Em ls presentation-8-3-12

Instructional Design Languages and the support of Collaborative Learning

Manuel Caeiro Rodríguez

Manuel.Caeiro@ .uvigo.es

Móstoles, March 8th 2012

Escola de Enxeñaría Escola de Enxeñaría de Telecomunicaciónde Telecomunicación Universidade deUniversidade de

VigoVigo

March 8th, 2012 © Manuel Caeiro Rodríguez 2

Outline

• Introduction• Languages and Supporting Systems

– IMS Learning Design– Other Languages– Supporting Systems

• PoEML• Conclusions

3

Introduction

• How can we support people learning?

• What technology support can we provide?

• How can we support teacher activities?

March 8th, 2012 © Manuel Caeiro Rodríguez

4

The Context

• Ends of the 90’s– SCORM– Learning

Objects– Metadata

• Distance and Open Uniersities– Science and

engineer subjects


5

From LO to LA (i)

• Content-centered view (Learning Objects)– Content types

• An engine annimation • A geolical map• The periodic table


Idea: we take content from a repository and combine them to compose learning materials for learners

6

From LO to LA (ii)


LMSs: contents are combined with learning tools and they can be scheduled

7

From LO to LA (iii)

• But, where is the pedagogy?– What happens with group-based activities?– What happens with collaborative learning?– What do teachers have to do?


8

From LO to LA (iv)

• Activity-centered view (Learning Activities)– Any teaching/learning practice involves activities that have to

be performed by several persons.– This approach is transversal to the pedagogic– We can represent collaborative activities


9

Learning Activities

– Roles

– Activities

– Environment

– Process

Roles:LearnerTeacher

ActivitiesProvide a lectureAnswer questionsPrepare an assigment

Environment:Classroom

Communication ToolsBlackboardBeamer

ProcessControl FlowData Flow


10

Activity Flow


11

What are IDLs (EMLs)?

• Goals (some ideas)– To model activity structures in a computational way– To facilitate the sketch, design, plan and discuss about activity

structures– To execute activity structures

• Features– They are design languages– Formal or not formal (formal != computational)– Graphical or textual– Don’t explicitly impose any pedagogical approach


12

What can be modeled?


13

IMS Learning Design (i)

• Activity Centered View (Learning Activities)– Regardless of the pedagogical/instructional approach, a

Person gets a Role in the teaching-learning process (e.g. learner or teacher)

– In this Role he or she works towards certain Outcomes by performing more or less structured Learning and/or Support Activities within an Environment

– The overall scenario or design (e.g. which Role gets which Activities at what moment in the process) is described within the Method element


14

IMS Learning Design (ii)


15

IMS Learning Design (iii)


16

IMS Learning Design (iv)


17

Educational Modeling Languages

• EML-OUNL – Netherlands 1998-2001

• IMS-LD – IMS Global Consortium, 2003

• MISA y MOT– Canada, 1992-2003

• CPM – France, 2004

• PALO – Madrid, 2000

• E2ML – Switzerland 2003

• Xedu – Valencia, 2003

• CoUML– Austria 2005


18

EML-OUNL (i)






• E2ML – Suiza 2003



- Rob Koper- Open Universiteit Nederland- Original EML - Includes the basic structure


19

EML-OUNL (ii)


20

Palo (i)









- Miguel Rodríguez Artacho (PhD Thesis)- UNED- Similar to EML-OUNL- It doesn’t includes the basic structure


21

Palo (ii)


22

IMS-LD









- Based on EML-OUNL- Integrates IMS specifications- Standard ??- Promotes EMLs research


23

E2ML (i)

• EML-OUNL – Netherlands1998-2001








- Luca Botturi (PhD thesis)- Università de la Svizzera Italiana- Design focused- Goals and activities


24

E2ML (ii)


25

+

MISA/MOT/ADISA (i)



• MISA y MOT– Canada, 1992-20??






