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IMS Learning DesignIMS Learning Design

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Hernández‐Leo, D., Asensio‐Pérez, J.I., Dimitriadis, Y., Bote‐Lorenzo, M.L., Jorrín‐Abellán, I.M., Villasclaras‐Fernández, E.D.  Reusing IMS‐LD Formalized Best Practices in Collaborative Learning Structuring Advanced Technology for Learning. 2(3):  pp. 223‐232, October 2005.

Figure 5. IMS-LD description and customization of the Jigsaw CLFP

Educator Experts group Jigsaw group

Problem and sub-problem formulation

Activitycontrol

Activitycontrol

Individual study of a sub-problem

Sub-problem discussion

Problem discussion

Solution proposal

Role

Act, role-part

Act, role-parts

Act, role-parts

Collaborative design of a computing system,

each subsystem is assigned to each expert

Role Role

Discussion forum and collaborative conceptual map

tool

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11

12

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Dick and Carey’s model [Dick 2001]

Dick and Carey’s model [Dick 2001][Dick 2001]

Star Legacy model [Schwartz 1999]

Star Legacy model [Schwartz 1999][Schwartz 1999]

Gagne’s nine event of instruction[Gagne 1979]Gagne’s nine event of instruction[Gagne 1979][Gagne 1979]

Dick and Carey’s model [Dick 2001]

Dick and Carey’s model [Dick 2001][Dick 2001]

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From a practice of  a schoolteacher

From a practice of From a practice of  a schoolteachera schoolteacher

Gagne’s nine events of instruction[Gagne 1979]

Gagne’s nine events of instruction[Gagne 1979][Gagne 1979]

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GLOBE（Global Learning Object Brokered Exchange）federated search service

GLOBE（Global Learning Object Brokered Exchange）federated search service

• ARIADNE (EU)• ESPOL (Ecuador)• Keris (Korea)• LORNET (Canada)• LRE (Europe)• OER‐Africa (South Africa)• OERcommons (USA)• OU‐Japan (Japan)

• ARIADNE (EU)• ESPOL (Ecuador)• Keris (Korea)• LORNET (Canada)• LRE (Europe)• OER‐Africa (South Africa)• OERcommons (USA)• OU‐Japan (Japan)

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IMS LD manifest file

Explanation

The scenario structure

Learning object

Reload Learning Design Player

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Hozo ontology editor is available at http://www.hozo.jp/

OMNIBUS ontology is available at http://edont.qee.jp/omnibus/ 20

is‐achieved by

* Make the learnerrecognize

* Recognize* Have recognized  the context of learning

*Make the learner recognize

* Recognize* Have recognized  what to learn

* Make the learner recognize

* Recognize* Have recognized how to learn

Macro‐I_L event

AND

Micro‐ I_L events

is‐achieved by

WAY2OR

* Make the learner recognize

* Recognize* Have recognized  the examples

WAY1

* Instructional action* Learning action* State‐change  (a state as the goal)

Definition of I_L event

influencecause

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The goal of the whole courseThe goal of the whole course

Learning objectsLearning objects 22

23

WAYWAY‐‐ knowledgeknowledge

* Instructional action* Learning action* State‐change  (a state as the goal)

Definition of I_L event

is‐achieved by

* Make the learnerrecognize

* Recognize* Have recognized  the context of learning

*Make the learner recognize

* Recognize* Have recognized  what to learn

* Make the learner recognize

* Recognize* Have recognized how to learn

Macro‐I_L event

AND

Micro‐ I_L events

is‐achieved by

WAY2OR

* Make the learner recognize

* Recognize* Have recognized  the examples

WAY1Constructivist approach

Cognitivist approach

influencecause

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CrossCross‐‐ paradigm paradigm  TheoryTheory

Cognitivist Cognitivist  TheoryTheory

Constructivist Constructivist  TheoryTheory

Instruction Instruction  management management  theorytheory

Num. of theoriesNum. of theories 11 33 66 11Num. of Num. of  WAYWAY‐‐knowledgeknowledge 22 3030 5151 1616

