e-learning specifications & standards solvig norman open school british columbia & eduspecs...
TRANSCRIPT
E-learning Specifications & Standards
Solvig NormanOpen School British Columbia & EduSpecs Technical Liaison Office
andAnn Bowering
Multimedia Learning GroupIndustry Canada
AMTEC May 27th 2003Montreal
Making Sense of e-Learning Specifications & Standards
“The phrase ‘e-learning standards’ is one of the most powerful and most misunderstood aspects of the e-Learning revolution.”
The MASIE Center, 2002
“techno-mumbo-jumbo and engineering speak?”“techno-mumbo-jumbo and engineering speak?”
Rapid growth since 1998 of organizations working to develop specifications and standards for learning technology interoperability.
Piecing all the Concepts Together…
InteroperabilityInteroperability
Standards & Specifications
Learning Objects Metadata
Digital Repositories
Educational ModellingLanguage
Object oriented programming
Modular approach
Mark-Up Languages
Structured Approach
Open School British Columbia - Profile
Core business- content development (K-12) Decision to implement structured approach to
content development 1996-1997 Implemented “SGML” as a technology to support
content design, development, and delivery Developed “Document Type Definitions” (e.g.,
tags) as content framework of defined structure and hierarchy for content development
Following and implementing e-learning standards & specifications
Why? To Leverage & maximize content
SGML – Standard Generalized Markup Language
International standard published in 1986(ISO 8879:1986)
Used for documentation with high tech and publishing industries
Structure and hierarchy of content XML – eXtensible Markup Language
SGML profile for the Web maximize information retrieval and
ease of interchange
What are SGML/XML?
SGML/XML EXAMPLE
What is the structure of the content?Presentation is applied later.
Course
Module(s)Section(s)
(Metadata)
Lesson(s)
(Metadata)
(Metadata)
(Metadata)
Topic(s)
Learning outcomes (broad)Formal assessment
Informal assessmentResources
Learning outcomes (specific)
(Metadata)
(Metadata)
(Metadata)
(Metadata)
Structure – Course Level
Repurposing: Addressing Multiple Audiences
Granular, re-purposed content Multiple Learner profiles Assessment strategies Address multiple standards and
learning outcomes
Information Technology 11
Computer JourneysElementary Level
Teacher Education Program
Company ProfileOpen School
Developed content in Word, QuarkXpress, HTML, other…
Cottage industry approach to course design
Individual course designers doing their ‘own’ thing
Lack of management of content (resided on various computers/servers)
Developed “humongous” print-based courses
Developing in SGML/XML (single source)
Consistent approach to course design & production(structured approach)
Digital management of content
Implementing metadata specifications & standards (e.g., CanCore)
Output to various media Import content into different
LMS Developing learning
objects
Before After
Concept of Learning Objects
Lego Example
Contentis seen as “buildingblocks” Module from one course
using ‘chunks’ of content.Module from another course re-purposing ‘chunks’ of content and adding new content.
Learning Object Models
Lego Small pieces Assemble in many ways All lego blocks fit
together Anybody can put Lego
together
Atoms (D. Wiley) Small pieces Not every atom is
combinable with every other atom
Atoms can only be assembled in certain structures prescribed by their own internal structure
Some training is required in order to assemble atoms
“Ideal” concept
“Ideal” concept
A bit more reality-based concept
A bit more reality-based concept
Definitions vary:• “as small as a drop, as wide as the ocean”• the context of how learning objects are used is important• need the “glue” to tie learning objects together to create a meaningful learning experience
Definitions vary:• “as small as a drop, as wide as the ocean”• the context of how learning objects are used is important• need the “glue” to tie learning objects together to create a meaningful learning experience
Administrative metadata Author Revision date Rights, . . .
Technical metadata (medium-specific) Duration Digital format Platform requirements, . . .