- Gilbert Paquette- Université du Québec a Montréal- Didactic Engineering- Domain Model


26

MISA/MOT/ADISA (ii)

• MISA– Supports the design of an instructional system

• MOT– The graphical representation language

• Course Designer works on “4 models”– Knowledge and skill representation. DC: Design of Content– Application of Teaching Methods. DP: Design of pedagogic– Specification of learning materials: DM: Design of materials– Delivery Planning. DD: Design of Delivery


27

MISA/MOT/ADISA (iii)


28

MISA/MOT/ADISA (iv)


1..*

1..*0..*

1..*

1

1

Assistance Scenario

Learning Scenario

Trainer Scenario

Content Expert Senario

Manager Scenario

Instructional Scenario

LearningUnit

Learning Events Network

LearningEvent

ACTIVITY RESOURCE

*

*

*

** *Uses resource

0..* 1

ReferencesLU Sub-Model

1..*

1

IsASubModel

MaterialTool

Communication Link

Service

LocationEvaluation Material

Material Sub-Model

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*References

ACTOR

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Rules

Evolution rules

Evaluation rules

Collaboration rules

Adaptation rules

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Other Links

C Links

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Knowledge Model

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Prerequisitecompetencies

Targetcompetencies

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1- Analyse schema of the system

3- Identify list of

components

2- Choose a module

List of modules and components

Selected module

Module components

I/P I/P

I/P

I/P

I/P I/P

System to analyse

I/P

Liste of default components

5- Compare component to a norm

If norm not satisfied, go 6

6 - Add default to list

and report

I/P

If norm satisfied, go 4

4- Select a component

If no more components,

go 2

If no more modules,

end

L

F

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Teams of 2

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L

R

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Distribute systems to

teams

I/P

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Coach learners

Evaluate results

Feedback

I/P

I/P

I/P

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Tool kit

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Document transfer

Forum

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Assessment results

SI/P

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29

Xedu (i)









- Félix Buendía (PhD Thesis)- Universidad P. de Valencia- Focused on the evaluation of the development of software systems


30

Xedu (ii)


31

+

CPM (i)









- Pierre Laforcade (PhD Thesis)- Université de Pau- Focused on problem-based learning- Identifies IMS-LD limitations


32

CPM (ii)

• Features– UML-based– Dedicated to problem-based learning design– Implemented as a module for the free-of-charge UML CASE-tool

Objecteering


33

CPM (iii)


34

Lenguajes de Modelado Educativo (X)









- Michael Derntl (PhD thesis)- University of Vienna- Based on UML- It is not executable


35

CoUML (i)


36

Other IDLs

• Active Document/PALO (Felisa Verdejo et al., 2002) UNED– Designing and developing collaborative learning activities

• CML: ClassSync Modeling Language– Designing, implementig and monitoring learning activities in

real classrooms• LDL: Learning Design Language (Martel et al. 2006)

– A language to model collaborative learning activities• COW (Vantroys, 2003)


37

Supporting Tools


38

Authoring Tools for IMS LD

• Herramientas– Reload LD editor– ASK-LDT– MOT+LD TELOS– CPM/UML4LD– ReCourse editor– CompendiumLD– MoCoLaDe– Prolix GLM / OpenGLM– GRAIL– Collage– CopperAuthor– CoSMoS


39

Reload LD Editor (i)

• Features– Can edit IMS Learning Design A, B and C– Can export to IMS CP

• Discussion– Difficult to use because

• You need to start defining all the components• You need to stablish all the links• You need to define the method (and again do many links)


40

Reload LD Editor (ii)


41

ReCourse Editor (i)

• Features– Sponsored by the TENCompetence project– Users should be familiar with IMS LD language– The user interface is a mixture between the Reload paradigm

(forms editing) and a visual educational design language editor– Integrated with the administration and runtime system– Access to repositories– Integrated with QTI– Templates support– Checking and validation support


42

ReCourse Editor (ii)


43

Prolix GLM (i)

• Features– Developed in the iCoper EU project– Renamed as OpenGLM– It includes design patterns– Conceived to facilitate LD non experts

• Outputs– It produces LD code (levels A and B)– It provides a graphical outcome (it doesn’t follow the IMS LD

metaphor)– Integration with a repository


44

Prolix GLM (ii)


