Publications related to UNFOLD coordination activities
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These papers build in various ways on the collaborations established in the coordination activities of the UNFOLD project. A number of them were the result of ongoing contacts which came to fruition in paper presentations at the UNFOLD/ProLearn joint conference Valkenburg Sept 2005. A short comment is provided on each paper in italics A Review of Learning Design: Concept, Specifications and Tools Sandy Britain Report for JISC This report by Sandy Britain of UNFOLD partner Bolton was produced for JISC. It deals with many of the issues discussed by UNFOLD, and was a widely read source by project participants. It mentions the importance for the UK Learning Design community of linking with UNFOLD. Introduction The principle aim of this report is to review and evaluate currently available software tools related to learning design. Whilst the IMS Learning Design Specification (IMS-LD), which we will consider in some detail here, provides a very thorough framework for evaluating the capabilities of software tools within the learning design space, it is also possible to argue that it presents only one of many possible realisations of the concept of learning design and that there are other possible ways to model the concept of learning design that do not implement IMS-LD. IMS Learning Design als Grundlage für die Gestaltung von e-Learning-Systemen Prof. Dr. Andreas Oberweis Diplomarbeit paper There are a number of references to UNFOLD meetings in this German language publication Schwerpunkt Wirtschaftsinformatik und Informationswirtschaft Lehrstuhl für Entwicklung betrieblicher Informationssysteme. Defining adaptive learning design templates for combining design and runtime adaptation in aLFanet Jesus G. Boticario, Olga C. Santos, Carmen Barrera, Elena Gaudioso, Felix Hernandez, Antonio Rodriguez, Peter van Rosmalen, Rob Koper This paper describes work carried out in the project which developed the CopperCore Learning Design engine, which has been used in many UNFOLD workshops and demonstration sessions. The approach taken here has informed UNFOLD discussions of IMS LD templates. Abstract Adaptive features are expected to improve the effectiveness of the learning process in online learning. Nevertheless, most current adaptive sys-tems do not deal with combining design and runtime adaptations. To take ad-vantage of this combination a new adaptive iLMS based on standards, called aLFanet, is being developed. The system includes: (i) an authoring tool to de-velop courses IMS-LD compliant, (ii) an adaptive engine based on a multi-agent architecture which is intended to cope with several adaptive tasks for various types of users (learners, authors and tutors), (iii) a set of advanced pedagogical scenarios that combine design and runtime adaptations to make the authoring of these type of adaptive courses feasible. In this paper we focus on the types of adaptations and the process we have defined to facilitate the con-struction of the adaptive scenarios. Hans Hummel, Jocelyn Manderveld, Colin Tattersall, and Rob Koper Published: Hummel, H. G. K., Manderveld, J. M., Tattersall, C.,& Koper, E. J. R. (2004). Educational Modelling Language: new challenges for instructional re-usability and personalized learning. International Journal of Learning Technology, 1, 1, 110-111. This paper by project personnel from partner OUNL provides an overview of the issues addressed by UNFOLD Abstract Learning technologies offer new opportunities to meet the rapidly growing demand for new, constructivist ways of learning (such as competency-based, collaborative or adaptive learning). They have the potential to act as catalysts for more effective exchange and reuse of learning objects to enable personalised learning. This article examines the extent to which current learning technology specifications contribute to educational change—to actual sharing and reuse in educational practice. Furthermore, the article describes the need for an Educational Modelling Language centred around learning activities to give instructional meaning to learning objects. To date, specifications for learning objects have primarily been designed to ensure interoperability at a rather low infrastructural level (e.g., test items, meta-data), focusing on technology issues and reuse of learning objects. We argue that more widespread adoption of e-learning specifications and standards calls for a pedagogical framework at a higher infrastructural level (e.g., a complete course), focusing on the instructional value and reuse of learning activities. Such a framework is offered by the new Learning Design (LD) specification. LD enables the description of both learning content and processes from a variety of pedagogical perspectives, both objectivist and constructivist. Implementing Learning Design to support web-based learning P. McAndrew, W.I.S. Woods, A. Little, M.J. Weller,
Rob Koper,Hubert Vogten The authors are a combined team of three from the Open University UK and three from OUNL, and all the authors participated in UNFOLD meetings. Abstract In this paper we consider an initial implementation of a system for managing and using IMS Learning Design (LD) to represent online learning activities. LD has been suggested (Koper & Olivier, 2004) as a flexible way to represent and encode learning materials, especially suited to online and web-based learning while neutral to the pedagogy that is being applied. As such it offers a chance to address a gap in the preparation of learning materials and their eventual use by students by providing a formal description of the approach, roles and services needed for a particular unit of learning. The potential in learning design that most interests us is its scope for the exchange of validated and formalised designs and so encouraging reuse. Until full implementations exist this potential cannot be explored and it is hard to predict if learning design will provide value in describing either full courses or in describing isolated activities. The initial work is therefore to implement a system for managing, validating and inspecting learning design building on collaboration between the Institute of Educational Technology at the Open University UK (OUUK) and the Educational Technology Expertise Centre (OTEC) at the Open University of the Netherlands (OUNL), who produced a Learning Design Engine CopperCore (http://coppercore.org/) released under Open Source. IMS Learning Design Support for the Formalization of Collaborative Learning Patterns Davinia Hernández Leo, Juan I. Asensio