Subject classification Catalogue system Subject heading Keywords
Metadata:“Information about Information”
Map
Text
Interactive
Image
Video
(Learning Object)
Digital Repositories… an Analogy
Container of yogurt = ‘learning object’
Labeling = “Metadata”• Market’s Organic Yogurt (title)• 2% plain yogurt (description)• 500 grams (size)
Labeling = “Metadata”• Market’s Organic Yogurt (title)• 2% plain yogurt (description)• 500 grams (size)
Janet Bartz 2002
Refrigerator = ‘Digital Repository’• A large storage area for objects• Different shapes and sizes and content• Metadata allows for search and retrieval
Examples of Canadian Learning Object Repositories
Campus Alberta Repository of Educational Objects http://www.careo.orgLearnAlberta.ca www.LearnAlberta.caTeleCampus http://courses.telecampus.edu/about/index.cfm
?fuseaction=introduction
eduSource Canada Project http://www.edusource.ca/
The Australian Experience
The Le@rning Federation Project (TLF), Australia
Developing a national pool of quality online learning for Australian schools
Goal – to support teachers in enhancing student learning
High quality online content, approved, & developed according to specifications
Discrete ‘objects’ to be reassembled and repurposed to meet particular needs of teachers & students
Testing and trailing basic tools for selecting, sequencing, and using learning objects
http://www.thelearningfederation.edu.au/
European Examples of Learning Object Repositories
Learning & Teaching in Scotland
Implementing digital repositories
Evaluating and testing implementation with teachers http://www.ltscotland.com/
European SchoolNet Modeled after our SchoolNet Provides access to a wide
range of resources in differentlanguages
http://www.eun.org/portal/index-en.cfm
USA-Based Examples
Multimedia Educational Resource for Learning and Online Teaching
http://www.merlot.org
Gateway to Educational Materials http://www.thegateway.org/
History of Standards
Railway Tracks By the late 1860’s nine different train track gauges sizes were
in use in North America. Why? Strictly used for local transportation or rival ambitions of
the competition
“Standardization of gauge facilitates the exchange of rolling stock, enabling freight shipment and passenger traffic to pass over the track of multiple companies.”
Source: Standardization of Track Gauge on North American Railways (2000) Journal of Economic History Standards =
Interoperability
Tracking & MonitoringCETIS (UK)
EduSpecs Technical Liaison Office (Canada)PROMETEUS (EU)
Tracking & MonitoringCETIS (UK)
EduSpecs Technical Liaison Office (Canada)PROMETEUS (EU)
SpecificationsAICCEdNAGEMIMSOKISIF
W3C
SpecificationsAICCEdNAGEMIMSOKISIF
W3C
Test & Implementation
CanCoreSCORMUSOeC
Test & Implementation
CanCoreSCORMUSOeC
StandardsCEN/ISSSIEEE/LTSC
ISO
StandardsCEN/ISSSIEEE/LTSC
ISO
E-Learning Specifications &Standards
WARNINGMany acronyms
ahead!
WARNINGMany acronyms
ahead!
IMS Global Learning Consortium
55 contributing members from around the globe (e.g., UK, Canada, USA, Australia, Italy, Netherlands, Finland)
Two key activities: Define technical specifications for interoperability of
applications and services in distributed learning. Support the incorporation of the IMS specifications into
products and services worldwide, promoting the widespread adoption of specifications that will allow distributed learning environments and content from multiple authors to work together (in technical parlance, "interoperate”).
Working on Specifications that include: Learning Design, Metadata, Content Packaging, Learner
Profile, Accessibility, to name a few http://www.imsglobal.org/
SCORM (Sharable Content Object Reference Model)
SCORM is an e-learning technical specification developed and adopted by ADL (Advanced Distributed Learning)
“accelerate large-scale development of dynamic and cost-effective learning software and to stimulate an efficient market for these products in order to meet the education and training needs of the military and the nation's workforce of the future.”
Sponsored by the US federal government Being adopted outside of the defense sector Version 1.2 incorporates the IMS Metadata & Content
packaging and specifications A reference model to test effectiveness/application of
specifications and standards. http://www.adlnet.org/
CanCore
CanCore - the Canadian Core Learning Resource Metadata Protocol (CanCore) Protocol.
A “made in Canada” recognized sub-set of the IMS Learning Resource Metadata Specification
Facilitates easier implementation of the IMS Metadata Specification
Achieving recognition and adoption within Canada and internationally
http://www.cancore.org
Bringing it All Together
So, what do each of these specifications & standards actually do?