Num. of Num. of  WAYWAY‐‐knowledge knowledge  of each theoriesof each theories

Dick and Dick and  Carey's Carey's  II‐‐model model  [Dick 2001][Dick 2001]

22 Component Component  display theory display theory  [Merrill 1983][Merrill 1983]

2121 Jonassen'sJonassen's constructivist constructivist  learning learning  environment environment  design design  [[JonassenJonassen 1999]1999]

2222 Keller's Keller's  II‐‐TheoryTheory[Keller 1987][Keller 1987]

1616

Gagne's IGagne's I‐‐ TheoryTheory[Gagne 1979][Gagne 1979]

88 STAR LEGACY STAR LEGACY  model model  [Schwartz 1999][Schwartz 1999]

1919

Merrill and Merrill and  TennysonTennyson’’s s  II‐‐Theory Theory  [Merrill 1977][Merrill 1977]

11 Scaffolding Scaffolding  theorytheory[Hogan 1997][Hogan 1997] [[HmeloHmelo 1996]1996]

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CognitiveCognitive apprenticeshipapprenticeship[Collins 1989][Collins 1989]

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CrossCross‐‐ paradigm paradigm  theory/modetheory/mode ll

Cognitivist Cognitivist  theory/mtheory/m odelodel

Constructivist Constructivist  theory/modeltheory/model

Instruction Instruction  management management  theory/modeltheory/model

Num. of theoriesNum. of theories 11 22 66 11

Num. of WAYNum. of WAY‐‐knowledgeknowledge 22 3030 5252 1616

Num. of I_L eventNum. of I_L event 77 7777 7474 3939

Learning stage (%)Learning stage (%) 71.471.4 4.84.8 6.56.5 0.00.0

Cognitive process state (%)Cognitive process state (%) 14.314.3 61.961.9 36.736.7 35.935.9

MetaMeta‐‐cognitive process state (%)cognitive process state (%) 0.00.0 15.915.9 41.441.4 12.812.8

Attitudinal state (%)Attitudinal state (%) 0.00.0 9.59.5 4.74.7 43.643.6

Developmental state (%)Developmental state (%) 14.314.3 0.00.0 0.80.8 0.00.0

External state (%)External state (%) 0.00.0 7.97.9 10.210.2 7.77.7

Hayashi, Y., Bourdeau, J. and Mizoguchi, R.: "Using Ontological Engineering to Organize Learning/Instructional  Theories and Build a Theory‐Aware Authoring System", International Journal of Artificial Intelligence in Education,  Vol. 19, No. 2, pp. 211‐252, 2009. 26

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Scenario interpreter Scenario interpreter

OMNIBUS ontology OMNIBUS ontology

Scenario model Scenario model

Explanation generator Explanation generator

Model manager Model manager

WAY‐K manager WAY‐K manager

Explanation  of the scenario

Knowledge‐based  guidelines

Explanation template

Explanation template

IMS LD spec.IMS LD spec.

Scenario author (e.g. teacher, instructional Designers, etc.)

IMS LD compliant toolsScenario editorScenario editor

Ontology  author

Knowledge author (e.g. theorists)

Learning objects Learning objects

WAY‐K 

browser

WAY‐K 

browser

IEEE LOM spec.IEEE LOM spec.