45

MOT+LD (i)

• Features– MOT was adapted to provide a graphical representation for IMS-

LD• Outputs

– It produces IMS LD code


46

MOT+LD (ii)


47

CompendiumLD (i)

• Features– It is a graphical learning design editor.– Implemented on top of the Compendium mind mapping and

argumentation software• Outputs

– It doesn’t produce executable code– It provides a graphical outcome


48

CompendiumLD (ii)


49

Verification Tools for IMS LD

• MoCoLaDE• An IMS LD Ontology :


50

MoCoLADe (i)

• Features– It is a script design tool ad IMS LDeditor– Implemented as Freestyler extension– Supports the modeling of:

• Group formation• Assigment of roles and documents to groups or individuals• Temporal dependencies between activities

– It supports the simulation of the dynamic features of the script• Outputs

– It doesn’t produce IMS LD code– Graphical notation– Exports to CeLS


51

MoCoLADe (ii)


52

IMS LD Ontology (i)

• Features– Developed in Santiago– An OWL ontoloy for IMS LD was developed– Several axions have been defined in accordance with the IMS LD

specification constraints


53

IMS LD Ontology (ii)


54

Execution Tools for IMS LD

• CopperCore– SLeD: A front-end + Services integration– Reload LD Player– Astro LD Player (“filmstrip” navigation)

• Gridcole: scripted collaborative learning• GRAIL

– Package for .LRN that integrates LD into the LMS• Moodle integration• Alfanet (Boticario) UNED


55

Reload LD Player


56

CSCL Related Proposals

• LAMS• CeLS• Collage• CoFFEE


57

LAMS (i)

• LAMS: Learning Activity Management System– Macquarie E-learning Centre of Excellence: James Dalziel– Ernie Ghiglione

• Goals:– Authoring, delivering and monitoring learning activities, supporting

pedagogical workflows– Inspired in IMS Learning Design

• Features:– A visual authoring interface to design and create learning sequences

from a list of building blocks of individual and collective activities– A monitoring tool through which teachers can tack students’ progress – User administration, student run-time delivery sequences


58

LAMS (ii)


59

LAMS (iii)

• LAMS Sequence Examples– Writting research paper

• Choosing topic• Writing research proposal• Writing literature review• Writing findings, conclusions• Completing

– Stolen generation


60

LAMS (iv)

• Activities– Assessment; Multiple Choice; Question and Answer; Submit

Files, Survey; Chat; Data Collection; Big Blue Button Conference; Forum; Google Maps; Image Gallery; Notebook; Noticeboard; Pixir Image Editor; Task List, Video Recorder, Voting; Wiki

• Sequence Management Tools– Sequence Gates (Stop points); Branching tool; Grouping Tool;

Optional Activities and Sequences; Support Activities; LAMS Gradebook


61

CeLS (i)

• CeLS: Collaborative e-Learning Structures– Holon Institute: Dan Kohen-Vacs, Miky Ronen– Linnaeus University: Marcelo Milrad

• Goals:– To provide a Web-based environment for creating and conducting

structured asynchronous collaborative activities.– To encourage & support teachers to create and conduct structured

collaborative activities• Features:

– It has an executable XML-based model for collaborative activity structures, consisting of stages that are interconnected and based on each other

– Web-based system, server side with engine and administration, client side with activity editor


62

CeLS (ii)

• CeLS: Activity Structure– An activity Structure (AS) includes

• Any number of stages of interaction between a learner and the system– Each stage comprises of any combination of object of four types:

» Presentation» Input» Interaction» Communication

• CeLS: people management– The master group is a class– Groups can be merged to form ‘communities’ or divided to ‘families of

sub-groups’ representing subjects assigned to the subgroups or roles played by the subgroups

– An AS may use different families of subgroups in its stages


63

CeLS (iii)


64

CeLS (iv)


65

CeLS (v)