Pérez, Yannis A. Dimitriadis Proceedings of the 4th International Conference on Advanced Learning Technologies (ICALT04), pp. 350-354, Joensuu, Finland, 31 Aug - 1 Sep 2004. This paper introduces the Collage project, which was
involved in many of the UNFOLD activities. Following this paper and participation
in UNFOLD, Collage decided to build on the Reload LD editor, and collaborated
with the Reload through UNFOLD. Abstract Collaborative Learning Patterns (CLPs) are detailed descriptions of best practices in collaborative learning. These patterns provide a way for a representation of key aspects of CSCL (Computer- Supported Collaborative Learning) that is easy to understand by software developers. To formalize these CLPs we have focused our attention on IMS Learning Design (IMS-LD). IMS-LD provides a means of expressing many different pedagogical approaches (including collaborative learning), however we have found some limitations in reflecting learning experiences that are group-based. Although this specification supports multiple roles in a learning activity, it is not possible to specify how they are going to interact. This paper points out this deficiency and proposes an extension of IMS-LD. The process that can be followed in order to obtain a unit of learning based on a CLP is illustrated with an example. EML and IMS Learning Design: from LO to LA Colin Tattersall and Rob Koper A position paper presented to LTSN UK (now the HIgher Education Academy) by two of the leading participants in UNFOLD, which summarises many of the issues addressed in the project Introduction In the context of the aims of the first LTSN session (to devise practical strategies for supporting staff in designing online courses), this commentary describes EML and IMS Learning Design, covering both their historical development, current use and importance to staff and educational developers. The thrust of the commentary will be that the current learning object centric view of the e-learning world should evolve to a learning activity centric view. Here, centre stage is given to the performance of individual and group learning activities designed to attain learning objectives and, in the process, making use of learning objects. Computational Representation of Collaborative Learning Flow Patterns using IMS Learning Design Davinia Hernández-Leo, Juan I. Asensio-Pérez and Yannis Dimitriadis Hernandez-Leo, D., Asensio-Perez, J. I. & Dimitriadis,
Y. (2005). Computational Representation of Collaborative Learning The discussion of the extension of IMS LD in this paper has been conducted with the authors in UNFOLD meetings ABSTRACT The identification and integration of reusable and customizable CSCL (Computer Supported Collaborative Learning) may benefit from the capture of best practices in collaborative learning structuring. The authors have proposed CLFPs (Collaborative Learning Flow Patterns) as a way of collecting these best practices. To facilitate the process of CLFPs by software systems, the paper proposes to specify these patterns using IMS Learning Design (IMS-LD). Thus, teachers without technical knowledge can particularize and integrate CSCL tools. Nevertheless, the support of IMS-LD for describing collaborative learning activities has some deficiencies: the collaborative tools that can be defined in these activities are limited. Thus, this paper proposes and discusses an extension to IMS-LD that enables to specify several characteristics of the use of tools that mediate collaboration. In order to obtain a Unit of Learning based on a CLFP, a three stage process is also proposed. A CLFP-based Unit of Learning example is used to illustrate the process and the need of the proposed extension. Testing the pedagogical expressiveness of IMS LD René van Es , Rob Koper van Es, R., & Koper, R. (2005) Testing the pedagogical expressiveness of IMS LD. Educational Technology & Society, 9 (1), 229-249. This paper by René van Es and Rob Koper of UNFOLD partner OUNL addresses directly the key issue of the degree to which IMS LD can represent any pedagogic structure. This has been the subject of discussion at a number of UNFOLD meetings, and especially at events with the wider user group. Abstract The IMS Learning Design specification (LD) was introduced as an answer to the shortcomings of existing learning technology specifications. The main difference with existing specifications is that LD is an abstract, conceptual model that is able to express various pedagogical approaches whereby content can be adapted to personal needs and assessments can be integrated. In this article we evaluate the pedagogical expressiveness of LD by taking a set of 16 lesson plans and expressing them in LD. We use three different methods to identify difficulties in expressing the lesson plans in LD. Difficulties identified included circulating a document within a group, giving instructions prior to the start of an activity, random assignment of a group member to a role, group formation at runtime, creation of an inventory to map pre-knowledge, learning objectives and learning achievements, and a way to communicate information on how to deliver a lesson to a teacher. We did not find situations that were impossible to express with LD. The difficulties found are elaborated and suggestions to handle them are given. The methods used are compared and suggestions are given for further research. Designing a learning design engine as a collection of finite state machines Vogten, Hubert, Tattersall, Colin, Koper, Rob, van Rosmalen, Peter, Brouns, Francis, van Bruggen, Jan. Sloep, Peter. Martens, Harrie Preprint of a 2005 paper in the International Journal on E-Learning. This paper by members of UNFOLD partner OUNL provides an excellent clear description of the architecture of the CopperCore Learning Design Engine. Abstract Specifications and standards for e-learning are becoming increasingly sophisticated and complex as they deal with the core of the learning process. Simple transformations are not adequate anymore to successfully implement these latest specifications and standards for e-learning. IMS Learning Design (LD) (IMS, 2003b) is a representative of such a new specification in the field of e-learning. Its declarative nature, expressiveness and scope increase the complexity for any implementation. This probably is the largest hurdle that stands in the way of successful general deployment of this type of specifications. This