Sharing Design Knowledge through Sharing Design Knowledge through the IMS Learning Design the IMS Learning Design

SpecificationSpecification

Dawn Howard-RoseDawn Howard-RoseKevin HarriganKevin Harrigan

David BeanDavid BeanUniversity of WaterlooUniversity of Waterloo

McGraw-Hill RyersonMcGraw-Hill RyersonTeaching, Learning and Technology Conference - 2004 SeriesTeaching, Learning and Technology Conference - 2004 Series

University of OttawaUniversity of Ottawa

IMS IMS and Learning Designand Learning Design

• IMS – An international consortium for IMS – An international consortium for establishing e-learning standards and establishing e-learning standards and specificationsspecifications

• IMS has created many specifications, e.g., IMS has created many specifications, e.g., Content Packaging, Simple Sequencing, Content Packaging, Simple Sequencing, Question and Test, and Learning DesignQuestion and Test, and Learning Design

• Aim is toward interoperability and Aim is toward interoperability and functionality for e-learning content and functionality for e-learning content and deployment, to promote re-use and re-deployment, to promote re-use and re-purposing of resourcespurposing of resources

• Future repositories can include learning Future repositories can include learning designs as well as learning objectsdesigns as well as learning objects

IMS Learning Design IMS Learning Design SpecificationSpecification

• Formally instantiates the pedagogical Formally instantiates the pedagogical intervention and context of the learning intervention and context of the learning interactioninteraction

• Based on Educational Modeling Language Based on Educational Modeling Language [EML, Koper et al., 2001][EML, Koper et al., 2001]

• IMS LD describes a IMS LD describes a Unit of Learning, Unit of Learning, which which is designed to meet specified learning is designed to meet specified learning objectives objectives

• LD could encompass a program of study, a LD could encompass a program of study, a workshop, a course, a module, a lesson, etc.workshop, a course, a module, a lesson, etc.

What IMS Learning Design What IMS Learning Design Specification is NOTSpecification is NOT

• … … Instructional design, in the generic Instructional design, in the generic sense of this term;sense of this term;

• … … A new way of teaching;A new way of teaching;

• … … An instructional design tool;An instructional design tool;

• … … A delivery tool or learning A delivery tool or learning management system [LMS].management system [LMS].

What does a Learning Design What does a Learning Design include?include?

• Critical activitiesCritical activities

• Learning objects [resources] and Learning objects [resources] and support services for use in specified support services for use in specified learning activitieslearning activities

• Roles [instructor, learner, staff]Roles [instructor, learner, staff]

• Workflow Workflow

Levels A, B and C in Levels A, B and C in IMS Learning DesignIMS Learning Design

• Level A: Describes core elements of most Level A: Describes core elements of most simple Units of Learning;simple Units of Learning;

• Level B: Introduces the ability to define Level B: Introduces the ability to define conditional situations within a Unit of conditional situations within a Unit of Learning [e.g., defining different learning Learning [e.g., defining different learning activities according to learners’ activities according to learners’ background, preference, or test results];background, preference, or test results];

• Level C: Introduces notification [e.g., the Level C: Introduces notification [e.g., the completion of event A triggers event B]. completion of event A triggers event B].

IMS LD Conceptual ModelIMS LD Conceptual ModelLevel ALevel A

• LD is a description of a method LD is a description of a method enabling learners to attain learning enabling learners to attain learning objectives by performing certain objectives by performing certain learning learning activitiesactivities, in a certain order, , in a certain order, in the context of an in the context of an environmentenvironment..

Learning Design Level A Learning Design Level A Conceptual ModelConceptual Model

The Vision: How instructional The Vision: How instructional designers will benefit from IMS designers will benefit from IMS

LDLD• Multiple connected repositories, populated Multiple connected repositories, populated

with many learning designswith many learning designs• All designs described using a common All designs described using a common

language, so can be read by any [LD] language, so can be read by any [LD] compliant interpretercompliant interpreter

• Designs are searchable according to Designs are searchable according to pedagogical needs of designers and pedagogical needs of designers and instructorsinstructors

• Repositories would include references to Repositories would include references to literature or evaluations to support the validity literature or evaluations to support the validity of the designsof the designs

Current Projects Aimed at Current Projects Aimed at Realizing the VisionRealizing the Vision

• Repository to Reality [R2R]Repository to Reality [R2R]

• Design environment [MOT+]Design environment [MOT+]

• Run-time environment [e.g. Run-time environment [e.g. Coppercore, Explora II]Coppercore, Explora II]

• IMS LD-Inspired design and run-time IMS LD-Inspired design and run-time environment [LAMS]environment [LAMS]

• Content packaging with LD [Reload]Content packaging with LD [Reload]

The Process: How instructional The Process: How instructional designers will use IMS LDdesigners will use IMS LD

1.1. Identify instructional situation and challenge, using Identify instructional situation and challenge, using controlled vocabulary;controlled vocabulary;

2.2. Search repositories to find generic [content-free] Search repositories to find generic [content-free] and specific [content-bound] examples of designs;and specific [content-bound] examples of designs;

3.3. Preview and assess value of results, using Preview and assess value of results, using references provided [e.g., to lit., peer reviews, references provided [e.g., to lit., peer reviews, evaluations];evaluations];

4.4. Adopt and adapt design(s) as desired for current Adopt and adapt design(s) as desired for current instructional needs;instructional needs;

5.5. Share adapted or new designs by submitting to Share adapted or new designs by submitting to repository [Note that review requirements of repository [Note that review requirements of repositories will vary].repositories will vary].

