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2000-03-15 SEQ Presentation, F. Farance, ©1999 Edutool.Com
1
Sequencing Information (SEQ)2000-03-15 Presentation
Frank Farance, +1 212 486 4700, [email protected]
Edutool.Com, a division of Farance Inc.Slides and Document: http://edutool.com/seqPresentation to LTSC Course Sequencing WG(IEEE 1484.6) http://ltsc.ieee.org/wg6
2000-03-15 SEQ Presentation, F. Farance, ©1999 Edutool.Com
2
Overview
• Review PAR Scope• Problem definition• Industry approaches• Solution framework• Paradigm list• Applications• Summary and conclusions
2000-03-15 SEQ Presentation, F. Farance, ©1999 Edutool.Com
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Review PAR Scope [1/2]
• This standard will specify a specification language and environment for managing sessions in learning technology systems, e.g., computer-aided instruction, intelligent learning environments, intelligent tutoring systems. The standard will
2000-03-15 SEQ Presentation, F. Farance, ©1999 Edutool.Com
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Review PAR Scope [2/2]
– (1) define the specification language, its conceptual model, semantics, and syntax,
– (2) define the control transfer mechanisms and their encodings, e.g., how learning sessions are controlled and conducted,
– (3) define the data transfer mechanisms and their encodings, e.g., how student assessments and lesson plans are exchanged,
– (4) define an encoding method for storing and transferring session management “programs”, i.e., interactive lesson plans.
2000-03-15 SEQ Presentation, F. Farance, ©1999 Edutool.Com
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Problem Definition
• Export/import of courseware across tools/systems
• Preserve investment of existing courseware• Compatibility of “object models”• Sample scenario: content developed with tool
A is later modified with tool B
2000-03-15 SEQ Presentation, F. Farance, ©1999 Edutool.Com
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Industry/Technical Approach:Common Question “Objects” [1/2]
• Main focus: common abstractions of question types and interactions
• Examples: multiple choice, fill in blank, match columns, true/false
• Attempts:– Asymetrix question objects. Problem: Too many
question types, poor abstraction, hard to implement– Flightsafety/Boeing 737/777 libraries. Problem:
Solutions for 737 were different than 777; no common abstraction; author still needs modifications
2000-03-15 SEQ Presentation, F. Farance, ©1999 Edutool.Com
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Industry/Technical Approach:Common Question “Objects” [2/2]
• Attempts (cont’d):– Empower assessment/question objects. Problem:
Incomplete definition; direction is not clear
– Question Markup Language (QML). Problem: Simplistic XML coding of simple cases; poor semantics
• Current state: a “sense” of common features, yet no common abstraction, definition, specification
• Activity in: IEEE 1484.6, IEEE 1484.10, IMS
2000-03-15 SEQ Presentation, F. Farance, ©1999 Edutool.Com
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Industry/Technical Approach:Common Launch Methods [1/2]
• Main focus: launching content from management systems
• Attempts:– Web-based content. Problem: Requires internet
access and web servers; requires user activation in browser
– Java-based content. Problem: Requires all content must be Java or Java callable
– Javascript content: Problem: Same problems as web-based content
2000-03-15 SEQ Presentation, F. Farance, ©1999 Edutool.Com
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Industry/Technical Approach:Common Launch Methods [2/2]
• Attempts (cont’d):– Invoking desktop executables (or Remote
Procedure Calls). Problem: Security and administration issues; not portable; outside of browser
– IMS launch methods. Problem: Yet to be defined• Current state: commonality only within a realm
(e.g., Java), but no generic common methods• Activity in: JTC1/SC22/JSG, IMS, IEEE
1484.6, IEEE 1484.10, IMS
2000-03-15 SEQ Presentation, F. Farance, ©1999 Edutool.Com
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Industry/Technical Approach:Common Packaging Methods [1/2]