article describes how an engine for interpreting LD can be designed as a collection of finite state machines (FSMs). A finite state machine is a computational model where a system is described through a finite number of states and their transition functions that map the change from one state to another. In the case of LD each state can be seen as constructed from a set of properties which can either be declared explicitly in LD or implicitly by the engine. State transitions are implemented through a mechanism of events and event handlers, completing the finite state machine. By re-using certain type of properties across FSMs it is possible to create an automatic propagation mechanism taking care of group dynamics without the need for any additional efforts. With the FSMs in place, personalization, one of the key features of LD, becomes a simple task. By combining the principles presented in the article, it becomes clear that an elegant design becomes feasible. This is demonstrated in the first actual implementation called CopperCore (Martens, Vogten, Rosmalen, & Koper, 2004) . IMS LD reusable elements for adaptive learning designs Adriana J. Berlanga, Francisco J. García Adriana J. Berlanga and Francisco J. García (2005). IMS LD reusable elements for adaptive learning designs . Journal of Interactive Media in Education (Advances in Learning Design. Special Issue, eds. Colin Tattersall, Rob Koper), 2005/11. ISSN:1365-893X [jime.open.ac.uk/2005/11]. This paper was presented at the UNFOLD/ProLearn joint conference Valkenburg Sept 2005. Abstract This paper presents an approach to designing adaptive learning environments based on IMS LD, which separates its elements (i.e. objectives, prerequisites, method, learning activities, adaptive rules, personalization properties, etc.) in order to use them in different Learning Designs and enforce their reusability and exchangeability. Moreover, it briefly presents an authoring tool under development to define adaptive learning designs compliant with IMS LD. A first exploration of an inductive analysis approach for detecting learning design patterns Francis Brouns, Rob Koper, Jocelyn Manderveld, Jan van Bruggen, Peter Sloep, Peter van Rosmalen, Colin Tattersall and Hubert Vogten Francis Brouns, Rob Koper, Jocelyn Manderveld, Jan van Bruggen, Peter Sloep, Peter van Rosmalen, Colin Tattersall and Hubert Vogten (2005). A first exploration of an inductive analysis approach for detecting learning design patterns. Journal of Interactive Media in Education (Advances in Learning Design. Special Issue, eds. Colin Tattersall, Rob Koper), 2005/03. ISSN:1365-893X [jime.open.ac.uk/2005/03]. This paper was presented at the UNFOLD / PROLEARN public event in Valkenburg, September 22nd-23rd, 2005. Abstract One way to develop effective online courses is the use of learning design patterns, since patterns capture successful solutions. Pedagogical patterns are commonly created by human cognitive processing in "writer's workshops". We explore two ideas; first whether IMS Learning Design is suitable for detecting patterns in existing courses and secondly whether the use of inductive analyses is a suitable approach. We expect patterns to occur in the method section of a learning design, because here the process of teaching and learning is defined. We provide some suggestions for inductive techniques that could be applied to existing learning designs in order to detect patterns and discuss how the patterns could be used to create new learning designs. None of the suggested approaches are validated yet, but are intended as input for the ongoing discussion on patterns. Practical pedagogical uses of IMS Learning Design Level B Daniel Burgos and Rob Koper Presented at the SIGOSSEE / JOIN conference 2005. Heerlen. This paper addresses an issue raised in the context of UNFOLD meetings: One of the main concerns is how to move from an actual lesson plan in a classroom to a well structured Unit of Learning in IMS LD without loosing pedagogical expressiveness. The second concern is how to create these units in an easy way for non-technical end-users.". Abstract One of the main concerns while making lesson plans in IMS Learning Design is how to model practical pedagogical actual scenarios in IMS Learning Design, and how IMS Learning Design can help to move real lesson plans, fully focused on pedagogical and didactical uses, to an open e-learning specification without getting lost in the process within technical issues. So, is it possible to make it? and how? This paper intends to put together the pedagogical requests of teachers and learning designers and the technical approach needed to come them true using the Level B of IMS Learning Design. Through different examples and specific uses we describe both, the pedagogical needs and the suggested coding and we link them to provide a joint together view that allows to point out a discussion formula where didactical end-users needs on teaching meet a pedagogically expressive specification able to come across. IMS Learning Design : la flexibilité pédagogique au service des besoins de la e-formation Daniel Burgos, Michel Arnaud, Patrick Neuhauser et Rob Koper Burgos, D., Arnaud, M., Neuhauser, P., Koper, R. IMS Learning Design : la flexibilité pédagogique au service des besoins de la e-formation. In La Revue de l'EPI. France: L'association Enseignement Public et Informatique [http://www.epi.asso.fr/revue/articsom.htm]. Available at [http://www.epi.asso.fr/revue/articles/a0512c.htm and http://hdl.handle.net/1820/470]. Last retrieved in December 19th, 2005 The authors of this French language paper, who participated in project events, describe work building on the tools and networks discussed in UNFOLD. Introduction La spécification IMS-Learning Design (ingénierie pédagogique) fait appel à des concepts pédagogiques permettant de modéliser les unités d’apprentissage. IMS-LD prend en compte une grande variété de modèles pédagogiques c’est là sa flexibilité. Un plan de cours extrait d’une base de données générale ou spécifique (comme Merlot 2005) peut être modélisé avec IMS-LD, grâce à la description des différents rôles, activités, environnements, méthodes1, propriétés, conditions et notifications. Il est utilisé pour transformer les plans de cours en unités d’apprentissage (UOL) décrites de manière formelle et pouvant être exécutées avec un éditeur IMS-LD basé sur un moteur tel que Coppercore (Vogten & Martens, 2005). Ces unités exécutables peuvent être conçues dès le début en utilisant un éditeur tel que