Metadata Tagging
We want content to be marked with info so it can be browsed or searched in a consistent way.
Specs: IMS Metadata, Dublin Core Implementation: SCORM Standard: IEEE LOM
Content Packaging
We want content to be packaged in such a way it can be moved from one system to another in a consistent way.
Specifications: IMS Content Packaging Implementation: SCORM
Standard: None
Enterprise
We want a Learning Management System to be able to talk to a student record system(e.g., student info, grades etc.)
Specifications: IMS Enterprise
Bringing it All Together..
Questions/Assessment
We want to be able to exchange question and test banks from one system to another and be able to track usage and results from these questions in a Learning Management System.
Specifications: IMS Question & Testing
Learning Design (Instructional Design)
We want to design learning that captures pedagogical diverse experiences, while promoting interoperability of learning content.
Specifications: IMS Learning Design (Public draft recently released)
Bringing it All Together..
The “Abilities” of E-Learning Standards
Interoperability does your system work with other systems within and
between institutions or organizations? Re-usability
can learning objects or resources be easily used in different subject areas, learning settings, and for different learner profiles
Manageability can a system track information about the learner and the
content? Durability
will the technology evolve with the standards to avoid obsolescence? Future Proof!
Content Development & Delivery: The Big Picture
Existing Content
Learning Content Authoring Tools
Learning Content Authoring Tools
Chunk
Create
Repurpose
Assemble
LMS
Import
Track
Deliver
Courtesy of Robby Robson,Eduworks 2002
What Companies are Doing with E-Learning Specifications and Standards
Recombo Series of products to assist in “tagging” content Converting “legacy” content into content that can be
managed and delivered in more flexible ways. Odyssey’s Nautikos
Learning Content Management System Meta data tags using CanCore
eTraffick Solutions South Island Distance Education School Building a “learning object” approach to second
language teaching/learning
Canadian Interoperability Issues Feb 18 & 19 2003 meetings with stakeholders from the e-learning
community (federal, provincial, research, K-12, higher education, industry)
Tools to Support Implementation: Not there yet… Tools need to be more transparent and easier to use “don’t mention the word ‘metadata’ to faculty” Complexity of implementing e-learning specifications and
standards Early Adopters: Various initiatives are happening on a federal,
provincial, and industry level. The “usual suspects” involved, but how do we get the “unusual
suspects” involved to form communities to promote the use and adoption (e.g., build community of users)?
Getting Started with E-learning Specifications and Standards
Different situations will have different needs
Tip #1: Awareness/Familiarity with E-Learning Standards & Specifications:
Become familiar with e-learning specifications & standards (e.g., ARIADNE, IEEE, IMS, Dublin Core, SCORM and CanCore).
Monitor their web sites, read documents, participate in on-line discussions.
Be aware of various levels of emerging specifications such as metadata or content structures.
Bring up the issue of specifications & standards in your organization.
Get people thinking about it!
Tip #2: Start Small: Start with Metadata:
Design a small set of metadata to accompany your materials in the form of a simple database.
Creating Content: Begin authoring with a structured approach in mind
(e.g., course = a collection of modules, with sections, with lessons, with topics & activities).
Chunk your content Use unstructured applications (e.g., content writers in some
organizations use Word templates) Content can then flow into a structured model more easily.