• Main focus: common delivery methods for bundles of content
• Attempts:– ZIP files. Problem: Only archive info, no manifest– Java archives (JAR files). Problem: Only
addresses Java features, not educational metadata
– POSIX TAR (PAX) files. Problem: Not widely adopted outside of POSIX (UNIX) systems
2000-03-15 SEQ Presentation, F. Farance, ©1999 Edutool.Com
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Industry/Technical Approach:Common Packaging Methods [2/2]
• Attempts (cont’d):– Unbundled data. Problem: Need to interpret
content to locate all content in bundle– IMS packaging methods. Problem: Yet to be
defined
• Current state: ZIP and JAR files are most popular, but lack features necessary for learning technology
• Activity in: IMS, IEEE 1484.17
2000-03-15 SEQ Presentation, F. Farance, ©1999 Edutool.Com
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Industry/Technical Approach:Text Dump of Data [1/2]
• Main focus: text-based interchange format• Attempts:
– RTF (Rich Text Format). Problem: Only useful for word processing
– HTML. Problem: Difficult to extend because browser compatibility is necessary
– XML. Problem: Scaling problems because of weakness in XML specification; XML binding yet to be defined; opposition by vendors to protect “turf”
2000-03-15 SEQ Presentation, F. Farance, ©1999 Edutool.Com
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Industry/Technical Approach:Text Dump of Data [2/2]
• Attempts (cont’d):– Vendor-based text dump. Problem: May have
some use, but not interoperable because each vendor defines own text dump format
– Tcl-based coding. Problem: Still in experiment and definition phases (i.e., this presentation)
• Current state: Tcl-based approach is being developed
• Activity in: IEEE 1484.6, IEEE 1484.10
2000-03-15 SEQ Presentation, F. Farance, ©1999 Edutool.Com
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Industry/OrganizationApproaches [1/4]
• IEEE 1484 (Learning Technology Standards Committee) Working Groups:– 1484.1: Learning Technology Systems
Architecture– 1484.6: Course Sequencing (library, environment)– 1484.10: CBT Data Interchange (Tcl specification)– 1484.11: Computer Managed Instruction– 1484.12: Learning Objects Metadata– 1484.17: Content Packaging
2000-03-15 SEQ Presentation, F. Farance, ©1999 Edutool.Com
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Industry/OrganizationApproaches [2/4]
• IMS– Content Objects (overall framework)– Launch Methods– Content Packaging (develop in IMS, standardize in
IEEE 1484.17)
2000-03-15 SEQ Presentation, F. Farance, ©1999 Edutool.Com
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Industry/OrganizationApproaches [3/4]
• AICC– AGR006: Computer Managed Instruction
(developed in AICC, standardized in IEEE 1484.11)
– AGR007: Courseware Interchange (collaborate with IEEE, standardized in IEEE 1484.6 and IEEE 1484.10)
2000-03-15 SEQ Presentation, F. Farance, ©1999 Edutool.Com
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Industry/OrganizationApproaches [3/4]
• Others– ADL: Content definition– QML: Question markup language– SATML
2000-03-15 SEQ Presentation, F. Farance, ©1999 Edutool.Com
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IEEE 1484.6, 1484.10
• Close collaboration• 1484.6: Environment issues, access to
assessment, performance, leaning styles, metadata, content libraries, launching content
• 1484.10: Tcl syntax, control transfer (invoke)
2000-03-15 SEQ Presentation, F. Farance, ©1999 Edutool.Com
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Other IEEE 1484 WGs
• 1484.1: Architecture definition• Common language that describes the
features: 1484.6, 1484.10, 1484.11• How student progresses from one “lesson” to
another -- both 1484.6 and 1484.11:– 1484.6: implies the use of control logic– 1484.11: is table driven
• Step, “page turning”, within assignable unit: 1484.10
2000-03-15 SEQ Presentation, F. Farance, ©1999 Edutool.Com
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Other IEEE 1484 WGs
• Accessing environment, e.g., student records and available content: 1484.6
• Launching applications or lessons, control transfer:1484.6 and 1484.11.
• Events (e.g., timeouts) and actions in courseware: 1484.6.