Steps toward Steps toward Achieving the Vision: Achieving the Vision:

Vocabulary Development in Vocabulary Development in R2RR2R• Goals:Goals:

– Identify and describe exemplars of Identify and describe exemplars of learning designs that can be captured in learning designs that can be captured in terms of valid IMS LD scriptsterms of valid IMS LD scripts

– Document the pedagogical principles Document the pedagogical principles and supporting evidence for these and supporting evidence for these learning designslearning designs

– Define teacher-friendly pedagogical Define teacher-friendly pedagogical search terms for the LD exemplarssearch terms for the LD exemplars

Conceptual Model for this TaskConceptual Model for this Task

• Explanations Explanations – Define and describe key pedagogical Define and describe key pedagogical

features of generic designs [i.e., features of generic designs [i.e., content-free learning activities aimed content-free learning activities aimed at particular learning outcomes]at particular learning outcomes]

– Use IMS LD Specification language Use IMS LD Specification language [activities, roles, environment, [activities, roles, environment, workflow, etc.]workflow, etc.]

Conceptual Model for this TaskConceptual Model for this Task

• ExamplesExamples– Instantiations of the learning designs in Instantiations of the learning designs in

the context of specific content domains the context of specific content domains and teaching/learning situations and teaching/learning situations

– Exemplars of each generic design Exemplars of each generic design should be provided within a number of should be provided within a number of content domainscontent domains

Conceptual Model for this TaskConceptual Model for this Task

• EvidenceEvidence– References to research studies, peer References to research studies, peer

reviews and other evaluations reviews and other evaluations supporting the learning designssupporting the learning designs

– Studies may support the learning Studies may support the learning design as a whole or component parts, design as a whole or component parts, to address identified instructional to address identified instructional challenges challenges

A Generic Unit of Learning:A Generic Unit of Learning:Predict, Observe, ExplainPredict, Observe, Explain

• Learning Objective:Learning Objective: To articulate, justify and To articulate, justify and critically reflect on self and partner’s preconceptions critically reflect on self and partner’s preconceptions and become aware of alternative conceptions. and become aware of alternative conceptions.

• ActivitiesActivities: : – Learners work in pairs, using video-based demonstration of a Learners work in pairs, using video-based demonstration of a

concept;concept;– Discuss and record Discuss and record PredictionPrediction for an outcome and an for an outcome and an

associated reason;associated reason;– After committing to their After committing to their PredictionPrediction, they , they ObserveObserve the the

outcome on the video demonstration;outcome on the video demonstration;– Then they Explain differences between their Then they Explain differences between their PredictionPrediction and and

ObservationObservation..

Predict, Observe, Explain Predict, Observe, Explain [cont’d][cont’d]

• Tasks drawn from relevant, real-Tasks drawn from relevant, real-world scenarios in a given domain;world scenarios in a given domain;

• Multiple-choice options for the Multiple-choice options for the prediction stage are informed by the prediction stage are informed by the alternative conceptions literature.alternative conceptions literature.

Ref: Ref: www.www.learningdesignslearningdesigns..uowuow..eduedu.au.au

Defining a Search InterfaceDefining a Search Interface

• Search terms that work for educatorsSearch terms that work for educators

• Controlled Vocabulary to describe Controlled Vocabulary to describe learning designs in consistent wayslearning designs in consistent ways

• Multiple access paths to learning Multiple access paths to learning designsdesigns

• Terms could focus on disciplines, Terms could focus on disciplines, learning outcomes, instructional learning outcomes, instructional challenges, learner groupings, etc. challenges, learner groupings, etc.

Searching by Learning Searching by Learning Challenge:Challenge:

A Few ExamplesA Few Examples• APPLY: Apply theory in PracticeAPPLY: Apply theory in Practice• COLLABORATE: Collaborate to accomplish COLLABORATE: Collaborate to accomplish

part of the learning taskpart of the learning task• MISCONCEPTIONS: Elicit, confront, and MISCONCEPTIONS: Elicit, confront, and

resolve misconceptions resolve misconceptions • PERSPECTIVES: Examine new knowledge PERSPECTIVES: Examine new knowledge

from different perspectivesfrom different perspectives• CRITIQUE: Think critically about new CRITIQUE: Think critically about new

knowledgeknowledge

Conclusion and Next StepsConclusion and Next Steps

• IMS Learning Design Specification can IMS Learning Design Specification can facilitate sharing of design knowledge facilitate sharing of design knowledge among educatorsamong educators

• Current projects around the globe are Current projects around the globe are aimed at implementing and testing the aimed at implementing and testing the IMS LD SpecificationIMS LD Specification

• R2R seeks to initiate and test a controlled R2R seeks to initiate and test a controlled vocabulary and search model for vocabulary and search model for accessing and sharing learning designsaccessing and sharing learning designs