CopperAuthor (Van der Vegt 2005) ou Reload (Bolton 2004)). Elles peuvent être modifiées à partir d’exemples existants stockés dans un répertoire (ex. LN4LD (2004) ou Dspace (OUNL 2002)). L’Université ouverte de Hollande (OUNL Open University of the Netherland) s’est donnée pour tâche de fournir des moteurs, des outils d’édition et la documentation complète de la spécification IMS LD avec des exemples d’applications. Depuis 2004, l’OUNL participe à l’effort de diffusion mené par le projet européen UNFOLD et impliquant de nombreuses universités. LearningMapR: A Prototype Tool for Creating IMS-LD Compliant Units of Learning Dawn Buzza, Les Richards, David Bean, Kevin Harrigan, Tom Carey Citation Details: Dawn Buzza, Les Richards, David Bean, Kevin Harrigan and Tom Carey (2005). LearningMapR: A Prototype Tool for Creating IMS-LD Compliant Units of Learning. Journal of Interactive Media in Education (Advances in Learning Design. Special Issue, eds. Colin Tattersall, Rob Koper), 2005/17. ISSN:1365-893X [jime.open.ac.uk/2005/17]. This team from Waterloo University, Canada, participated in a number of project meetings, and presented this paper at the UNFOLD/ProLearn joint conference Valkenburg Sept 2005. Abstract: This article demonstrates and discusses a model to
help instructors select appropriate designs from learning design repositories
for courses they are developing. We describe the LearningMapR: A prototype
pedagogical design tool being developed as a first step toward an IMS-LD-compliant
authoring system. This tool's output is a Unit of Learning [UOL] containing
storyboards, placeholders for content, and IMS-LD compliant templates
and exemplars that are chosen from an illustrative set developed for
the project. Based on collaborative work with the University of Oxford
and using tools such as Reload as the Towards a Benchmark for the Evaluation of LD Expressiveness and Suitability Manuel Caeiro-Rodríguez, Martín Llamas-Nistal, Luis Anido-Rifón Manuel Caeiro-Rodríguez, Martín Llamas-Nistal and Luis Anido-Rifón (2005). Towards a Benchmark for the Evaluation of LD Expressiveness and Suitability. Journal of Interactive Media in Education, 2005/04. ISSN:1365-893X [jime.open.ac.uk/2005/04]. UNFOLD member Manuel Caeiro-Rodriguez participated in a number of project seminars and events, and presented this paper at the UNFOLD/ProLearn joint conference Valkenburg Sept 2005. Abstract IMS Learning Design (LD) has been presented as the EML standard. We propose a methodology to achieve an evaluation benchmark for LD and EMLs based on the identification of perspectives and patterns. We consider a perspective as a feature of an EML with a specific purpose which can be analyzed independently. For each identified perspective, we study the involved patterns. A pattern is an abstraction that is frequently repeated in a design domain, it can be considered as a typical solution to a common problem. Perspectives and patterns provide the criteria that will made up the evaluation benchmark. The evaluation benchmark is proposed to carry out two kinds of evaluation: expressiveness and suitability. The final purpose is to contribute to the development of LD in order to enhance the reusability and interoperability of units of learning. Making the Institutional Business Case for Introducing Learning Design Tools Gayle Calverley Gayle Calverley (2005). Making the Institutional Business Case for Introducing Learning Design Tools. Journal of Interactive Media in Education (Advances in Learning Design. Special Issue, eds. colin.tattersall@ou.nl, rob.koper@ou.nl), 2005/16. ISSN:1365-893X [jime.open.ac.uk/2005/16]. UNFOLD member Gayle Calverley participated in many project events, and presented this paper at the UNFOLD/ProLearn joint conference Valkenburg Sept 2005. Abstract: This paper explores constraints around institutions,
particularly in respect of the potential for effective uptake of LD
tools within institutions. It seeks mechanisms that may reduce the balance
of effort so creation of UOLs based on LD is more justifiable in institutional
contexts. It attempts to illustrate how apparent similarity between
what are substantially different contexts can mask potential LD benefits.
This can affect adoption of LD either through LD-based tools or through
vendor-reliance of an institution. A learning design toolkit to create pedagogically effective learning activities Gráinne Conole, Karen Fill Gráinne Conole and Karen Fill (2005). A learning design toolkit to create pedagogically effective learning activities. Journal of Interactive Media in Education (Portable Learning. Special Issue, eds. Colin Tattersall, Rob Koper), 2005/08. ISSN:1365-893X [jime.open.ac.uk/2005/08]. UNFOLD members Gráinne Conole and Karen Fill, and other members of the DialogPlus team from Southampton, participated in many project events, ran a workshop, and presented this paper at the UNFOLD/ProLearn joint conference Valkenburg Sept 2005. Abstract: Despite the plethora of Information and Communication Technologies (ICT) tools and resources available, practitioners are still not making effective use of e-learning to enrich the student experience. This article describes a learning design toolkit which guides practitioners through the process of creating pedagogically informed learning activities which make effective use of appropriate tools and resources. This work is part of a digital libraries project in which teaching staff at two universities in the UK and two in the USA are collaborating to share e-learning resources in the subject domains of Physical, Environmental and Human Geography. Finding, or creating, suitable e-learning resources and embedding them in well designed learning activities can be both challenging and time consuming. Sharing and adapting effective designs and solutions is both a stimulant and a time saver. This article describes the background to the specification of a learning activities design toolkit to support teachers as they create or adapt e-learning activities. This uses a model of pedagogical approaches as a basis for developing effective learning design plans and illustrates its use. The authors share their definition of a learning activity and taxonomies for the constituent elements. Real examples are discussed to illustrate their approach. Transposing MISA Learning Scenarios into IMS Units of Learning Ileana de la Teja, Karin Lundgren-Cayro, Gilbert Paquette Ileana de la Teja, Karin Lundgren-Cayrol and Gilbert Paquette (2005). Transposing MISA Learning Scenarios into IMS Units of