• 1484.12: Metadata definition• 1484.14: XML may be used for coding• 1484.17: Will define content packaging
2000-03-15 SEQ Presentation, F. Farance, ©1999 Edutool.Com
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LearningContent
(history)
A s s e s s m e n t
IEEE 1484.6:Course Sequencing WG
• Primary design issues: coach, performance info, assessment info, query, catalog info (metadata), locator index (e.g., URLs), invocation of learning content
• Secondary design issues: learning preferences, learner records, learning resources, delivery, learning content
Delivery Evaluation
CoachLearningResources
Query (new)
Multimedia Behavior
LearnerRecords
Performance (current)
LearnerEntity
Performance/Preferences
LearningPreferences
L o c a t o r
Catalog Info
Locator
Interaction Context
2000-03-15 SEQ Presentation, F. Farance, ©1999 Edutool.Com
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IEEE 1484.6 Focus
• Environment specification -- related to 1484.10 language
• Access to student records: get, put, scan• Access to content indexes (metadata): what
learning content is available• Uses logic features of 1484.10 to choose the
next “lesson”, i.e., “assignable unit”.• Launches “lessons”
2000-03-15 SEQ Presentation, F. Farance, ©1999 Edutool.Com
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IEEE 1484.10 Focus
• Language specification -- related to 1484.6 libraries and environment
• Defines programming logic features, useful for creating sequence programs, e.g., choosing the next “lesson”, i.e., “assignable unit”.
• Syntax for launching “lessons”
2000-03-15 SEQ Presentation, F. Farance, ©1999 Edutool.Com
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Other Activity:IMS Content Workshop
• Several meetings, work has stalled in past year• Content interoperability issues
– Other participants– TCL used as example implementation of sequencer
• 1998-06: Investigate TCL as a scripting language for 1484.10 and bind 1484.6 libraries and environment to 1484.10 language
2000-03-15 SEQ Presentation, F. Farance, ©1999 Edutool.Com
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IMS Content Issues
• What is content?– Anything that has a locator index (URL)?– Anything that has metadata?– Anything that can be sequenced?– Interoperability issues– Examples
2000-03-15 SEQ Presentation, F. Farance, ©1999 Edutool.Com
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IEEE 1484.6:Pedagogical Sequencing
• Sequencing systems, examples:– Type #1: Content is linked via pre-requisites and co-requisites– Type #2: Simple navigation algorithm– Type #3: Rule-based– Type #4: Programming/scripting language
• Sequencing may be internal (embedded) or external (attached)• For internal sequencing, method to extract sequencing component
SequencerSystem
Learning Resources
Content Retrieve(metadata)
Content Search
History
A s s e s s m e n tL a u n c h C o n t e n t
Content InternalSequencing
ExternalSequencingContent
2000-03-15 SEQ Presentation, F. Farance, ©1999 Edutool.Com
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IEEE 1484.6: Sampling OfCommon Sequencing Features
• Control structure, animations
• Page turner
• Linear sequence
• Motion algorithms
• Prerequisites
• Embedded code
• Object-based (hidden imp)
• Ontology-based
• Add missing knowledge
• Multiple choice
• Multiple choice, adaptive
• Fill in blank
• Choose M of N
• True-false
• Write sentences
• Submit project
• Randomized content
• Content templates
• Media objects
2000-03-15 SEQ Presentation, F. Farance, ©1999 Edutool.Com
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IEEE 1484.6: Sequencing IsIndependent Of Granularity
• Sequencing can be used at any granularity level:– Sequencing among “courses”– Sequencing among “blocks”– Sequencing among “modules”– Sequencing among “lessons”– Sequencing among “assignable units”– Sequencing within “assignable units”– Page turning
• Sequencing can vary among levels, among “units” within a level
2000-03-15 SEQ Presentation, F. Farance, ©1999 Edutool.Com
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Example of Sequencing Methods At Various Granularities (Distributed Development)
PrerequisitesPage turner, linear
Low-level template
Motion algorithm
Ontologies (Addmissing knowledge)
Embedded Code(“Are you ready?”)
