Publications produced by the UNFOLD project
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UNFOLD papers which were prepared for project events, or draw out the results of the project. Most of them were produced by project personnel, with some contributions from close collaborators among the UNFOLD membership. A short comment is provided on each paper in italics The UNFOLD end of project publication This booklet summarises the achievements of the project, and provides an introduction to the IMS LD specification. It also has a specially written paper by Rob Koper. Learning Design and Representations of Instructional Intent Griff Richards and Colin Knight UFOLD Discussion paper Griff Richards of Simon Fraser University, Canada, participated in many UNFOLD face to face and online meetings. This discussion paper was the basis for and UNFOLD online seminar held on 26th January 2005. The transcript is available on the UNFOLD forums at LN4LD This paper 26th January 2005. Bill Olivier UNFOLD Discussion paper Bill Olivier, formerly of CETIS and now Technical
Director of JISC, was a key contributor to UNFOLD. This paper was the
basis for an UNFOLD online seminar, held in July 16th, 2004. A full transcript
of the discussion is available on the UNFOLD forums at LN4LD.
Abstract The IMS Learning Design 1.0 specification was released
in February 2003. This briefing provides an update on developments since
then till July 2004 Models for the re-use of learning scenarios Jean-Philippe Pernin, Anne Lejeune UNFOLD Discussion paper This paper drew on discussions at previous UNFOLD events, and other conferences where IMS LD was discussed in France. The paper was discussed at an UNFOLD online seminar of December 15th 2005, and the transcript can be found at on LN4LD. Abstract The aim of this paper is to contribute to increased reuse of pedagogical
scenarios by teachers and trainers. We focus on the educational modelling
languages framework, and propose a life cycle model for learning scenarios
and describe the different aspects of a learning scenario through a second
model. We also look at the functions that could be made available to users
within new computer based environments. The UNFOLD Berlin Architecture The UNFOLD Berlin Architecture with comments These architectural diagrams for a Learning Activity runtime system were produced by Scott Wilson as a summary of the work done at the final UNFOLD CoP meeting in Berlin. The architecture builds on earlier architectures for Learning Design established in Valkenburg and Dagstuhl. The architecture remains work in progress, but distills much of the discussion of IMS LD and service based architectures which has been conducted in UNFOLD during the last eighteen months. It is a public document, and UNFOLD is delighted that this architecture has been taken on as an input by the newly started TENCompetence project, which had a number of representatives at the Berlin CoP meeting. Learning Networks using Learning Design. A first collection of papers. Content A selection of papers relevant papers about the state of the art posted on Learning Networks for Learning Design Daniel Burgos and Rob Koper Burgos, D., Koper, R. (2005) Virtual communities, research groups and projects on IMS Learning Design. State of the art, key factors and forthcoming challenges. In E-Journal of Educational Research, Assessment and Evaluation, vol. 11, issue 2 [www.uv.es/RELIEVE]. Available at [http://www.uv.es/RELIEVE/v11n2/RELIEVEv11n2_6.htm and http://hdl.handle.net/1820/469]. Last access in December 19th, 2005 This Spanish language paper by two leading members of the UNFOLD team discusses the virtual communities who have been involved in UNFOLD. Abstract We carry out a report showing the state of the art about virtual communities, research groups and projects focused on the e-learning specification IMS Learning Design or directly related with it. This specification is currently becoming the most flexible and supported de facto standard to model full learning processes, as a complement for any structure of educational contents. Later, deriving from the previous study, we show a reading and a further analysis of the current panorama, and describe the key factors that show the relevance and impact of IMS Learning Design and also the main forthcoming challenges. E-learning specifications. An introduction Daniel Burgos and David Griffiths Submitted to http://www.elearningeuropa.info/, an initiative of the European Commission of Education and Culture This paper provides in introduction UNFOLD and its work with IMS LD and other eLearning specifications Abstract Our intention in this article is to