Learning. Journal of Interactive Media in Education (Advances in Learning Design. Special Issue, eds. Colin Tattersall, Rob Koper), 2005/13. ISSN:1365-893X [jime.open.ac.uk/2005/13]. The team from LISEF in Canada participated in many online and face to face events, and ran a workshop with their MOT+ software at the Barcelona meeting. They presented this paper at the UNFOLD/ProLearn joint conference Valkenburg Sept 2005. Abstract: This paper reports an exploratory study investigating the transposition process of a course called the Black Box into a Unit of Learning (UoL), characterized by its collaborative and multi-actor distance learning scenario. It was graphically represented by using the MOT software used in the MISA Instructional Engineering Method. To transpose this scenario into an IMSLD UoL, the iterative nature of this study helped develop the MOT+LD editor and an IMSLD Graphical Representation Code (GRC) now embedded in the editor. The study showed that the MISA method and Level A of the IMSLD Specification share several conceptual elements and representations that accentuate their complementarity in a coherent and clear manner. This finding is very encouraging to extend the analysis of levels B and C of the specification and adapt the MISA method to ease the construction of fully interoperable IMSLD UoL. Developing an approach for Learning Design Players Patrick McAndrew, Rob Nadolski, Alex Little Patrick McAndrew, Rob Nadolski and Alex Little (2005). Developing an approach for Learning Design Players. Journal of Interactive Media in Education (Advances in Learning Design. Special Issue, eds. Colin Tattersall, Rob Koper), 2005/14. ISSN:1365-893X [jime.open.ac.uk/2005/14]. The Open University UK team of Patrick McAndrew and Alex Little participated in all the UNFOLD events, and ran a SLeD workshop in the Glasgow meeting. This paper situates their work on a service based LD player in relation to the CopperCore Learning Design Engine which it makes use of. Rob Nadolski is a member of UNFOLD partner OUNL. They presented this paper at the UNFOLD/ProLearn joint conference Valkenburg Sept 2005. Abstract The EduBox system as described in Tattersall, Vogten and Hermans (2005) was developed at the Open University of the Netherlands in order first to support the use of EML as a formal way to describe its courses, and then redeveloped to support later versions of EML that evolved into Learning Design. Edubox is located as a solution for the OUNL and this allows it to offer a viable platform for student use and to use particular implementations for aspects that are not fully determined in the Learning Design specification. Examples of these are the ways to use question and test and the format for content. Edubox is built around EML 1.1 which is very similar to Learning Design but not identical. This means that EduBox is not designed as the basis for players outside the OUNL. This paper looks at developments on players that can be used more widely. It focuses on the use of the CopperCore Learning Design Engine [1] as a basis for how a player can work and two related implementations that use that engine: the Copper Core LD player and the SLeD player [2]. In all cases the intention is to produce open source software for free reuse and to assist others working in the same area. Wim Westera, Francis Brouns, Kees Pannekeet, Jose Janssen, Jocelyn Manderveld Westera, W., Brouns, F., Pannekeet, K., Janssen, J.,
& Manderveld, J. (2005). Achieving E-learning with IMS Learning This paper by a team from project partner OUNL describes theoretical and practical issues in the development of eLearning with IMS LD, and references work carried out by UNFOLD partners. Abstract This paper uses the Open University of the Netherlands as an instructive case for the introduction of elearning based on the IMS Learning Design specification (IMS LD). The IMS LD specification, as approved by the IMS Global Learning Consortium in 2003, enables the specification and encoding of learning scenarios that describe any design of a teaching-learning process, i.e. support events, exchanges of projects, interactions and communications between participants. In 2004, after several years of small-scale pilots, the Open University of the Netherlands launched IMS LD-based online learning in an operational setting (over 3000 students). Rather than technology, the paper describes the implications for the workflow. The paper explains the processes involved with both IMS LD-based course creation and course delivery. Preliminary findings establish severe inconveniences for developers in the process of course creation, due to immature IMS LD tooling. Tutors, however, comment positively on course delivery, in particular on the way IMS LD supports course logistics, i.e. the arrangement of course runs, the control of student groups, tracking the students’ progress and the support to the exchange of messages and papers. Even though the applied IMS LD-models were deliberately kept simple with respect to interactions and methods, students for their part appreciated the online courses, in particular the functionalities typically enabled by IMS LD, like personalised flow, tailored feedback and portfolios. In sum, taking for granted the immature tooling, the IMS LD specification seems to work in large-scale operational settings. LO -> LA: From a Learning Object centric view towards a Learning Activity perspective Hans G. K. Hummel, Rob Koper, Colin Tattersall To appear in a special issue of JTICL (Journal of Technology, Instruction, Cognition, and Learning), edited by David Wiley, and devoted to the topic of "Learning Objects and Pedagogy." A short paper describing the benefits of IMS LD from the team at OUNL. Abstract This article argues why we must focus on the learning in e-learning. We hold a plea to rethink the current learning object centric paradigm in e-learning technology towards a more learning activity centric perspective on e-learning. After examining current needs in educational practice and the state-of-art in learning technology, we discuss the extent to which available specifications and LMS cater for these needs. We conclude that learning technology should be enhanced with a specification able to capture a larger and more innovative variety of new pedagogical approaches to learning. As a solution to this problem, we propose that the IMS Learning Design specification offers a more generic pedagogical framework to also enable more activity-based and collaborative learning designs for a large variety of