Workshop “Ontwikkelen Workshop “Ontwikkelen van en Werken met Leer van en Werken met Leer

Objecten”Objecten”

Allard Strijker, 27 juni 2005 Universiteit Allard Strijker, 27 juni 2005 Universiteit Twente voor Thales Training en Twente voor Thales Training en developmentdevelopment

Deelnemers van de WorkshopDeelnemers van de Workshop

IntroductieIntroductie Taal (Engels of Nederlands)Taal (Engels of Nederlands) Wie is wieWie is wie

OrganisatieOrganisatie

VerwachtingVerwachting Wat wel en wat niet?Wat wel en wat niet?

VragenVragen

Doelgroep en locatieDoelgroep en locatie

De workshop is bedoeld voor De workshop is bedoeld voor onderwijskundig ondersteuners en onderwijskundig ondersteuners en ontwikkelaars van cursusmateriaal ontwikkelaars van cursusmateriaal

De workshop vindt plaats op 27 juni 2005 De workshop vindt plaats op 27 juni 2005 van 9.00 tot 12.00 uur op de Universiteit van 9.00 tot 12.00 uur op de Universiteit TwenteTwente

Inhoud WorkshopInhoud Workshop

De workshop gaat in op:De workshop gaat in op: De definitie en granulariteit van leerobjecten. De definitie en granulariteit van leerobjecten. Ontwikkelen van templates voor leerobjectenOntwikkelen van templates voor leerobjecten Hoe worden binnen Learn eXact Leerobjecten Hoe worden binnen Learn eXact Leerobjecten

toegepast?toegepast? Relatie van Lex met een learner portal. Relatie van Lex met een learner portal.

Leerdoelen WorkshopLeerdoelen Workshop

Na afloop van de workshop is de deelnemer in Na afloop van de workshop is de deelnemer in staat om:staat om: de granulariteit van leerobjecten weer te gevende granulariteit van leerobjecten weer te geven verschillende voorbeelden van het gebruik van het verschillende voorbeelden van het gebruik van het

LCMS deel (de Packager) van Learn eXact te LCMS deel (de Packager) van Learn eXact te beschrijvenbeschrijven

de verschillende mogelijkheden van het gebruik van de verschillende mogelijkheden van het gebruik van templates met Learn Exact te beschrijventemplates met Learn Exact te beschrijven

het concept van een learner portal te beschrijvenhet concept van een learner portal te beschrijven

Learning Objects Human Learning Objects Human PerspectivePerspective

In the corporate context, learning objects are generally In the corporate context, learning objects are generally defined in the terminology of the vendor supplying a LMS defined in the terminology of the vendor supplying a LMS or LCMS. Chapman and Hall (2001), note that in this or LCMS. Chapman and Hall (2001), note that in this context that there is no consistent definition of a learning context that there is no consistent definition of a learning object; "…each of the companies using the learning object; "…each of the companies using the learning object metaphor has their own defined relationship and object metaphor has their own defined relationship and characteristics for what constitutes a learning object" (p. characteristics for what constitutes a learning object" (p. 9). In their review of LCMSs, they identify definitions as 9). In their review of LCMSs, they identify definitions as varying as varying as

"a structured, reusable learning event" (p. 52) and "a structured, reusable learning event" (p. 52) and "a single page or a group of pages, typically they should not "a single page or a group of pages, typically they should not

exceed about 20-25 pages" (p. 81). Although exceed about 20-25 pages" (p. 81). Although "typically they should be five to 15 minutes in length (seat time)” "typically they should be five to 15 minutes in length (seat time)”

(p. 9), (p. 9), they may also be objects such as a single image. they may also be objects such as a single image.

Learning Objects Human Learning Objects Human PerspectivePerspective

Mortimer (2001) shares this impression of confusion Mortimer (2001) shares this impression of confusion within the corporate setting:within the corporate setting:““Learning object. Reusable learning object. Reusable Learning object. Reusable learning object. Reusable information object. Shareable content object. Modular information object. Shareable content object. Modular building block. Chunk. Nugget. Lego. Whatever. The list building block. Chunk. Nugget. Lego. Whatever. The list goes on…no single learning object definition goes on…no single learning object definition exists...there seem to be as many definitions as there exists...there seem to be as many definitions as there are people to ask.”are people to ask.”Chapman and Hall conclude their review by saying "We Chapman and Hall conclude their review by saying "We hope to see better definitions and common standards for hope to see better definitions and common standards for learning objects in the future" (p. 9).learning objects in the future" (p. 9).