OMNIBUS ontology OMNIBUS ontology

WAY‐ knowledge (WAY‐K)

WAY‐ knowledge (WAY‐K)

HozoHozo

import

SMARTIES

Ontology building

WAY‐K editorWAY‐K editor

Explanation  of theories

Structuring  ID knowledge

IMS LDexport

Scenario making

WAY‐ knowledge (WAY‐K)

WAY‐ knowledge (WAY‐K)

WAY‐K 

browser

WAY‐K 

browser

IMS LD export module

IMS LD export module

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Dick and Carey’s model [Dick 2001]

Dick and Carey’s model [Dick 2001][Dick 2001]

Star Legacy model [Schwartz 1999]

Star Legacy model [Schwartz 1999][Schwartz 1999]

Gagne’s nine event of instruction[Gagne 1979]Gagne’s nine event of instruction[Gagne 1979][Gagne 1979]

Dick and Carey’s model [Dick 2001]

Dick and Carey’s model [Dick 2001][Dick 2001]

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* Arrange learning* Prepare* Prepared‐> Developed

* Advancethe development* Develop* Developed

* A le* ‐* A

* Make the learner recognize

* Recognize* Have recognized  the content

* Guide prac* Develop* Developed

Preparing Learning condition

Coached exercise

Develo eventref.

ref. Dic

OMNIBUS Ontology

Way‐knowledge base

Advancethe development

/ Develop/ Developed

Present content/ Recognize

/ Recognizing  the content

Guide practice/ Develop

/ Developed

Guide practice/ Develop

/ Developed

Advancethe development

/ Develop/ Developed

Present content/ Recognize

/ Recognizing  the content

Guide practice/ Develop

/ Developed

Guide practice/ Develop

/ Developed

Advancethe development

/ Develop/ Developed

Present content/ Recognize

/ Recognizing  the content

Guide practice/ Develop

/ Developed

Guide practice/ Develop

/ Developed

Advancethe development

/ Develop/ Developed

Present content/ Recognize

/ Recognizing  the content

Guide practice/ Develop

/ Developed

Advancethe development

/ Develop/ Developed

Present content/ Recognize

/ Recognizing  the content

Guide practice/ Develop

/ Developed

Advancethe development

/ Develop/ Developed

Present content/ Recognize

/ Recognizing  the content

Guide practice/ Develop

/ Developed

Advancethe development

/ Develop/ Developed

Present content/ Recognize

/ Recognizing  the content

Guide practice/ Develop

/ Developed

Advancethe development

/ Develop/ Developed

Present content/ Recognize

/ Recognizing  the content

Guide practice/ Develop

/ Developed

Guide practice/ Develop

/ Developed

Advancethe development

/ Develop/ Developed

Present content/ Recognize

/ Recognizing  the content

Guide practice/ Develop

/ Developed

Guide practice/ Develop

/ Developed

Advancethe development

/ Develop/ Developed

Present content/ Recognize

/ Recognizing  the content

Guide practice/ Develop

/ Developed

Advancethe development

/ Develop/ Developed

Present content/ Recognize

/ Recognizing  the content

Guide practice/ Develop

/ Developed

* Arouse an interest* Take an interest* Being interested

* Arouse aspirations* Raise aspirations* Being aspiring

ref. STAR legacy model

* Motivate* Raise motivation* Motivated

Advancethe development

/ Develop/ Developed

Present content/ Recognize

/ Recognizing  the content

Guide practice/ Develop

/ Developed

Guide practice/ Develop

/ Developed

* Inform what to learn* Recognize* Have recognized

what to learn

* Inform guidelines* Recognize* Have Recognizedhow to learn

ref. Gagne and Briggs

* Make the learner recognize* Recognize* Have recognized  the content

* Inform an example of  the desired performance 

* Recognize* Have recognized the content

ref. Collins

* Make the learner recognize* Recognize* Have recognized  the content

* Inform what to learn* Recognize* Have recognized what to learn

* Inform guidelines* Recognize* Have Recognizedhow to learn

ref. Gagne and Briggs

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IMS LD manifest file

Explanation

The scenario structure

Reload Learning Design Player31

PlayPlay

ActAct

Role‐partRole‐part

Role:  Learner Role: 

