktische Arrangements und Lerninhalte - Zum Verhältnis von Inhalt und Didaktik im E-Learning. In: Überwindung von Schranken durch E-Learning, 2007
[bhm2002a] Baumgartner, P., Häferle, H., Maier-Häferle, K.: E-Learning Standartds aus didaktischer Perspektive. In: Campus 2002: Die virtuelle Hochschule in der Konsolidierungsphase. G. Bachmann, O. Haeferli und M. Kindt. Münster, Waxmann. 18: 277-286.
[bhm2002b] Baumgartner, P., Häferle, H., Maier-Häferle, K.: E-Learning-Praxishandbauch: Auswahl von Lernplattformen. Studienverlag, Inssbruck, 2002.
[czap2008] Czaputa, C.: Didaktische Szenarien und IMS Learning Design - Analyse zur Einschätzung einer Koppelung Didaktischer Szenarien nach Baumgartner mit der Spezifikation IMS Learning Design. Master Thesis, Krems, 2008.
[cpim2007] IMS GLC: IMS Content Packaging Information Model. Version 1.2 Public Draft v2.0, 2007.
[ccim2011] IMS GLC: IMS Common Cardridge Profile: Overview. Version 1.1 Final Specification. 2011.
[ehle2006] Ehlers, U. D.: E-Learning-Standards nachhaltig anwenden - Potenziale ausschöpfen durch Qualitätskompetenz. In: Zeitschift für e-learning, 2007
[glah2002] Glahn, C.: Wie Bildungsprozesse standardisiert beschrieben werden können. Konzepte, Perspektiven und Grenzen von IMS Learning Design. Innsbruck, 2002.
[goan2009] Gonzales-Barbone, V.; Anido-Rifon L.: From SCORM to Common Cartridge: A Step Forward, Computers & Education 54, 2009.
[heye2006] Heyer, S.: Didaktische Szenarien und deren Verhältnis zu Lernmaterialien. CampusContent (Forschungsprojekt), 2006.
[kerr2001] Kerres, M.: Multimediale und telemediale Lernumgebungen: Konzeption und Entwicklung. Oldenbourg, 2001.
[koeh2010] Köhler, R.: Untersuchung von Komponenten und Standards freier Lernmanagementsysteme sowie Entwicklung und Umsetzung einer geeigneten Darstellungsform für Standards. Belegarbeit. Dresden, 2011.
[ldim2003] IMS GLC: IMS Learning Design Information Model. Version 1.0 Final Specification, 2003.
[obhe2007] Oberhuemer, P., Heyer, S.: Probleme bei der Umsetzung didaktischer Modelle in IMS Learning Design: eine Anwenderperspektive, In: Zeitschift für e-learning, 2007.
[pawl2001] Pawlowski, J. M.: Das Essener-Lern-Modell (ELM): Ein Vorgehensmodell zur Entwicklung comnputergestützter Lernumgebungen. Dissertation, Essen, 2001.
[pete2000] Peterßen, W. H.: Handbuch Unterrichtsplanung. Ehrenwirth, München, 2000.
[ried2004] Riedl, A.: Grundlagen der Didaktik, Franz Steiern Verlag, München, 2004.
[scor2006] ADL, SCORM 2004 3rd Edition Overview, Version 1.0, 16.11.2006.
[schul1997] Schulmeister, R.: Grundlagen hypermedialer Lernsysteme, 2., aktualisierte Auflage, München, Wien, 1997.
[wits2011] English Wikipedia, „technical standard“, 20.08.2011. PermaLink: http://en.wikipedia.org/w/index.php?title=Technical_standard&oldid=436201979
[zech2007] Zech, B.: Ist IMS Learning Design "pädagogisch neutral"? In: Zeitschift für e-learning, 2007.
references
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content andorganization
learning flowmanagement
tests, test itemsassessments
communicationpackage LP↔
Common Cartridge
CP*IMS Content
Package
BLTIBasic Learning
Tools Interoperabilty
QTI***IMS Question and
Test Interoperabilty
!
SCORM
CAMContent Aggregation
Model
RTERuntime
Environment
S/N**Sequencing and
Navigation
!
functionaliaties
did.
scenarios
exitthank you for yourkind attention!exit
are there attributes – and if yes, which – so that didactical scenarios can be mapped to functionalities in learning-platforms?
how must technical functionalities be described, in order that the mapping of scenarios to functionalities is possible?
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