© 2004 setting up a learning design system in your institution: ounl experiences colin tattersall,...

© 2004

Setting up a Learning Design system in your

institution: OUNL experiences

Colin Tattersall, The Open University of the Netherlands

© 2004

Ways of making use of LD in your org.

Could just use LD to represent courses, gaining benefit from standardised language, design-time re-use, ….;

Additional benefits come with the use of an LD-aware player;

© 2004

OUNL and Learning Design

History: EML to LD Specification development matched with player

development; Today:

In production with 9 courses since September 2003 using Edubox 3 (> 2000 students/staff)

Courses modelled using EML 1.1; Edubox 3 plays EML 1.1 ….

© 2004

EML and Learning Design

EML

IMS Learning Design

Two versions ofEML: 1.0 & 1.1

Assessments, interactions, content, …

© 2004

Architectural context (1)

Unit ofLearning

Design time Run time

Designers create

Units of Learning

containing IMS LD, XHTML content, IMS QTI, ….

First: administrative processes putparticular individuals into roles,instantiating the abstract UoL

Then: learners (and staff) use anLD player in (a part of) their learning

process

IMS LD specifies this and has implications here

Various aspects to be arranged for here which are not part of the spec

© 2004


LD PlayerRun toolRepositoryUnit of

LearningRun

AuthoringLearner & Staff Administration

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Learningservices

© 2004



LearningRun


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Portal

Learningservices

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New authoring tools needed

Need to move up from the tag level There is progress – RELOAD, elive LD suite, …

© 2004

But: authoring is not just a tool question

OUNL has had to examine various questions: Who determines the pedagogical model(s)? Who supplies the content? How to approach re-use? What to do about version management? Which meta-data is used? How is it going to be tested?

© 2004

Pedagogical flexibility

LD offers learning designers complete freedom in creating a method to help learners achieve learning objectives; Can lead to proliferation of approaches and wheel

reinvention, hampering re-use and sharing of experiences;

In some situations it may be advisable to work with “template” UoLs which fix certain aspects of the learning design and have the open slots be filled; Eg Problem-based learning template;

© 2004



LearningRun


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© 2004

Runs, Learners, Roles and Groups (1)

a course is run once only (then discontinued), with a single set of learners.

a course is run for several sets of learners Eg Class size restrictions

a course is run for (possibly several sets of) learners and the learners are divided into groups Eg Group-based learning

a course is run only when, but as soon as, there are enough learners enrolled on it.

© 2004

Runs, Learners, Roles and Groups (2)

Role Constraints specified at design time min-persons

Specifies the minimum number of persons bound to the role before starting the run.

max-persons Specifies the maximum

Example: cohort of 200 learners, minimum of ten and maximum of twenty individuals in the role of learner. ten runs

© 2004

OUNL situation

Each course has several runs per academic year To arrange ratio of student to staff

Courses now being offered for second year New runs created for the new cohorts

© 2004

Players

Edubox 3 (EML 1.1) New generation of players likely to emerge based

around CopperCore JISC “Service Based Learning Design Engine”

projects

© 2004

Closing remarks

Still quite a leap involved for organisations considering LD UNFOLD aims to help narrow the gap

Still early days in terms of tools support Implications for amount of work involved

But not just about tools – processes needed

© 2004 setting up a learning design system in your institution: ounl experiences colin tattersall,...

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