Propelling Standards-based Sharing and Reuse in Instructional Modeling Communities – The Open Graphical Learning Modeler (OpenGLM)

Lehrstuhl Informatik 5(Informationssysteme)

Prof. Dr. M. JarkeI5-MD-260511-1

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Propelling Standards-based Sharing and Reuse in Instructional Modeling Communities

– The Open Graphical Learning Modeler (OpenGLM)

M. Derntl1, S. Neumann2, P. Oberhuemer2

1 Information Systems & Databases, RWTH Aachen University, Germany2 Center for Teaching and Learning, University of Vienna, Austria

[email protected]

…

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Context

Adoption of standards & specsTechnical interoperability in TEL

Here: focus on instructional modeling

Future gazingMapping and roadmapping for

TEL



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Instructional modeling

Process of producing instructional models (IM) IM can be teaching method, assessment method,

conrete teaching and assessment units. Involves different artifacts and tools

Many available standards and specs for different artifacts, e.g. SCORM or IMS LD for activities, IMS QTI for assessments, IMS CP for content packaging, LOM or DC for metadata, IEEE RCD for outcome definition …



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Objective: Standards-based Sharing

Formal abstract descriptions of teaching and/or learning situations – interoperability and reuse!

Many tools that implement a standard modeling language (Reload, ReCourse, MOT+, ASK-LDT, etc)

Many tools enable integrated commnuity features (eg CompendiumLD, LAMS etc)

The intersection is very small

Objective: Standards-based implementation of community use cases seamlessly within the modeling tool



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Instrucitonal modeling community use cases

Search

Retrieve

Annotate

Enrich

Share



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Implementation: OpenGLM

PROLIX GLM – modeling only; based on Reload code base

OpenGLM implemented on top of PROLIX GLM

Sharing space: Open ICOPER Content Space



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Open ICOPER Content Space (OICS)



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Artifacts



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“Intelligent” LOM record construction

“Electronic forms must die!”

Title (1.2), general description (1.4) from IMS LD manifest Lifecycle (2.*), meta-metadata (3.*) from OICS/OpenGLM user

data Educational description (5.10) from activity descriptions Resource type (5.2) is LD if content objects attached,

otherwise TM Relations (7.*) extracted from OICS learning objects used and

TMs implemented Intended learning outcomes (ext. 5.12) from IEEE RCD

compliant outcome definitions



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Application

Example scenario:Reuse existing instructional models to develop a new LD for an “Academic writing” course



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Search and import something to build on



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Editing general info



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Adapting intended outcomes



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Defining activities



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Add content



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Upload to repository

Could be a personal repository, an open/public repository, an institutional repository, a program-specific repository, …



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End-user evaluation

2 universities, 11 usersPerform desgin task, then structured interviewFindings:

– Work integration: real-life relevance? portfolios, workload calculation

– Training: help required staff training– Terminology: sometimes confusing adapt to institution– Content quality: unsure, lack of info quality controlled

repositories– Sharing & development: well received discourse on

teaching



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Benefits

Reuse of IMs, LODs, content – building on good practice

Shared LOD pool– Institutional control – Outcome-based communities

Institutional repositories– Workflow support at different management layers– Documentation, interoperability and visibility of teaching

practices



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Limitations

IT literacy Obstacles to sharing

– Lack of motivation, – Lack of critical mass, – Lack of quality control

IPR $$$



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Conclusion

Strong opportunities of supporting instructional modeling CoPs, personal and organizational

What’s needed?– Institutionalized provision and quality control– Higher impact of teaching on academic career– Effective spaces for sharing of good practice

Join the conversation on shaping TEL futureshttp://learningfrontiers.eu - “TEL-Future” tab

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Investor Relations

Propelling Standards-based Sharing and Reuse in Instructional Modeling Communities – The Open Graphical Learning Modeler (OpenGLM)