LearnerEnvironmentEnvironment

ASAS

ActivityActivity

ASAS

ActivityActivity

LOLO

ServiceService

MethodMethod Learning objectiveLearning objective

LearningobjectiveLearningobjective

Support learning/ Acquire unders/ Understand

Advancethe developmen/ Develop/ Developed

Present content/ Recognize/ Recognizing  the content

Gu/ D/ D

Present what to learn/ Recognize/ Recognizing  what to learn

Give guide/ Recogniz/ Recognizhow to le

ref. Gagne  and Brig

ASAS

Role‐partRole‐part

Role:  Instructor

Role:  Instructor EnvironmentEnvironment

ASAS

ActivityActivity

ASAS

ActivityActivity

LOLO

ServiceService

ASAS

Learning objectiveLearning objective

Instructional action/ Learning action/ State change

I_L event

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Understand

Developed

Recognizing  the content

Recognizing  what to learn

Recognhow to 

Support learnin/ Acquire under/ Understand

Advancethe development/ Develop/ Developed

Present content/ Recognize/ Recognizing  the content

Guide pra/ Develop/ Develop

Present what to learn/ Recognize/ Recognizing  what to learn

Give guidelines/ Recognize/ Recognizinghow to learn

ref. Gagne  and Briggs

<imscp:manifest ...(Snip)...identifier="CP-Sample-of-IMS-LD-export">

<imscp:organizations><imsld:learning-design identifier="sample“...(Snip)...<imsld:title>Sample of IMS LD export</imsld:title>

...(Snip)...<imsld:components><imsld:roles><imsld:learner identifier="R-learner"/>...(Snip)...<imsld:activities>

(Snip)...<imsld:activity-structure Identifier=“IAS-Present content836231168“structure-type="sequence"><imsld:title>IAS-Present content</imsld:title>- <imsld:information><imsld:item identifier=“IASI-Present content857600000”

identifierref="RES-i857600000" isvisible="true" /> </imsld:information>

<imsld:activity-structure-refref="LAS-Present what to learn857059328"/>

<imsld:activity-structure-ref ref="LAS-Give guidelines858066944"/>

</imsld:activity-structure><imsld:activity-structure identifier=“LAS-Recognize836231168" structure-type="sequence"> <imsld:title>LAS-Recognize</imsld:title><imsld:activity-structure-ref

...(Snip)... </imsld:activity-structure>

(Snip)...<imsld:environments>

(Snip)...

<imscp:manifest ...(Snip)...identifier="CP-Sample-of-IMS-LD-export">

<imscp:organizations><imsld:learning-design identifier="sample“...(Snip)...<imsld:title>Sample of IMS LD export</imsld:title>

...(Snip)...<imsld:components><imsld:roles><imsld:learner identifier="R-learner"/>...(Snip)...<imsld:activities>

(Snip)...<imsld:activity-structure Identifier=“IAS-Present content836231168“structure-type="sequence"><imsld:title>IAS-Present content</imsld:title>- <imsld:information><imsld:item identifier=“IASI-Present content857600000”

identifierref="RES-i857600000" isvisible="true" /> </imsld:information>

<imsld:activity-structure-refref="LAS-Present what to learn857059328"/>

<imsld:activity-structure-ref ref="LAS-Give guidelines858066944"/>

</imsld:activity-structure><imsld:activity-structure identifier=“LAS-Recognize836231168" structure-type="sequence"><imsld:title>LAS-Recognize</imsld:title><imsld:activity-structure-ref

...(Snip)...</imsld:activity-structure>

(Snip)...<imsld:environments>

(Snip)...

XML description of IMS LD

Role

Activities

Environment

This structure is based on  “Gagne and Briggs’s theory”. The goal “Developed” is  achieved by …

This structure is based on  “Gagne and Briggs’s theory”. The goal “Developed” is  achieved by …

Instructional action/ Learning action/ State change

HTML file

I_L event

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Prof. Riichio Mizoguchi  (Osaka university, Japan)

Prof. Jacqueline Bourdeau  (LICEF UQAM, Canada)

My collaboratorsMy collaborators

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Thank you  for your attention

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