• CeLS: Sample Activities– Creating a common database (simple/complex, open/p.b.v.)– Responding to peers’ items (grading, ranking, categorizing …)– Pros & Cons (open/p.b.v.)– Reaching an agreement– Creating a group product (parallel/ sequential)– Peer/self evaluation (rubrics)– Peer product assessment (online/offline, group/personal)– Competition– Group Inquiry / Problem solving (Jigsaw… )– E-Games, Role play …


66

Collage (i)

• Collage: Collaborative Learning Flow Pattern editor– University of Valladolid

• Goals– It supports the design of collaborative scripts in

accordance with Collaborative Flow Patterns– Patterns can be selected, adapted and combined– This work was extended to support assessment patterns

• Features– It produces IMS LD code


67

Collage (ii)


68

Collage (iii)


69

Collage (iv)

• Collaborative Learning Flow Patterns– Brainstorming– Jigsaw– Pyramid– Simulation– Think Aloud Pair Poblem solving– Think Pair Share– Peer review


70

Planteamiento de PoEML

• Consideración básica– En su conjunto los EMLs plantean un problema complejo

• Completitud y expresividad para dar soporte a distintas prácticas docentes– Distintas finalidades: Diseño, Comunicación y Realización

• Complejidad. Para el desarrollo de aplicaciones• Usabilidad: Reutilización, Adaptación y Flexibilidad

– Aproximación: principio de Separación de Asuntos (Separation of Concerns)

• “Divide y vencerás”– Propuesta modular (jerárquica y estructurada) e iterativa– Orientada a objetos: clase-instancia


71

Soporte de Aprendizaje Colaborativo

• Soporte de la Colaboración: Workflow y Groupware

Soporte de la colaboración

• Colaboración Abierta

– Habitación Virtual– Monitorización– Los participantes

deben coordinarse entre ellos

• Colaboración estructurada

– Proceso– El sistema realiza

la coordinación de los participantes

Completitud y Expresividad

9 de marzo de 2010 © Manuel Caeiro Rodríguez

72

Separación de Asuntos en PoEML

• Principio de Separación de Asuntos– Se aplica para intentar reducir la complejidad del problema– Importancia del desacoplamiento y la cohesión en las partes– Dificultad para conseguir la separación completa

• Objetivo: Minimización e identificación de dependencias

• Referencias para la separación de asuntos en EMLs– Perspectivas en sistemas de gestión de workflow– Separación de asuntos en sistemas groupware– Separación de asuntos en el desarrollo software y en la programación

(desarrollo software orientado a aspectos)– Teoría de la Actividad


73

Separación de Asuntos en PoEML:Perspectivas y Aspectos

• Perspectivas (13)– Se ocupan de un conjunto de cuestiones de modelado homogéneas, en las

que se tienen en cuenta elementos y relaciones fuertemente cohesionadas

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• Aspectos (4)– Se ocupan de cuestiones transversales con las consideradas en las

perspectivas – No tienen una finalidad propia, sino que afectan a perspectivas y aspectos

1. De Constantes

2. De Condiciones

3. De Señales

4. De Toma de Decisión


74

Separación de Asuntos en PoEML:La Teoría de la Actividad

• Modelo de Mediación Extendido de la Actividad

ComunidadReglas División de Trabajo

Instrumentos

Sujeto Objeto ResultadoACTIVIDAD

EN COLABORACIÓN



Aspecto de Toma de Decisiones

Aspecto de Señales

Aspecto de Condiciones

Aspecto de Constantes

Separación de Asuntos en EMLs:Aspectos

•Expresiones constantes que no cambian •Facilitar los cambios durante el diseño

• Expresiones que dependen de datos y estados•Su valor depende de los datos durante ejecución• Permiten representar relaciones entre distintos asuntos

• Expresiones que indican instantes temporales•Su valor depende de eventos o de valores fijos

• Expresiones que dependen de las decisiones que tomen los participantes (uno o varias)•Diferentes formas de tomar decisiones


Separación de Asuntos en PoEML:Propuestas originales

• Perspectiva Funcional– Objetivos como elementos de primer nivel– Separación entre especificación estructural, objetivos, orden y temporal.