draw attention to two specific aspects which can make a key contribution to making these wider developments in e-learning successful. Firstly, in parallel with the changes we have mentioned, a number of institutions have collaborated to provide specifications and standards that address several widely recognised problems in e-learning. One key focus for this effort has been on interoperability and re-use, making it possible to use the same information package or learning scenario in several different tools, and to create new units of learning re-using some existing content. This is seen by many as being a key requirement for making e-learning an effective solution, and the main body of this article is taken up by a an introduction to some of the specifications which have been developed to address this need. Particular attention is given to IMS Learning Design, as its pedagogic expressiveness, and its function as a co-ordinating specification, give it a particularly important role. IMS Learning Design desde dentro. Una especificación para crear escenarios de aprendizaje online (I Entrega) Daniel Burgos,Nídia Berbegal, David Griffiths, Collin Tattersall, Rob Koper. Burgos, D., Berbegal, N., Griffiths, D., Tattersall, C., Koper, R. (2005) IMS Learning Design desde dentro. Una especificación para crear escenarios de aprendizaje online (parte I). In Learning Review. Issue 10. December, 2005-January, 2006. Buenos Aires These two linked Spanish languge papers present IMS LD in the context of the UNFOLD project. Description Presentamos la segunda entrega de esta tesis desarrollada en el marco del proyecto europeo denominado Understanding New Frameworks of Learning Design (UNFOLD, 2004). Future developments of IMS Learning Design tooling Fred de Vries, Colin Tattersall, Rob Koper This is a preprint of the discussion paper in the special issue of the journal Educational Technology & Society that will be published in the first quarter of 2006. Refer to this article in publications as follows: De Vries, F., Tattersall, C. & Koper, R. (2005). Future developments of IMS Learning Design tooling. Educational Technology & Society, 9 (1), 9-12. This paper, based on a meeting of the UNFOLD project, is written by three leading project participants from partner OUNL Introduction In February 2005, a meeting of the UNFOLD project (see http://www.unfold-project.net ) took place in the Netherlands,. The meeting gathered together around 50 people from all over the world who are using the IMS Learning Design specification in their own educational practice, or in designing software tools that utilize the specification. The group of instructional designers, teachers, learning providers and tool developers worked together in creating and exploring Units of Learning with recently developed tools (editors & players) which implement the IMS Learning Design specification. The focus of this discussion paper elaborates on that of the meeting: in which direction should the IMS Learning Design tooling develop in the near future? Open Source and IMS Learning Design: Building the Infrastructure for eLearning David Griffiths, Josep Blat, Ray Elferink, Sara Zondergeld Griffiths, David; Blat, Josep; Elferink, Raymond; Zondergeld, Sara (2005)Open Source and IMS Learning Design: Building the Infrastructure for eLearning. Proceedings of Open Source Systems 2005, Genova, 11-15 July 2005. This paper presents and builds on the work carried out in the UNFOLD and SIGOSSEE projects. Abstract The development of open, flexible eLearning specifications has significant implications for and interactions with the FOSS movement. A short overview of eLearning specifications is provided, focusing on the difference between SCORM and Learning Design (LD). The significance of LD for FOSS is examined, and common values identified. The particular contribution made by FOSS to LD infrastructure is discussed, and the importance of reference applications described. An overview is given of the FOSS applications available, divided into design time and run time, with particular reference to LD editors and the CopperCore Learning Design engine. Facilitating participation: From the EML web site to the Learning Network for Learning Design Hans G. K. Hummel, Colin Tattersall, Daniel Burgos, Francis Brouns, Hub Kurvers & Rob Koper Hummel, H., Tattersall, C., Burgos, D., Brouns, F., Kurvers, H., & Koper, R. (2005). Facilitating participation: From the EML website to the Learning Network for Learning Design. Interactive Learning Environments,13(1-2), 55-69 This paper describes work done in the UNFOLD Learning Network for Learning Design (moodle.learningnetworks.org), and