Granularity Sequencing Types
Coarse
Medium
Fine
Sample Course Sequencing: Coarse granularity (e.g., prerequisites) sequencing for medium granularity components; medium granularity sequencing (e.g., motion algorithms, ontologies, embedded code) for fine granularity components; and so on ...
2000-03-15 SEQ Presentation, F. Farance, ©1999 Edutool.Com
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IEEE 1484.6 Course SequencingWhat Is Sequencing?
• Determining “next” based on:– Learning style– Assessment (assessment)– Student history (profile)– Student objectives (profile and content)– Available content (learning content, search, metadata)
• Making choice(s), e.g., a lesson plan• Invoking content (separable metadata: URL
peeled from metadata; embedded: content in hand)
2000-03-15 SEQ Presentation, F. Farance, ©1999 Edutool.Com
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LearningContent
(history)
A s s e s s m e n t1
Sequencing: Learning Preferences
• Sends, receives, and “negotiates” Learning Preferences with Learner Entity
Delivery Evaluation
CoachLearningResources
Query (new)
Multimedia Behavior
LearnerRecords
Performance (current)
1
LearnerEntity
Performance/Preferences
LearningPreferences
L o c a t o r
Catalog Info
Locator
Interaction Context
2000-03-15 SEQ Presentation, F. Farance, ©1999 Edutool.Com
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LearningContent
(history)
A s s e s s m e n t
2
3
Sequencing: Assessment,Student History, Student Objectives
• Receives current Assessment information, Preferences, and Performance information (history and objectives) for future learning experiences
Delivery Evaluation
CoachLearningResources
Query (new)
Multimedia Behavior
LearnerRecords
Performance (current)
2 3
LearnerEntity
Performance/Preferences
LearningPreferences
L o c a t o r
Catalog Info
Locator
Interaction Context
2000-03-15 SEQ Presentation, F. Farance, ©1999 Edutool.Com
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LearningContent
(history)
A s s e s s m e n t
Sequencing: Available Content
• Queries to the Learning Resources:– Queries sent to search for appropriate material– Catalog Info (learning content metadata) returned as “found” Learning
Content– Extracts the Locators (e.g., URLs) from the returned Catalog Info
(learning content metadata)
Delivery Evaluation
CoachLearningResources
Query (new)
Multimedia Behavior
LearnerRecords
Performance (current)
4
4
LearnerEntity
Performance/Preferences
LearningPreferences
L o c a t o r
Catalog Info
Locator
Interaction Context
2000-03-15 SEQ Presentation, F. Farance, ©1999 Edutool.Com
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LearningContent
Multimedia
(history)
A s s e s s m e n t5
Sequencing: Making A Choice-- A “Lesson Plan”, Invoking Content
• Locators (similar to web URLs) are sent to Delivery process to identify (but not transfer) Learning Content
• Note: Delivery is responsible for retrieving and Learning Resources is responsible for transferring Learning Content
Delivery Evaluation
CoachLearningResources
Query (new)
Behavior
LearnerRecords
Performance (current)
5
LearnerEntity
Performance/Preferences
LearningPreferences
L o c a t o r
Catalog Info
Locator
Interaction Context
2000-03-15 SEQ Presentation, F. Farance, ©1999 Edutool.Com
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Example Implementation: Tcl-Based Sequencer for 1484.6, 1484.10
• Current implementation:– Tcl-based– Embedded or separable sequencing code– Embedded or separable metadata
• Future work:– Access methods for assessment and profile– Access methods for metadata– Invoking content
2000-03-15 SEQ Presentation, F. Farance, ©1999 Edutool.Com
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Import/Export of Course Structure:
A Sample Course Structure
A
B
C
D
E
F
J
G
H
I
2000-03-15 SEQ Presentation, F. Farance, ©1999 Edutool.Com
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Example #1: Page Turning
• Can go forwards or backwards• From A to B, B to C, etc.• At D, learner can go to C or E• Typical use:
– fine granularity sequencing– embedded or external
2000-03-15 SEQ Presentation, F. Farance, ©1999 Edutool.Com
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Example #1: Page Turning
A
B
C
D
E
F
J
G
H
I
2000-03-15 SEQ Presentation, F. Farance, ©1999 Edutool.Com
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Example #1: Page Turning
• Sample implementations:– Browser/viewer capabilities– Forward and backward links– Names (locator indexes) provide ordering rules
e.g., “page-01”, “page-02”, etc.– Sequencing programs:
• Extract metadata to infer ordering• Content directory names (no metadata) infer ordering
