tulip- a teacher’s lesson planning tool design of a tool for the rapid development of educational...
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TuLiP- A Teacher’s Lesson Planning Tool
Design of a tool for the rapid development of educational materials
and instructional environments.R. Gabrielle ReedFall, 2002
Topics
Motivation E-commerce use of Web Technologies vs.
E-learning Teacher’s Challenges Meeting the Challenge – A design for
TuLiP- A Teacher’s Lesson Planning tool A Proposed XML based language for
Learning Environment and Planning (LEAP) TuLiP Tool Components and Benefits
Motivation
In “e-learning: Putting a World Class Education at the Fingertips of All Students”, research in engineering and technology is mandated to provide tools for teachers to meet the “National Technology Goals”– “All students will have technology and information
literacy skills.– Research and evaluation will improve the next generation
of technology applications for teaching and learning.– Digital content and networked applications will transform
teaching and learning." (US DEd, 2000)
E-commerce vs. E-learning
The use of Extensible Markup Language (XML), Web services and architectures has fueled recent changes in e-commerce.
Educational uses lag behind applications for e-commerce.
Tools can be developed that capitalize on advances in e-commerce, in particularly Internet Protocol (IP) Technologies.
Teacher’s Challenges
Recent Laws Impacting Workload Barriers to the use Technology
Increased Workload Due to Recent Laws and Mandates: Integrating technology in the classroom Providing accessible information to parents
of disadvantaged individuals Using scientifically based teaching
techniques Accommodating disabilities and student
diversity
Teacher’s Dilemma A teacher may spend up to 20% of the time
planning Less than10% of teachers use technology
for planning (NCES 2001) Barriers to the use of technology, cited by
teachers (NASA 1998)– time to learn – complexity of the software– lack of training – lack of support
Current Solutions:
Technology Literacy Challenge Fund (TLCF) provides grants for equipment.
National Science Foundation (NSF) provides grants for research in determining effective teaching methods and technologies
Preparing the Teachers of Tomorrow to use Technology (PT3) provides grants for teacher education programs
Meeting the Challenge - The TuLiP Solution: Lower the teacher’s technology hurdle
– Simplify the teacher-centered application– Deal with the day to day requirement of
planning and reporting.– “Write once, Automate Upon Request” with the
use of Cocoon2 Web Architecture
TuLiP - A Lesson Planning Tool Planning Process Comparison of Lesson Planners Structured Content using XML Time-Saving Criteria Teacher-Centered Tool Cocoon 2 Web Architecture Organizing Instructional Content Portal/Repository Design TuLiP Benefits
Planning Process
Prepare student activities, evaluations, homework, and the equivalents in alternative formats.
Assure instructional materials meet curriculum guidelines.
Provide copies to administration. Provide parents with supplemental
materials.
Comparison of Lesson PlannersDescription Examples Format Sharability Reusability
Journal/Calendar
ScholasticLesson
PlanningBook
Weekly/ Daily/Class PeriodPaper/ Bound
Limited due toeveryday use,may be copied
Used as a reference,but new datesrequire rewriting.
Planner Palm LessonPlanner
Palm/ PDA Files are not designedto be separate from
calendar
Digital copy oflessons can be
copied to next yearcalendar
CurriculumGuides and
Lesson Plans
Officeproductionsoftware
Applications inproprietary
formats
Must have sameapplications
Easier to updatefrom year to year
than paperWeb and
MultimediaDesignerSoftware
WebQueststudent
activities
Website – somehtml template
pages available
Format and navigationmust be acceptable for
reuse. Unloadable
Due to the scope ofsite, files are noteasily located orbundled. Need
HTML editing skills.Applications Java applets
and programsNo standardformat
Packaging and ease ofincorporationdetermines use.
Ease of usedeterminesreusability.
LearningObjects
e-learn(Microsoft),SCORM
No standardformat
Directories, catalogsor search engines areneeded.May need proprietaryapplications
Used as is.Size or format of theobject may notmatch need.
Sample Lesson Planning Page
Source: Ohio Schoolnet. Lesson Planning Template. http://tlcf.osn.state.oh.us/blueprint/index.html.
What If Teachers Could Use XML? Use an XML language that uses educational
terminology. Fill in the educational content. Use predefined XSL pages to display the
plan content in a variety of formats. Upload XML file to a designated location to
be used as the source of the XSL transformations.
How Will This Help?
The content in one Lesson Plan can be transformed automatically to provide:– Administrative curriculum reporting
requirements– Information for parents– Homework for children– Information in alternative modes for lesson or
review– Instructional plan– Instructional web environment
Gains Using Structured Content
Same information across Print, WWW, and CD-ROM.
Rapid development with templates and consistent instructional design
More learner options by profile with multiple paths or views for learners
Re-purposing and updating of content Portability and long-term use
Perceived Costs of Using Predefined Styles Relinquish the desire to “publish”. Customization is restricted to the defined
structure of the elements. This would be an ongoing process to cover the need.
The widely accepted styles options.