the strategy used to encourage participation. Abstract This article investigates conditions for increasing active participation in on-line communities. As a case study, we use three generations of facilities designed to promote learning in the area of Educational Modelling Languages. Following a description of early experience with a conventional web site and with a community site offering facilities for collaboration, we describe a pilot implementation of a Learning Network. Preliminary participation data (both passive and active) is reported, together with lessons learned while setting up the pilot. Early experiences reveal that clear policies, usability and reward systems are of importance when facilitating a Learning Network. Our ‘lessons learned’ are phrased in terms of recommendations which will be used to guide subsequent Learning Network implementations. The contribution of IMS Learning Design to the creation of reusable learning resources David Griffiths, Josep Blat, Rocío García y Sergio Sayago Griffiths, D., Blat, J., García, R., Sayago, S. (2005) La aportación de IMS Learning Design a la creación de recursos pedagógicos reutilizables. In Revista de Educación a Distancia. Murcia (España). Special issue V.- October 18th, 2005.Available at [http://www.um.es/ead/red/M5] This Spanish language paper provides a rationale for the use of IMS LD with Learning Objects, and presents the UNFOLD project. Abstract. The concept of learning object is discussed, and its value assessed. It is proposed that the key factor is use, rather than the inherent characteristics of the object. The eLearning specifications which can be used to define reusable learning objects are then reviewed, and their advantages and disadvantages outlined. IMS Learning Design (LD) is discussed in greater detail, together with its origins in the earlier OUNL EML specification, and analyzed in terms of the debate surrounding learning objects. The feasibility of using IMS LD to support reusability is examined, with reference to studies carried out at Universitat Pompeu Fabra. Appropriate tooling is identified as a key issue, and current initiatives for supporting implementation and adoption of the specification are indicated. The role of teachers in editing and authoring Units of Learning using IMS Learning Design. D. Griffiths, J.Blat D. Griffiths, J. Blat: “The Role Of Teachers In Editing And Authoring Units Of Learning Using IMS Learning Design", International Journal on Advanced Technology for Learning (ATL), ISSN 1710-2251, Special issue on Designing Learning Activities: From Content-based to Context-based Learning Services, vol. 2(3), October 2005. This paper by two members of the UNFOLD team from partner Universitat Pompeu Fabra gather together the threads of the discussions in the UNFOLD Teachers and Learning Providers Community of Practice. Abstract The UNFOLD project, funded by the European Commission, runs a Community of Practice for Teachers and Learning Providers which has examined the way in which teachers can work with the IMS Learning Design Specification. The results of this work is presented. Relevant aspects of the specification are discussed, in particular the design process as it is set out in the Best Practice Guide. Two main challenges are identified and the approaches taken to address them described: a) how to enable teachers to participate in the initial design stages, and b) Secondly ways of representing Learning Designs to teachers. The role of design primitives, patterns, taxonomies and templates is outlined, and interface issues for tool design are explored. A short description is provided of some key projects in the area, including ACETS, DialogPlus, 8LEM, MOT+ and LAMS. Print to pixels: the implications for the development of learning resources. David Griffiths Griffiths, D. (2005) Print to Pixels: the Implications for the Development of Learning Resources. Proceedings of I2LOR 2005, second annual e-learning conference on Intelligent Interactive Learning Object Repositories. Vancouver, 2005 This paper by David Griffiths of UNFOLD partner Universitat Pompeu Fabra places the discussions of the UNFOLD Teachers and Learning Providers Community of Practice in the wider context of the move from paper based to digital resources. Abstract In this paper we reflect on the implications for pedagogy
and infrastructure of the move from paper based resources to digital learning
resources. A model of production of paper based educational resources
is proposed, and the way in which the move to electronic educational resources
has interfered with this process is outlined. Some of the negative implications