approaches and domains. A QTI editor integrated into the netUniversité web portal using IMS LD Ecaterina Giacomini Pacurar, Philippe Trigano, Sorin Alupoaie Ecaterina Giacomini Pacurar, Philippe Trigano and Sorin Alupoaie (2005). A QTI editor integrated into the netUniversité web portal using IMS LD. Journal of Interactive Media in Education (Advances in Learning Design. Special Issue, eds. Colin Tattersall, Rob Koper), 2005/09. ISSN:1365-893X [jime.open.ac.uk/2005/09]. Ecaterina Giacomini Pacurar participated in a number of UNFOLD events, and presented this paper at the UNFOLD/ProLearn joint conference Valkenburg Sept 2005. Abstract This paper presents our research work concerning the development of a QTI player and QTI editor that are integrated in a web portal, called netUniversité, to support teachers in designing educational Web sites based on pedagogical scenarios represented in IMS LD. In the first part of this paper, we introduce the context of our research work. Then we present a general overview of the netUniversité web portal. Finally, web describes the development process of the QTI player and editor as well as the QTI player integration mechanism into the netUniversité navigator module. An IMS LD Graphic Editor using the graphs representation for modifying the course structures Ecaterina Giacomini Pacurar, Philippe Trigano, Cristian Zamfirescu Ecaterina Giacomini Pacurar, Philippe Trigano and Cristian Zamfirescu (2005). An IMS LD Graphic Editor using the graphs representation for modifying the course structures. Journal of Interactive Media in Education (Advances in Learning Design. Special Issue, eds. Colin Tattersall, Rob Koper), 2005/15. ISSN:1365-893X [jime.open.ac.uk/2005/15]. Ecaterina Giacomini Pacurar participated in a number of UNFOLD events, and presented this paper at the UNFOLD/ProLearn joint conference Valkenburg Sept 2005. Abstract We developed a Web portal, named netUniversité, that enables the teachers to create their courses online then to visualize, manage and participate to them. In order to create and execute the courses content, we have implemented an IMS LD player and an IMS LD web course content editor. These modules are integrated in the netUniversité. Using this application the teacher can automatically generate educational Web site structures, adding the pedagogical contents in these structures. However, the main weakness of a web editor (like ours) is the lack of a global view of course structure. These aspects prompted us to create a graphical editor that offers to the teacher a perspective on the IMS LD document with the possibility to perform some basic editing operations (adding, moving, deleting) in order to complete the web editor. In this paper we describe our approach concerning this graphical editor that is included in the web editor to the netUniversité web portal. Wolfgang Greller Wolfgang Greller (2005). Managing IMS Learning Design. Journal of Interactive Media in Education (Advances in Learning Design. Special Issue, eds. Colin Tattersall, Rob Koper), 2005/12. ISSN:1365-893X [jime.open.ac.uk/2005/12]. Wolfgang Greller, then of the UHI Millenium Institute, participted in almost all the UNFOLD events, and presented this paper at the UNFOLD/ProLearn joint conference Valkenburg Sept 2005. Abstract Taking IMS Learning Design (LD) beyond the domain of researchers and programmers, this short paper looks at some of the challenges of mainstreaming it within institutional strategies, processes, and cultures. The experiences of embedding EML at the Open University of the Netherlands will be taken as a reference framework for stimulating managerial attitudes, and thoughts. The paper also intends to provoke some discussion and reflection on cost benefit of Learning Design in a higher education environment. Learning Design Engines as Remote Control to Learning Support Environments Andreas Harrer, Nils Malzahn, Kay Hoeksema, Ulrich Hoppe Andreas Harrer, Nils Malzahn, Kay Hoeksema and Ulrich Hoppe (2005). Learning Design Engines as Remote Control to Learning Support Environments. Journal of Interactive Media in Education (Advances in Learning Design. Special Issue, eds. Colin Tattersall, Rob Koper), 2005/05. ISSN:1365-893X [jime.open.ac.uk/2005/05]. These and other members of the COLLIDE research group at Universität Duisburg-Essen have been in contact with UNFOLD throughout the project, and they presented this paper at the UNFOLD/ProLearn joint conference Valkenburg Sept 2005. Abstract: Context: Chapter 5 of the Learning Design book describes the operational model of a learning design engine based on the concept of finite automata with output alphabet. We rely on this event concept to include pre-existing learning tools in flexibe and rich learning designs. Contribution: We sketch an approach for the integration of complex learning environments in learning designs. Interactive learning support environments, such as argumentation or modelling tools are pre-existent and have a high potential when integrated in learning designs. We propose an approach that aims at a clear separation of the learning design engine, the specification of the learning flow (as LD documents) and learning environments. According to its current state, the engine controls the learning environment with events (such as "start a new phase"), defined as a vocabulary for a set of environments, that are mapped to the environments' existing functionality (such as "create new workspace"). Thus the engine remotely controls the learning tools while the tools can initiate state transitions in the engine on specific events in the tool. Preface to the JIME Special Issue: Advances in Learning Design Colin Tattersall, Rob Koper Rob Koper and Colin Tattersall (2005). Preface to Learning Design: A Handbook on Modelling and Delivering Networked Education and Training. Journal of Interactive Media in Education (Advances in Learning Design. Special Issue, eds. Colin Tattersall, Rob Koper), 2005/18. ISSN:1365-893X [jime.open.ac.uk/2005/18]. The editors of the JIME Special Issue on Advances in Learning Design describe the link between this publication and the UNFOLD project. Abstract This special issue of the Journal of Interactive Media in Education centres around the book Learning Design: A Handbook on Modelling and Delivering Networked Education and Training, from Springer-Verlag. The book was conceived towards the end of 2003, written in 2004 and published in February 2005, the same period in which UNFOLD, a European Commission 6th Framework Support Project, was