• Perspectiva de participantes (colaboración coordinada)– Cada ES define sus propios roles.– Flujo de Participantes, relativo a la transferencia de participantes

• Soporte a la colaboración – Perspectiva de herramientas– Perspectiva de autorización– Perspectiva de percepción– Perspectiva de interacción


PoEML: Modelo Conceptual (I)

• Concepto Base: Escenario Educativo (ES)– Modelado orientado a objetos– Instancias en Elementos y Activación en Especificaciones

Escenario Educativo

ObjetivoFuncional

RolEntorno

Datos Herramientas

Especificaciónde Orden

EspecificaciónTemporal

Especificaciónde Autorización

Especificaciónde Percepción

Especificaciónde Interacción

ExpresiónConstante

Expresiónde Condición

Expresión de Señalización

Expresión deToma de Decisión

Datos DatosDatos


PoEML: Modelo Conceptual (II)

• Unidad Didáctica: Agregación Jerárquica de ESs– El ES raíz: Elementos Globales

• Elementos Organizativos• Herramientas externas• Recursos externos

– Relaciones entre ESs• Flujo Funcional• Flujo de Participantes• Flujo de Datos• Flujo de Control (O+T)• Refer. entre Entornos• Expresiones

ES Raíz

ES.1 ES.2 ES.N

ES.1.1 ES.1.2

Elementos Globales


PoEML: Modelo Conceptual (III)

• Especificación de número de instancias– Es necesario indicar número de instancias para: ESs, Goals, Roles, Environments, Tool,

Data Elements– Tipos:

• Fixed or constrained• Correlated Instances: static, unique y simple• Instances by Participant• Instances by Expression

• Activación de especificaciones– Orden, Temporal, Permisos, Percepción e Interacción– Tipos:

• Fixed• Activation by Participant• Activation by Expression


PoEML: Autoría Gráfica JPoEML


Representación Gráfica Perspectiva Estructural


URepresentación Gráfica Perspectiva de Objetivos


Representación Gráfica Perspectiva de Participantes


Representación Gráfica Perspectiva de Entornos


Representación Gráfica Perspectiva de Datos


Representación Gráfica Perspectiva de Orden


Representación Gráfica Perspectiva Temporal


Representación Gráfica Aspecto de Toma de Decisiones


PoEML: Representación Gráfica

• Ventajas– Posibilidad de desarrollo modular e incremental. Desarrollo de perfiles de aplicación– Soporte de distintas formas de colaboración: guiada vs. libre.– Reutilización y adaptación definida en tiempo de diseño – Posibilidad de desarrollar soluciones flexibles (dependen de la implementación)

• Dificultades– Dependencias entre perspectivas: Objetivos vs. Orden+Temporal, Datos vs.

Objetivos+Orden+Temporal– Utilización por usuarios finales: manejo y representación de instancias, vistas como

agregación de varias perspectivas– Desarrollo de aplicaciones soporte: verificación, validación, monitorización


Situación Actual en EMLs

• IMS Learning Design es el estándar ?– Herramientas soporte– Sistemas compatibles: LAMS, Collage, etc.

• Problemas de interés– Autoría y utilización por parte de usuarios finales– Representación gráfica: VIDLATEL, VIDL Special Issue– Integración con otros sistemas– Reutilización, adaptación y flexibilidad (desde tiempo de diseño y en

tiempo de ejecución)


Situación Actual en PoEML

• Tesis sobre Integración herramientas externas– Especificación de interfaces y protocolos– Desarrollo del middleware– Validación

• Motor de ejecución PoEML con soporte para la adaptación y flexibilidad– Especificación de semántica de ejecución– Soporte para la adaptación durante la ejecución– Exposición como servicio Web– Validación

Instructional Design Languages and the support of Collaborative Learning

Manuel Caeiro Rodríguez

Manuel.Caeiro@ .uvigo.es

Móstoles, March 8th, 2012

Escola de Enxeñaría Escola de Enxeñaría de Telecomunicaciónde Telecomunicación Universidade deUniversidade de

VigoVigo

Technology

Em ls presentation-8-3-12