of these changes for pedagogy are explored. Some approaches available
to resolve the interferences are identified. IMS-LD is identified as a
key technology, and drawing on the work of the UNFOLD project the concepts
underlying the exchange of chunks of pedagogy, and institutional policy
regarding copyright are discussed. Conclusions are offered summarising
the most promising DEVELOPING ADVANCED UNITS OF LEARNING USING IMS LEARNING DESIGN LEVEL B Rob Koper, Daniel Burgos Koper, R., Burgos, D. (2005). Developing advanced units of learning using IMS Learning Design level B. International Journal on Advanced Technology for Learning, 2 (4), 252-259. This paper draws on the sessions run by the authors on this topic in UNFOLD Communities of Practice meetings. Abstract IMS Learning Design (LD) is an open specification, released in 2003, to support the interoperability of advanced pedagogical designs in e-learning courses and other 'units of learning'. The specification supports three levels: level A is the basic level, level B adds 'properties, global elements, monitor services and conditions' and level C adds 'notifications'. Current tools for LD support level A of the specification. Some new tools are exploring the incorporation of level B, but there is still a lot of unexplored territory in this area. Also the documentation that is available today explains in detail the technical differences between level A and B, but not functionally. This tutorial paper introduces the possibilities of using IMS Learning Design level B to develop digital courses that support: collaborative learning, adaptive learning and personalisation, conditional text, runtime tracking, new forms of assessment and the modelling of ePortfolio's. Influence of face-to-face meetings on virtual community activity: The case of learning network for Learning Design Burgos, Daniel; Hummel, Hans; Tattersall, Colin; Brouns, Francis; Kurvers, Hub; Koper, Rob Submitted to the Web Based Communities 2006 conference. San Sebastian, Spain. February 26th-28th, 2006. [www.iadis.org/wbc200] This paper by the UNFOLD team in project partner OUNL analyses the relationship between face to face and online activities in the UNFOLD Communities of Practice. Abstract Virtual communities main feature is the interchange
of ideas and points of view around a specific topic, frequently split
into several sub-topics. This activity involves participation, both active
and passive, and it feeds back the community, keeping it warm and dynamic.
On the other hand, thematic face-to-face meetings build and feed existing
links between their members and encourage discussions on the topic of
the conference. Using the virtual community of Learning Network for Learning
Design – LN4LD (OUNL, 2004) and the European project UNFOLD (UNFOLD,
2004) we monitored and analysed several data of actions taken by users,
members of this learning network. Both, the virtual community LN4LD and
the face-to-face meetings for UNFOLD, are fully focused on the dissemination
and adoption of the specification IMS Learning Design and keep a strong
shared relationship chasing this common objective. Encouraging contributions in learning networks using incentive mechanisms H.G.K. Hummel, D. Burgos, C. Tattersall, F. Brouns, H. Kurvers & R. Koper Hummel, H., Burgos, D., Tattersall, C., Brouns, F., Kurvers, H., Koper, R. (2005). Encouraging constributions in learning networks using incentive mechanisms. Journal of Computer Assisted Learning,21, 355-365. Submitted (April 8,2005) The authors describe the incentive mechanisms which were experimented with to encourage participation on the UNFOLD activities on the LN4LD server. Abstract We investigate incentive mechanisms to increase active participation in Learning Networks (LNs). The LN under study is LN4LD, an LN for the exchange of information about the IMS Learning Design specification. We examine how to encourage learners in LN4LD to contribute their knowledge, and whether incentive mechanisms can increase the level of active participation. We describe an incentive mechanism based on constructivist principles and Social Exchange Theory, and experimentation using the mechanism designed to increase the level of active participation. The incentive mechanism allows individual learners to gain personal access to additional information through the accumulation of points earned by making contributions. Repeated measurements according to a simple interrupted time series with removal design show that the level of participation was indeed increased by the introduction of the reward system. It can therefore be considered worthwhile to use incentive mechanisms in LNs. |