Learning Objects from a Technical Learning Objects from a Technical PerspectivePerspective

Oracle introduced the Oracle Learning Architecture (OLA), an early Oracle introduced the Oracle Learning Architecture (OLA), an early attempt at an authoring environment using learning objects attempt at an authoring environment using learning objects (Wagner, 2002). (Oracle later stopped the development of OLA (Wagner, 2002). (Oracle later stopped the development of OLA because of the fast changes in specifications in the Microsoft because of the fast changes in specifications in the Microsoft Windows platforms.) The definition used for learning objects by Windows platforms.) The definition used for learning objects by Oracle was the following:Oracle was the following:A Learning Object can be defined as a distinct, stand-alone piece of A Learning Object can be defined as a distinct, stand-alone piece of education. It can be taken in isolation or as part of a larger course. education. It can be taken in isolation or as part of a larger course. This is exactly the same principle behind Programming Objects, This is exactly the same principle behind Programming Objects, where stand-alone components are reused in different ways for where stand-alone components are reused in different ways for different applications. When Learning Objects are fully implemented, different applications. When Learning Objects are fully implemented, it is possible for every user to define their own unique educational it is possible for every user to define their own unique educational experience (Ellwood, 1997).experience (Ellwood, 1997).

Learning Objects from a Technical Learning Objects from a Technical PerspectivePerspective

Barritt who worked on the development of OLA continued these Barritt who worked on the development of OLA continued these efforts for Cisco Systems (Barritt, Lewis, & Wieseler, 1999) and this efforts for Cisco Systems (Barritt, Lewis, & Wieseler, 1999) and this resulted in a release of Cisco’s white paper on Reusable Learning resulted in a release of Cisco’s white paper on Reusable Learning Objects in 1998. In this white paper Cisco defines two sorts of Objects in 1998. In this white paper Cisco defines two sorts of learning objects, RIOs and RLOs. At its core is the RIO, a learning learning objects, RIOs and RLOs. At its core is the RIO, a learning nugget that contains content, practice, and assessment nugget that contains content, practice, and assessment components. Each RIO is defined as a concept, fact, process, components. Each RIO is defined as a concept, fact, process, principle, or procedure, and tagged appropriately. Several RIOs, as principle, or procedure, and tagged appropriately. Several RIOs, as few as five and as many as nine, are combined together to create a few as five and as many as nine, are combined together to create a Reusable Learning Object (RLO). If a RIO can be equated with an Reusable Learning Object (RLO). If a RIO can be equated with an individual component of a learning objective, an RLO is the sum of individual component of a learning objective, an RLO is the sum of RIOs needed to fulfill that objective. Each RLO, which also includes RIOs needed to fulfill that objective. Each RLO, which also includes introduction, summary, and assessment items, is designed to meet introduction, summary, and assessment items, is designed to meet a learning objective derived from a specific job task (Barritt, Lewis & a learning objective derived from a specific job task (Barritt, Lewis & Wieseler, 1999). A more holistic definition comes from Wiley (2000b) Wieseler, 1999). A more holistic definition comes from Wiley (2000b) who worked closely with Merrill and defined learning objects as: who worked closely with Merrill and defined learning objects as: Any digital resource that can be reused to support learning.Any digital resource that can be reused to support learning.

Learning Objects from a Technical Learning Objects from a Technical PerspectivePerspective

Working together does not mean that definitions used Working together does not mean that definitions used are the same. This broad definition of Wiley somewhat are the same. This broad definition of Wiley somewhat contradicts the strict definition of knowledge objects used contradicts the strict definition of knowledge objects used by Merrill (2000): by Merrill (2000):

A knowledge object consists of a set of fields (containers) for the A knowledge object consists of a set of fields (containers) for the components of knowledge required to implement a variety of components of knowledge required to implement a variety of instructional strategies. These components include: the name, instructional strategies. These components include: the name, information about, and the portrayal for some entity; the name, information about, and the portrayal for some entity; the name, information about, and the portrayal for parts of the entity; the information about, and the portrayal for parts of the entity; the name, information about, values, and corresponding portrayals name, information about, values, and corresponding portrayals for properties of the entity; the name, and information about for properties of the entity; the name, and information about activities associated with the entity; and the name and activities associated with the entity; and the name and information about processes associated with the entity. information about processes associated with the entity.