2000-03-15 SEQ Presentation, F. Farance, ©1999 Edutool.Com
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Example #1: Page Turning
A: { page_turn \ -next B -content { playimage -pos 0 0 a1.jpg }}B: { page_turn \ -next C -prev A -content { playhtml b-page.html }}
C: { page_turn \ -next D -prev C -content { playmovie c1.avi & playsound c1.wav & }}D: { page_turn \ -next E -prev C -content { runapp d.exe }}
2000-03-15 SEQ Presentation, F. Farance, ©1999 Edutool.Com
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Example #2: Linear Sequence
• As learner complete one unit, moves on to next
• Ordering: A, B, C, D, E, F, G, H, I, J• Typical use:
– Fine to medium granularity– Lesson and module sequencing
2000-03-15 SEQ Presentation, F. Farance, ©1999 Edutool.Com
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Example #2: Linear Sequence
A
B
C
D
E
F
J
G
H
I
2000-03-15 SEQ Presentation, F. Farance, ©1999 Edutool.Com
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Example #2: Linear Sequence
• Sample implementations:– Browser/viewer capabilities– Start/stop delivery– Forward links– Names (locator indexes) provide ordering rules
e.g., “page-01”, “page-02”, etc.– Sequencing programs:
• Extract metadata to infer ordering• Content directory names (no metadata) infer ordering
2000-03-15 SEQ Presentation, F. Farance, ©1999 Edutool.Com
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Example #2: Linear Sequence
A: { page_turn \ -next B -content { playimage -pos 0 0 a1.jpg }}B: { page_turn \ -next C -content { playhtml b-page.html }}
C: { page_turn \ -next D -content { playmovie c1.avi & playsound c1.wav & }}D: { page_turn \ -next E -content { runapp d.exe }}
2000-03-15 SEQ Presentation, F. Farance, ©1999 Edutool.Com
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Example #3:20-70-10 Motion Algorithm
• Learner gets range of lessons, based on weighted, random distribution (20-70-10 used as example):– 20% of material from “previous” unit (review)– 70% of material from “current” unit– 10% of material from “next” unit (introduction)
• Typical use:– Medium granularity– Sequencing modules within a course
2000-03-15 SEQ Presentation, F. Farance, ©1999 Edutool.Com
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Example #3:20-70-10 Motion Algorithm
A
B
C
D
E
F
J
G
H
I
70% current 10% next20% previous
2000-03-15 SEQ Presentation, F. Farance, ©1999 Edutool.Com
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Example #3:20-70-10 Motion Algorithm
• Sample implementations:– Sequencers operating on “course” rules as applied
to (finer granularity) modules, i.e., separate “sequencer” (program) from “rules” (parameters or inputs)
– Sequencing programs in “modules” that sequence among other modules in a course (coarser granularity)
– Sequencing information can be embedded in content
– Sequencing information can be external to content
2000-03-15 SEQ Presentation, F. Farance, ©1999 Edutool.Com
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Example #3: 20-70-10 Motion Algorithm (pseudo-code)
{set prev $thisobj.prevrefset curr $thisobj.refset next $thisobj.nextrefset randval [random 100]if { $randval < 20 } then{ launch $prev }elif { $randval<90 } then{ launch $curr }else{ launch $next }}
X: { \ playmovie c1.avi & playsound c1.wav &}Y: { runapp d.exe }Z: { \playhtml b-page.html}
2000-03-15 SEQ Presentation, F. Farance, ©1999 Edutool.Com
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Example #4: Prerequisites
• Content structure determines “partial” ordering, i.e., dependency relationships
• Examples:– After A is completed, any one of B, C, or D can be run– F can only be run after both C and D are completed,
regardless of progress on B or E
• Typical use:– Medium to coarse granularity– Sequence among modules, sequence among courses
2000-03-15 SEQ Presentation, F. Farance, ©1999 Edutool.Com
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Example #4: Prerequisites
A
B
C
D
E
F
J
G
H
I
2000-03-15 SEQ Presentation, F. Farance, ©1999 Edutool.Com
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Example #4: Prerequisites
• Sample implementations:– Dependency links (not too friendly)– Names (locator indexes) provide ordering rules
e.g., “topic-a-01”, “topic-b-02”, etc.– Metadata can contain ordering– Sequencing programs that infer ordering– Learner profile (performance) information can be
used– Assessment information can be used
2000-03-15 SEQ Presentation, F. Farance, ©1999 Edutool.Com
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Example #5: Embedded Code
• Sequencing code is embedded in content or available in metadata
• Content asked: “Am I ready to run this content?”