Getting Started with E-learning Specifications and Standards
Tip #3: Get Involved with E-Learning Standards & Specifications:
Process for involvement with various standards bodies is similar in most cases (some cost and others do not):
Join as an individual or corporate member. Subscribe to email listservs Attend quarterly meetings Join working groups Check out various web sites for more specific information
Getting Started with E-learning Specifications and Standards
Canada’s Innovation Strategy Goals:Goals: For Canada to become one of the most innovative countries in For Canada to become one of the most innovative countries in
the worldthe world Improve Canada’s innovation performance to secure Improve Canada’s innovation performance to secure
competitiveness and a higher standard of livingcompetitiveness and a higher standard of living Priority areas:Priority areas: knowledge performance, skills, innovation environment, and knowledge performance, skills, innovation environment, and
skillsskills Both papers describe need to strengthen capacity for innovation Both papers describe need to strengthen capacity for innovation
and improve the levels of skills within the Canadian populationand improve the levels of skills within the Canadian population
E-Learning and SchoolNet
Information Highway Applications Branch of Industry Canada Information Highway Applications Branch of Industry Canada has developed a number of programs that facilitate the has developed a number of programs that facilitate the integration of ICT into learningintegration of ICT into learning
Network of Innovative Schools, GrassRoots (Network of Innovative Schools, GrassRoots (www.schoolnet.ca)) Canada’s Campus Connection (www.campusconnection.ca)Canada’s Campus Connection (www.campusconnection.ca) Multimedia Learning Group, under the SchoolNet umbrella, Multimedia Learning Group, under the SchoolNet umbrella,
supports applications, tools, models, and practices for e-supports applications, tools, models, and practices for e-learninglearning
which enable sharing of learning resources by education which enable sharing of learning resources by education institutions, governments, and businessinstitutions, governments, and business
What is EduSpecs ? Goal is to facilitate the creation and adoption of international e-Goal is to facilitate the creation and adoption of international e-
learning specifications and standards for Canadalearning specifications and standards for Canada 2002-established EduSpecs Technical Liaison Office; currently 2002-established EduSpecs Technical Liaison Office; currently
being led by Open School British Columbia (formerly part of the being led by Open School British Columbia (formerly part of the Open Learning Agency)Open Learning Agency)
Coordinates Canadian participation on Canadian international Coordinates Canadian participation on Canadian international specifications bodies including IMS, IEEE/LTSC, specifications bodies including IMS, IEEE/LTSC, ISO/IEC/JTC1SC36 to influence development of specs and ISO/IEC/JTC1SC36 to influence development of specs and standards that reflect Canada’s unique linguistic and cultural standards that reflect Canada’s unique linguistic and cultural interestsinterests
Disseminates information on specifications and standards to Disseminates information on specifications and standards to Canada’s e-learning communityCanada’s e-learning community
EduSpecs Web Site
Newly updated and interactive Web site to become primary Newly updated and interactive Web site to become primary vehicle for learners, educators, and practitioners to find practical vehicle for learners, educators, and practitioners to find practical information on the application and implementation of standards information on the application and implementation of standards and specifications relating to on-line content developmentand specifications relating to on-line content development
Detailed information about specifications, standards, learning Detailed information about specifications, standards, learning objects, and learning object repositories; objects, and learning object repositories;
Interactive e-learning communities for e-learning educators and Interactive e-learning communities for e-learning educators and practitioners to exchange information, share best practices, and practitioners to exchange information, share best practices, and add resources to the Web site;add resources to the Web site;
http://eduspecs.ic.gc.ca
http://eduspecs.ic.gc.ca
EduSpecs Pilot Projects
DescriptionDescription Series of trials and experiments explored, evaluated, and tested Series of trials and experiments explored, evaluated, and tested
use of interoperability standards for on-line learning, digital use of interoperability standards for on-line learning, digital learning objects, and learning object repositories in education learning objects, and learning object repositories in education communitycommunity
Projects involved retrieval/building of learning objects, Projects involved retrieval/building of learning objects, exchange, meta data tagging exchange, meta data tagging
Participant: Canadian Virtual University, Canadian Virtual Participant: Canadian Virtual University, Canadian Virtual College Consortium, Ottawa-Carleton Catholic District School College Consortium, Ottawa-Carleton Catholic District School Board, Telus Learning, New Brunswick Distance Education Board, Telus Learning, New Brunswick Distance Education Network and eduSourceNetwork and eduSource
Pilot Projects
Primary ObjectivesPrimary Objectives Forster integration of ICT into real-life learning Forster integration of ICT into real-life learning