being established. These two impulses have helped spark a range of new work in various countries and with a variety of different perspectives on both learning design and Learning Design (the distinction between these two terms is explained in the Preface to the book, available as part of this special issue). The 16 articles in this special issue include contributions from France, Germany, Canada, the UK, Cuba, the Netherlands and Spain and cover topics such as the design of LD tools (editors and players), the role of ontologies and patterns in learning design, introducing LD in institutions and using LD with other specifications. Fifteen of the book's chapters have associated articles; the sixteenth contribution to the special issue has a wider scope, touching on many aspects of the book. It records the results of a discussion involving 'teacher-developers' in the Moodle community and examining what it might mean to use IMS Learning Design together with the open source course management system Moodle. The nature of the contributions varies from those describing completed work or providing new insights to those describing the first steps in ongoing research. In all cases, the articles are intended to provoke discussion in the e-learning community, and we invite your comments in the forums provided with the articles. We hope you find the contributions stimulating and helpful, and that they encourage reflection on the use of learning design and Learning Design in your own context. Ontologies to integrate learning design and learning content Colin Knight, Dragan Gaševic, Griff Richards Colin Knight, Dragan Gaševic and Griff Richards (2005). Ontologies to integrate learning design and learning content. Journal of Interactive Media in Education (Advances in Learning Design. Special Issue, eds. Colin Tattersall, Rob Koper), 2005/07. ISSN:1365-893X [jime.open.ac.uk/2005/07]. A strong link was established between UNFOLD and the team at Simon Fraser University led by Griff Richards, who gave presentations at many UNFOLD events, conducted an online seminar, and presented this paper at the UNFOLD/ProLearn joint conference Valkenburg Sept 2005. Abstract: The paper presents an ontology based approach to integrate learning designs and learning object content. The main goal is to increase the level of reusability of learning designs by enabling the use of a given learning design with different content. We first define a threepart conceptual model that introduces an intermediary level between learning design and learning objects called the learning object context. We then use ontologies to facilitate the representation of these concepts: LOCO is a new ontology for IMS-LD, ALOCoM is an existing ontology for learning objects, and LOCO-Cite is a new ontology for the contextual model. Building the LOCO ontology required correcting some inconsistencies in the present IMS LD Information Model. Finally, we illustrate the usefulness of the proposed approach on three use cases: finding a teaching method based on domain-related competencies, searching for learning designs based on domain-independent competencies, and creating user recommendations for both learning objects and learning designs. How to use IMS Learning Design and SCORM 2004 together Colin Tattersall, Daniel Burgos, Hubert Vogten, Harrie Martens, Rob Koper Paper accepted for the SCORM 2006 conference. Tamkang University, Taipei, Taiwan, January 17 - 19, 2006, http://ia.nknu.edu.tw/scorm2006/ The team from UNFOLD partner OUNL describe how SCORM and IMS LD can interoperate. Abstract Standardisation plays an increasingly important role in e-learning, requiring designers to make choices as to the route to be followed during the development of e-learning courses. IMS Learning Design is an e-learning specification which allows e-learning designers to describe Units of Learning – delimited pieces of education or training, such as courses, modules or lessons. SCORM 2004 is the latest version of Advanced Distributed Learning’s reference model for e-learning, which describes a content model and run-time environment for Shareable Content Objects. IMS Learning Design and SCORM 2004 are often positioned as mutually exclusive alternatives. This article outlines the case for using the two together and examines approaches to achieving integration between Units of Learning and Shareable Content Objects. The Reload Learning Design Tools Colin D. Milligan, Phillip Beauvoir, Paul Sharples Colin D. Milligan, Phillip Beauvoir and Paul Sharples (2005). The Reload Learning Design Tools. Journal of Interactive Media in Education (Advances in Learning Design. Special Issue, eds. Colin Tattersall, Rob Koper), 2005/07. ISSN:1365-893X [jime.open.ac.uk/2005/07]. The Reload development team have participated in many UNFOLD meetings, and have run a number of workshops. This paper was presented at the UNFOLD/ProLearn joint conference Valkenburg Sept 2005. Abstract The Reload Learning Design Editor (LDE) is an Open Source, close-to-specification, treebased Learning Design (LD) editor written in Java using the Eclipse platform. The editor tools are complemented by a LD Player, which provides a familiar and user-friendly interface to the CopperCore LD runtime engine. This paper will describe the history and design rationale underpinning the tools, show how they fit into the LD authoring tools framework devised by Griffiths et al. (2005) and consider their suitability to various user roles and design approaches. The paper will conclude by outlining future versions of the software and how these new developments should facilitate the creation and manipulation of Units of Learning by staff in all user roles. Practical and Pedagogical Issues for Teacher Adoption of IMS Learning Design Standards in Moodle LMS Anders Berggren, Daniel Burgos, Josep M. Fontana, Don Hinkelman, Vu Hung, Anthony Hursh, Ger Tielemans Anders Berggren, Daniel Burgos, Josep M. Fontana, Don Hinkelman, Vu Hung, Anthony Hursh and Ger Tielemans (2005). Practical and Pedagogical Issues for Teacher Adoption of IMS Learning Design Standards in Moodle LMS. Journal of Interactive Media in Education, 2005/02. ISSN:1365-893X [jime.open.ac.uk/2005/02]. UNFOLD project personnel participated actively in the moodle.org forums to discuss the prospects for IMS LD integration with Moodle, a leading Open Source Virtual Learning Environment. Martin Dougiamas, the lead developer of Moodle, attended an UNFOLD Community of Practice meeting, which led to the establishment of a road map for adoption of IMS