• Typical use:– Medium to coarse granularity– Sequencing courses– Sequencing specialized standalone “lessons”
incorporated into many courses
2000-03-15 SEQ Presentation, F. Farance, ©1999 Edutool.Com
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Example #5: Embedded Code
A
B
C
D
E
F
J
G
H
I
SequencerProfiles
Other ServicesSequencer Query“Am I Ready?”
Query Learner History To Support
Answering Question“Am I Ready?”
2000-03-15 SEQ Presentation, F. Farance, ©1999 Edutool.Com
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Example #5: Embedded Code
• Sample implementations:– CGI scripts, Perl, Java, possibly Javascript– Tcl programs– Executables
• Separate “Are you ready to run?” from “Start running” messages
• Can be embedded or attached to content
2000-03-15 SEQ Presentation, F. Farance, ©1999 Edutool.Com
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Example #6: Add MissingKnowledge (Ontologies)
• Sequencing based on learner’s mastery of identifiable competencies
• In this example: list of “missing knowledge” is extracted from profile information as “learner’s objectives” (future performance information)
• Typical use:– Any granularity– Course comprised of knowledge objectives– Objectives may be in profile, not it content
2000-03-15 SEQ Presentation, F. Farance, ©1999 Edutool.Com
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Example #6: Add MissingKnowledge (Ontologies)
A
B
C
D
E
F
J
G
H
I
Knowledge units, perlearner objectives
ProfilesKnowledge dependenciesoutside of pre-requisites
Knowledge objectivesretrieved fromlearner’s profile
2000-03-15 SEQ Presentation, F. Farance, ©1999 Edutool.Com
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Example #6: Add MissingKnowledge (Ontologies)
• Sample implementations:– Tcl scripts comparing learner models with
knowledge libraries– Expert systems
• Highly dependent on knowledge structure, learner model
2000-03-15 SEQ Presentation, F. Farance, ©1999 Edutool.Com
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Low Level PresentationAnd Question Sequencing
• Based on low-level, widely used paradigm• Based on work by Claude Ostyn (Asymetrix)
and Bill McDonald (Flightsafety/Boeing)• Simplified abstractions, parameterized
abstractions• Starting point for common interaction
templates
2000-03-15 SEQ Presentation, F. Farance, ©1999 Edutool.Com
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Example #7: Multiple Choice
• Presentation “text”• Question “text”• Choices
– Labels– Choice text
• Flag: randomization• Correct answer
2000-03-15 SEQ Presentation, F. Farance, ©1999 Edutool.Com
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Multiple Choice(Tcl-based CBT Data Interchange)
multiple_choice \-P type \ presentation type, e.g., text, text-file, MIME type-p value \ presentation, e.g., string, filename, URL-Q type \ question type ... same as pres. type-q value \ question value ... same a pres.-L type \ label type ... same as pres. type, multiple option-l value \ label name ... same as pres., multiple option-C type \ choice type ... same as pres. type, multiple option-c value \ choice value ... same as pres., multiple option-A type \ answer type ... same as pres. type, usually "string”-a value \ answer value ... same as pres., usually match string-H type \ hint type ... same as pres. type-h value \ hint value ... same as pres.-D type \ repository type-d loc \ location in repositorycontent_id content ID associated with interaction
2000-03-15 SEQ Presentation, F. Farance, ©1999 Edutool.Com
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Multiple Choice Content Example
multiple-choice \ -P text-file -p content-1-p \ -Q text-file -q content-1-q \ -C text-file -c content-1-1 \ -C text-file -c content-1-2 \ -C text-file -c content-1-3 \ -C text-file -c content-1-4 \ -A string -a Friday \ content-1
2000-03-15 SEQ Presentation, F. Farance, ©1999 Edutool.Com
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Example #8: Fill In Blank
• Presentation “text”• Question “text”, including blank• Correct answer• Flag: case insensitive• Flag: ignore leading, multiple, trailing spaces• Spelling fuzziness
2000-03-15 SEQ Presentation, F. Farance, ©1999 Edutool.Com
