Harmonizing content technology with standards technology€¦ · [Merrill 1983] 21 Jonassen's:...
Transcript of Harmonizing content technology with standards technology€¦ · [Merrill 1983] 21 Jonassen's:...
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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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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
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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]
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Gagne's IGagne's I‐‐ TheoryTheory[Gagne 1979][Gagne 1979]
88 STAR LEGACY STAR LEGACY model model [Schwartz 1999][Schwartz 1999]
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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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