LD by Moodle. This paper draws on the online discussions, and was presented at the UNFOLD/ProLearn joint conference Valkenburg Sept 2005. Abstract Integrating the specifications and tools for IMS-Learning Design (IMS, 2003) into Moodle (Moodle, 2003), an open-source Learning Management System (LMS), is not just a technological question, but also relates to practical, pedagogical, and philosophical issues. This study documents the discussions and experiments of a team of teachers active in the Moodle community who are concerned with the development of international standards in future versions of Moodle. In the course (Moodle, 2005a) of studying the book, Learning Design (Koper and Tattersall, 2005), participants analysed the implications of integrating the LD specifications into Moodle and the operation of various LD tools (Coppercore, Reload) and related tools (LAMS) within the Moodle environment. These differences were then summarized into general implications for future versions of both Moodle and Learning Design. This study concludes that continued, open dialogue between teachers and developers of both LD and Moodle is necessary to achieve transparent integration. Learning Units Design based in Grid Computing Leonel Iriarte Navarro, Alexander Sánchez Díaz, Manuel Marco Such, Daniel Morón Martín, Pedro Pernías Peco Leonel Iriarte Navarro, Alexander Sánchez Díaz , Manuel Marco Such, Daniel Morón Martín and Pedro Pernías Peco (2005). Learning Units Design based in Grid Computing. Journal of Interactive Media in Education (Advances in Learning Design. Special Issue, eds. Colin Tattersall, Rob Koper), 2005/10. ISSN:1365-893X [jime.open.ac.uk/2005/10]. The team from the Department of Languages and Computer Science, University of Alicante, Spain was involved in a number of UNFOLD events and presented this paper at the UNFOLD/ProLearn joint conference Valkenburg Sept 2005. discussions, and Abstract The development of cooperative, flexible and reusable
learning environments is a need in modern education. The IMS Learning
Design specification has played a very important role in modelling and
describing complex learning sequences; these tools and applications
are used for making this standard design and interpretation easier.
On the other hand, grid computing is starting to be used in teaching
learning processes to solve complex tasks that require computing power
and storage capacity. In this article, some alternatives are given to
combine grid computing with teaching learning processes based on IMS
Learning Design. ¿Puede IMS Learning Design ser utilizada para modelar juegos educativos? Daniel Burgos, Colin Tattersall y Rob Koper This Spanish language discussion paper examines the scope of IMS LD, and its ability to model educational games. Introducción IMS Learning Design (IMS, 2003) es una especificación pedagógicamente neutra para modelar unidades de aprendizaje. Mediante su descripción de dif erentes roles, actividades, entornos, métodos, propiedades, condiciones y notificaciones puede ser usada para transformar programaciones educativas de aula en unidades de aprendizaje (UoL) formalmente expresadas que pueden ser ejecutadas con un LD player basado en un motor como Coppercore (Vogten and Martens, 2003). Estas UoL’s ejecutables se pueden crear con cualquier procesador de textos o utilizando un editor, como CopperAuthor (Van der Vegt, 2005) o Reload (Bolton, 2004), o pueden ser modificadas desde distintos ejemplos existentes en directorios como Learning Networks for Learning Design (LN4LD, 2004) o Dspace (DSpace, 2002). La Open University de Holanda trabaja intensamente proporcionando motores, aplicaciones, ejemplos y documentación exhaustiva sobre esta especificación, otras relacionadas y sus posibles aplicaciones. Durante los años 2004 y 2005 realiza también su labor divulgativa dentro del Projecto UNFOLD (UNFOLD, 2004), junto con diversas universidades europeas. Preface to Learning Design: A Handbook on Modelling and Delivering Networked Education and Training Rob Koper, Colin Tattersall Rob Koper and Colin Tattersall (2005). Preface to Learning Design: A Handbook on Modelling and Delivering Networked Education and Training. Journal of Interactive Media in Education (Advances in Learning Design. Special Issue, eds. Colin Tattersall, Rob Koper), 2005/18. ISSN:1365-893X [jime.open.ac.uk/2005/18]. This is the preface to the Springer book edited by Rob Koper and Colin Tattersall of the OUNL. The book is not an UNFOLD product, but has been the focus of extensive discussions in the project. Abstract This article is reproduced with permission from Koper, R. & Tattersall, C. (2005) (Eds.) Learning Design: A handbook on modelling and delivering networked education and training. Berlin: Springer. More information about the book is available from Re-purposing existing generic games and simulations for e-learning Daniel Burgos, Colin Tattersall and Rob Koper Submitted to the special issue of "Computers in Human Behavior" on Education and pedagogy with learning objects and learning designs This paper discusses the use of IMS LD to model the Caminatas game, and the Unit of Learning developed to demonstrate this is published as an exemplar UoL in the UNFOLD Runnable UoLs activity node on LN4LD. Abstract There is a growing interest among teachers in using games as a part of their lesson plans. A standardised, interoperable approach to the sharing of such game-based lesson plans would allow teachers and educational technologists to compare and contrast Digital Game Based Learning scenarios, allowing best practices and lessons learned to emerge. Although games can be used as‘add-ons’ in educational contexts, greater benefits can be attained by integrating games more fully into the educational process, i.e. by repurposing existing games to target the specific learning objectives. In this article we analyse this problem. We developed two possible solutions based on the integration and the interaction of games and learning scenarios. The first solution is based on ‘pedagogical wrappers’, where games are linked to e-learning flows but without interaction and communication. The second solution sees a tighter integration which supports ongoing interaction and communication between game and e-learning flow. We applied both solutions to a generic game. This game was firstly programmed in Action Script and later re-used for learning purposes and represented in IMS Learning Design. We analysed the pros and cons of each solution and identify research topics for further research. |