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Fill In Blank(Tcl-based CBT Data Interchange)
fill_in_blank \-P type \ presentation type, e.g., text, text-file, MIME type-p value \ presentation, e.g., string, filename, URL-Q type \ question type ... same as pres. type-q value \ question value ... same a pres. (replace “____”)-L type \ label type ... same as pres. type, multiple option-l value \ label name ... same as pres., multiple option-C type \ choice type ... same as pres. type, multiple option-c value \ choice value ... same as pres., multiple option-A type \ answer type ... same as pres. type, usually "string”-a value \ answer value ... same as pres., usually match string-H type \ hint type ... same as pres. type-h value \ hint value ... same as pres.-D type \ repository type-d loc \ location in repositorycontent_id content ID associated with interaction
2000-03-15 SEQ Presentation, F. Farance, ©1999 Edutool.Com
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Fill-In-Blank Content Example
fill_in_blank \ -P text-file -p content-2-p \ -Q text-file -q content-2-q \ -A string -a Friday \ content-2
2000-03-15 SEQ Presentation, F. Farance, ©1999 Edutool.Com
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Example #9: Choose M of N
• Presentation “text”• Left column of choices• Right column of choices• Flag: ordered vs. unordered• Flag: randomization• Answer list
2000-03-15 SEQ Presentation, F. Farance, ©1999 Edutool.Com
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Choose M of N(Tcl-based CBT Data Interchange)
selection_choice \-P type \ presentation type, e.g., text, text-file, MIME type-p value \ presentation, e.g., string, filename, URL-Q type \ question type ... same as pres. type-q value \ question value ... same a pres.-L type \ label type ... same as pres. type, multiple option-l value \ label name ... same as pres., multiple option-C type \ choice type ... same as pres. type, multiple option-c value \ choice value ... same as pres., multiple option-A type \ answer type ... same as pres. type, usually "string”-a value \ answer value ... same as pres., usually match string-H type \ hint type ... same as pres. type-h value \ hint value ... same as pres.-D type \ repository type-d loc \ location in repositorycontent_id content ID associated with interaction
2000-03-15 SEQ Presentation, F. Farance, ©1999 Edutool.Com
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Example #10: True-False
• Presentation “text”• Correct answer
2000-03-15 SEQ Presentation, F. Farance, ©1999 Edutool.Com
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True-False(Tcl-based CBT Data Interchange)
true_false \-P type \ presentation type, e.g., text, text-file, MIME type-p value \ presentation, e.g., string, filename, URL-Q type \ question type ... same as pres. type-q value \ question value ... same a pres.-L type \ label type ... same as pres. type, multiple option-l value \ label name ... same as pres., multiple option-C type \ choice type ... same as pres. type, multiple option-c value \ choice value ... same as pres., multiple option-A type \ answer type ... same as pres. type, usually "string”-a value \ answer value ... must be “true” or “false”-H type \ hint type ... same as pres. type-h value \ hint value ... same as pres.-D type \ repository type-d loc \ location in repositorycontent_id content ID associated with interaction
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True-False Content Example
true_false \ -P text-file -p content-3-p \ -Q text-file -q content-3-q \ -A string -a true \ content-3
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Example #11: Write Sentences
• Presentation “text”• Correct answer• Comparison script
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Write Sentences(Tcl-based CBT Data Interchange)