settingssettings Help create successful models of collaborative Help create successful models of collaborative
development of on-line learningdevelopment of on-line learning Test models of effective and efficient practices in the Test models of effective and efficient practices in the
creation and deployment of learning objects among creation and deployment of learning objects among various communities of usersvarious communities of users
Improve access to quality on-line educational Improve access to quality on-line educational resourcesresources
Pilot Projects
Key ActivitiesKey Activities Forster integration of ICT into real-life learning Forster integration of ICT into real-life learning
settingssettings Help create successful models of collaborative Help create successful models of collaborative
development of on-line learningdevelopment of on-line learning Test models of effective and efficient practices in the Test models of effective and efficient practices in the
creation and deployment of learning objects among creation and deployment of learning objects among various communities of usersvarious communities of users
Improve access to quality on-line educational Improve access to quality on-line educational resourcesresources
Pilot Projects
Results-SuccessesResults-Successes Ninety-six (96) learning objects were created or found for this Ninety-six (96) learning objects were created or found for this
project, approximately 36 of these objects were uploaded to project, approximately 36 of these objects were uploaded to CAREO. Fifty-four of the learning objects (K-12) were deposited CAREO. Fifty-four of the learning objects (K-12) were deposited in a web site or a temporary (LOR- Learning Object in a web site or a temporary (LOR- Learning Object Repositories)Repositories)
Increased level of awareness and knowledge of learning objects Increased level of awareness and knowledge of learning objects and meta data taggingand meta data tagging
Promotional collaboration among educators developing and Promotional collaboration among educators developing and using learning objectsusing learning objects
Tested tools and provided opportunities to impact further Tested tools and provided opportunities to impact further development. Fostered discussions around the potential development. Fostered discussions around the potential creation of a virtual community of practice.creation of a virtual community of practice.
Pilot Projects
Results-ChallengesResults-Challenges Building comprehensive learning objects was labour intensiveBuilding comprehensive learning objects was labour intensive Uploading learning objects required considerable persistence Uploading learning objects required considerable persistence
and motivation; retrieval of learning objects was not always an and motivation; retrieval of learning objects was not always an efficient processefficient process
Numerous technical difficulties encountered during tagging of Numerous technical difficulties encountered during tagging of learning objects; metadata instructions were too technical and learning objects; metadata instructions were too technical and difficult to decipherdifficult to decipher
Perhaps experts rather than teachers could be involved in Perhaps experts rather than teachers could be involved in learning object development and tagginglearning object development and tagging
EduSpecs: Next Steps Establishing pan-Canadian network of experts and partners in the Establishing pan-Canadian network of experts and partners in the
Canadian e-learning communityCanadian e-learning community Undertake further pilot projects to explore, evaluate, and test use of Undertake further pilot projects to explore, evaluate, and test use of
interoperability standards for on-line learning, digital learning objects, interoperability standards for on-line learning, digital learning objects, and learning object repositories among educational organizationsand learning object repositories among educational organizations
Focus on Aboriginal groups, persons with disabilities, and workplace Focus on Aboriginal groups, persons with disabilities, and workplace learninglearning
Training sessions to introduce educators and practitioners to standards Training sessions to introduce educators and practitioners to standards and learning objectsand learning objects
Forster the creation of a virtual community of users developing and Forster the creation of a virtual community of users developing and using learning objects in education settingsusing learning objects in education settings
A Few Things to Keep In Mind about E-Learning Standards & Specifications
E-Learning Specifications & Standards are emerging as important considerations for content development.
Supporting new ways of developing content (e.g., notion of Learning Object, tagged content, structured content)
Benefits of standards are many & varied: Mix and match of content Interchangeable content Not “trapped” by a particular proprietary learning technology Manage & track content
Many e-learning standards and specificationsexist in varying degrees of development.
Different standards bodies have different roles & responsibilities. Often compliment each other in a holistic way.
Resources
EduSpecs Web Site
http://eduspecs.ic.gc.ca
MAISE Centre Reporthttp://www.masie.com/standards/S3_Guide.pdf
Centre for Educational Technology Interoperable Standards
http://www.cetis.ac.uk/
Learning Objects (David Wiley)http://reusability.org/read/
Contacts
Solvig Norman
Open School British Columbia
EduSpecs Technical Liaison Office
250 356 1313
www.openschool.bc.ca
Mary Da Costa
Project Officer, EduSpecs Program
Industry Canada
613 954 0157
Ann Bowering
Multimedia Learning Group
Industry Canada