Learning Objects from a Technical Learning Objects from a Technical PerspectivePerspective

Knowledge objects can also been seen as learning Knowledge objects can also been seen as learning objects in terms of reusability and also can be compared objects in terms of reusability and also can be compared with the definition of Barritt, Lewis, and Wieseler, (1999) with the definition of Barritt, Lewis, and Wieseler, (1999) who identified: Educational learning objects, Content who identified: Educational learning objects, Content objects, Training components, Nuggets, and Chunks as objects, Training components, Nuggets, and Chunks as terms used in the industry. This broader set of industrial terms used in the industry. This broader set of industrial terms includes even a broader pool of definitions. For terms includes even a broader pool of definitions. For example from Robson (2001):example from Robson (2001):

The Learning objects are the core concept in an approach to The Learning objects are the core concept in an approach to learning content in which content is broken down into "bite size" learning content in which content is broken down into "bite size" chunks. These chunks can be reused, independently created, chunks. These chunks can be reused, independently created, and maintained, and pulled apart and stuck together like so and maintained, and pulled apart and stuck together like so many legos.many legos.

Learning Objects from a Technical Learning Objects from a Technical PerspectivePerspective

The definition used in this research will be The definition used in this research will be adapted from that of the IEEE adapted from that of the IEEE Standardisation Body (2003) which in turn Standardisation Body (2003) which in turn was adapted from the Learning Object was adapted from the Learning Object Metadata (LOM) (LTSC, 2002) definition Metadata (LOM) (LTSC, 2002) definition that defines an object as:that defines an object as: A learning object is any entity, digital or non-A learning object is any entity, digital or non-

digital, that may be used for learning, digital, that may be used for learning, education or training.education or training.

Aggregation levels and Aggregation levels and granularitygranularity

The definition of learning objects does not The definition of learning objects does not prescribe the size of learning objects, Robson prescribe the size of learning objects, Robson (2001) notes that:(2001) notes that: There is no standard for the size (or granularity) of a There is no standard for the size (or granularity) of a

learning object. Larger learning objects are typically learning object. Larger learning objects are typically harder to reuse, and smaller learner objects save less harder to reuse, and smaller learner objects save less work for those who are reuse them. Per the literature work for those who are reuse them. Per the literature of pedagogy, the happy medium has been estimated of pedagogy, the happy medium has been estimated as between five and fifteen minutes of learning as between five and fifteen minutes of learning material.material.

Aggregation levels and Aggregation levels and granularitygranularity

Also Hodgins (2000b) suggests that:Also Hodgins (2000b) suggests that: There is no set absolute size to a learning object, There is no set absolute size to a learning object,

since the size of the object will be relative to the since the size of the object will be relative to the needs of learners and the requirements.needs of learners and the requirements.

This corresponds with the white paper of Cisco This corresponds with the white paper of Cisco (Barritt, 2001) that starts with a comment about (Barritt, 2001) that starts with a comment about the size of an object: the size of an object: The size and shape of an "object" is open to each The size and shape of an "object" is open to each

organisation to define. This decision is based upon organisation to define. This decision is based upon the needs, tools, processes, and business goals of the needs, tools, processes, and business goals of the organisation.the organisation.