write_sentence \-P type \ presentation type, e.g., text, text-file, MIME type-p value \ presentation, e.g., string, filename, URL-Q type \ question type ... same as pres. type-q value \ question value ... same a pres.-L type \ label type ... same as pres. type, multiple option-l value \ label name ... same as pres., multiple option-C type \ choice type ... same as pres. type, multiple option-c value \ choice value ... same as pres., multiple option-A type \ answer type ... usually ”writing-check”-a value \ answer value ... same as pres., usually match string-H type \ hint type ... same as pres. type-h value \ hint value ... same as pres.-D type \ repository type-d loc \ location in repositorycontent_id content ID associated with interaction
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Write-Sentences Content Example
write_sentence \ -P text-file -p content-4-p \ -Q text-file -q content-4-q \ -A writing-check \ -a spelling,grammar,\include=Sunday,include=Monday,\include=Tuesday,include=Wednesday,\include=Thursday,include=Friday,\include=Saturday \ content-4
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Example #12: Submit Project
• Presentation “text”• Requested “pointers” of work• Grading system: E-mail, FTP, posting, script,
CGI
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Submit-Project(Tcl-based CBT Data Interchange)
submit_project \-P type \ presentation type, e.g., text, text-file, MIME type-p value \ presentation, e.g., string, filename, URL-Q type \ question type ... same as pres. type-q value \ question value ... same a pres.-L type \ label type ... same as pres. type, multiple option-l value \ label name ... same as pres., multiple option-C type \ choice type ... same as pres. type, multiple option-c value \ choice value ... same as pres., multiple option-A type \ answer type ... usually ”human-eval”-a value \ answer value ... same as pres., usually match string-H type \ hint type ... same as pres. type-h value \ hint value ... same as pres.-D type \ repository type-d loc \ location in repositorycontent_id content ID associated with interaction
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Example #13: Randomized Content
• Presentation “text”• Template “text”• Rendering system• Correct “answer”• Grading system (e.g., CGI)
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Template Expand(Tcl-based CBT Data Interchange)
template_expand \-P type \ presentation type, e.g., text, text-file, MIME type-p value \ presentation, e.g., string, filename, URL-Q type \ question type ... same as pres. type-q value \ question value ... same a pres.-L type \ label type ... same as pres. type, multiple option-l value \ label name ... same as pres., multiple option-C type \ choice type ... same as pres. type, multiple option-c value \ choice value ... same as pres., multiple option-A type \ answer type ... same as pres. type, usually "string”-a value \ answer value ... same as pres., usually match string-H type \ hint type ... same as pres. type-h value \ hint value ... same as pres.-D type \ repository type-d loc \ location in repository-X loc \ expansion rulescontent_id content ID associated with interaction
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Example of Sequencing Methods At Various Granularities (Distributed
Development)
PrerequisitesPage turner, linear
Low-level template
Motion algorithm
Ontologies (Addmissing knowledge)
Embedded Code(“Are you ready?”)
Granularity Sequencing Types
Coarse
Medium
Fine
Sample Course Sequencing: Coarse granularity (e.g., prerequisites) sequencing for medium granularity components; medium granularity sequencing (e.g., motion algorithms, ontologies, embedded code) for fine granularity components; and so on ...
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Environment
• Need access to performance, assessment, preferences, context indexes ==> CBT Data Interchange work
• Launch ==> Work with IMS
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Open Issues
• Means of navigation• User actions/behavior• Should subdivide list between navigation
actions/behavior• Focus on some grouping “level” to identify the
triggers that can be passed to affect the sequence
• Should refer to low-level micro operations• State transition diagrams
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Future Work (2000-03)
• Revised SEQ data interchange specification• Collaboration among: IEEE LTSC, IMS,
AICC, others• Demonstration of practical examples