Aggregation levels and Aggregation levels and granularitygranularity

To deal with the different approaches of defining the size of learning To deal with the different approaches of defining the size of learning objects and granularity within the research there is no size or content objects and granularity within the research there is no size or content structure of objects defined according to the definition of learning structure of objects defined according to the definition of learning objects. objects. However to deal with granularity aspects, within the LOM vocabulary However to deal with granularity aspects, within the LOM vocabulary (LTSC, 2002) four levels of granularity are defined. These four levels (LTSC, 2002) four levels of granularity are defined. These four levels are used within the research to identify the level of aggregation:are used within the research to identify the level of aggregation:

1.1. The smallest level of aggregation, such as raw media data or fragments The smallest level of aggregation, such as raw media data or fragments (pictures, plain text, Word document, PowerPoint files, attachments in a (pictures, plain text, Word document, PowerPoint files, attachments in a course-management system)course-management system)

2.2. A collection of atoms, such as an HTML document with some embedded A collection of atoms, such as an HTML document with some embedded pictures or a lesson (a webpage, a archive item in a course pictures or a lesson (a webpage, a archive item in a course management system)management system)

3.3. A collection of Level 2 learning resources, such as a web of HTML A collection of Level 2 learning resources, such as a web of HTML documents with an index page that links the pages together or a course documents with an index page that links the pages together or a course (a course within a course-management system)(a course within a course-management system)

4.4. The largest level of granularity, such as a set of courses that lead to a The largest level of granularity, such as a set of courses that lead to a certificate (a set of competences that lead to a profile set of courses).certificate (a set of competences that lead to a profile set of courses).

Aggregation levels and Aggregation levels and granularitygranularity

As another example of granularity within learning As another example of granularity within learning objects, Wiley (2000a) identified five types of learning objects, Wiley (2000a) identified five types of learning object types that vary in: object types that vary in:

number of elements, type of objects contained, reusable number of elements, type of objects contained, reusable component objects, common function, extra-object dependence, component objects, common function, extra-object dependence, type of login contained in the object, potential for inter-contextual type of login contained in the object, potential for inter-contextual reuse, and potential for intra-contextual reuse. The different reuse, and potential for intra-contextual reuse. The different types of learning objects vary in behaviour, complexity, content, types of learning objects vary in behaviour, complexity, content, and functionality. and functionality.

This means that also the technology has to cover the This means that also the technology has to cover the differences in the types of learning objects. Authoring differences in the types of learning objects. Authoring tools should provide the support to deal with different tools should provide the support to deal with different types of learning objects and variances in granularity. types of learning objects and variances in granularity.

LeerobjectenLeerobjecten

Links en verwijzingenLinks en verwijzingen

HergebruikHergebruik

MetadataMetadata

Inhoud en structuurInhoud en structuur

GranulariteitGranulariteit

Templates for learning ObjectsTemplates for learning Objects

Opdracht:Opdracht: Ontwerp een sjabloon voor een leerobject!Ontwerp een sjabloon voor een leerobject!

OvereenkomstenOvereenkomsten

VerschillenVerschillen

Learning Content Management Learning Content Management SystemsSystems

DatabasesDatabases

Gestructureerde dataGestructureerde data

Sjablonen / TemplatesSjablonen / Templates

Data en OpmaakData en Opmaak

Onderwijs en trainingOnderwijs en training

Onderwijsscenario’s / Onderwijskundige Onderwijsscenario’s / Onderwijskundige benaderingenbenaderingen Task based LearningTask based Learning Problem based learningProblem based learning Workplace learningWorkplace learning Study landscapeStudy landscape

DeliveryDelivery Face to faceFace to face OnlineOnline Blended LearningBlended Learning

Templates in Learn ExactTemplates in Learn Exact

De ongewenste vrijheidDe ongewenste vrijheid

De techniek staat voor nietsDe techniek staat voor niets

Beheer en de toekomstBeheer en de toekomst

Less is moreLess is more

Simpel is moeilijkSimpel is moeilijk

Moeilijk is makkelijkMoeilijk is makkelijk

Voorbeelden van TemplatesVoorbeelden van Templates

TeletopTeletop

WebquestsWebquests

Taakgebaseerd lerenTaakgebaseerd leren

Learning DesignLearning Design

LexLex

Learner PortalsLearner Portals

Authoring ToolsAuthoring Tools

Learning Content Management SystemsLearning Content Management Systems

Learning Management SystemsLearning Management Systems

ELO Course Management SystemsELO Course Management Systems

PortalsPortals

Content Management SystemsContent Management Systems

SamenvattingSamenvatting

VragenVragen

DiscussieDiscussie