Time-Saving Criteria:
Scope and functionality needs to be limited Resources need to be readily accessible Directory should be available by subject and age group Portable Information can be bundled or "cut and
pasted" Internet technologies allow for sharing and distribution Graduated help provided (demonstrations, FAQ, a
community of users)
Teacher-Centered Tool
A simplified “minimal but sufficient” interface Web based form Teacher-centered design determined by user
studies and surveys – Set up of custom plan template
– Step by step completion
– Assortment of templates with examples and
– Adequate help including demonstrations of use
Cocoon 2 Web Architecture Web interface and rapid-development web-site platform
Cocoon servlet uses sitemap to determine action.
Uses extensible Markup Language(XML), eXtensible
scripting Language(XSL), eXtensible Server Pages (XSP),
JAVA Servlets
Versatile output to various devices based on processing.
Stores the valuable educational content from the
presentation.
Apply navigation, presentation to content at time of use.
Organizing Instructional Content
Review of current Markup Languages for Educational Content and Metadata
Use of Learning Objects(LO) A proposed markup language Learning
Environment and Planning (LEAP) for the planning and distribution of educational content
Templates for rapid development
Table 4.2: The Summary of a Review of Languages Used to Create Instructional Materials, their Features, Drawbacks and the ProposedSolution in LEAP.
Language Features Drawbacks LEAP SolutionLOM/SCORM
Metadata Lacking educational contentdescription
Include instruction and teacher-specific metadata.
HTML Static web pages;easy to use in theClassroom,independent ofplatform
Not easily reused;Incorporates navigation andlesson control
Output product in HTML, but store content, style and logic in XMLstructures.
JSP, ASP,PHP
Dynamicfunctionality with"types of pages"and variablecontent
One-pass process with logicand style together
Develop the logic and style to be applied independently.Produce "types of objects" consistent with the FLO attributes andfunctionality.
RIO/RLOLMMLTML
StandardizedContent
Includes element labels fromextraneous domains in DTDs;Limited to teaching facts,skills and processes;Size too large for easy reuse
Use lesson planning and teaching terminology, consistent with the FLOdesign. Allow plan templates to be parsed into usable sizes of objects forreuse.Develop structure for experimentation, exploration and experiences.
SGML Course or Unittemplates usedfor consistentdesign;Built-inalternativematerials
Based mostly on presentationstyle information.Incorporates logic with style
Use templates of the most common set of FLO (teaching task) andKTT(teaching objective).Develop FLOs to use agent, web services and servlet technologies.Incorporate the alternative materials structure.
LMML Example
Use of Learning Objects (LOs)
Learning Objects are packaged with logic, format and content that is difficult to modify and limits its reuse.
Problems with Aggregation of “Learning Objects”– lack of instructional control, – lack of a uniform navigation and – lack of cohesion in the presentation
Leap (Learning Environment and
Planning Language) Uses definitions for independent educational task
components Describes components to be created, edited, stored
or retrieved for inclusion in plan Includes Plan, FLO and KTT elements using
namespaces Allows aggregation of components to be used in
creating the Web environment Based on Categories of Use and a Grammer of use
Types of Template
Planning Templates facilitate complete teacher planning information
Fundamental Learning Objects (FLO) Component templates assists in producing complete components
Diverse Knowledge Type Templates (KTTs) provide suggestions for different objectives
Planning Template
Metadata to allow retrieval Calendar information Lesson Sequence Activity, Evaluation and Homework Lists Resources needed for the Lesson Locations of Information, Illustrations,
Demonstrations, etc. Applications to be used by students to
complete lessons
Fundamental Learning Objects(FLO) FLO’s are defined as
the smallest object containing educational information.
Lesson Plan is categorized into classes, based on attributes and Instructional Functionality.
Functionality: – Informative – Illustrative – Collaborative – Cognitive – Evaluative – Cooperative – Adaptive
Knowledge Type Templates (KTTs) Based on the most
common objectives by type of knowledge being taught.
Aggregation of a variety of FLOs
KTT’s include: – Fact– Event– Skill– Process– Experience– Analysis– Experimentation– Cognitive Process
KTT Aggregation
Assembling of FLOs Differs from “cinclude”
or “embed”; parts are processed then assembled.
Informative page followed by Illustrative, then Cognitive FLO’s
Portal
An adaptive, customized environment:– Displays information of interest
• National, Core and State Curriculum Requirements• Planning Tools and Teacher Resources
– Repository for storage and retrieval, with sharing options– Catalog and search of resources– Enhances teacher participation & collaboration through
the supports a community of users
– Communication tools for collaboration in Lesson Planning
Repository
A Physical/Virtual Data Store Simplifies saving and retrieval of files Set of Services
– Naming,
– Management,
– Discovery and Recovery,
– Security,
– Migration, and
– Reporting Source: Harvard University Library Digital Initiative (LDI),
<http://hul.harvard.edu/ldi/slides/repository/sld003.htm>
TuLiP - Benefits
Dynamic selection of files, files formats, logic sheets through a web interface using URI to control the display of content to meet the needs of different audiences,
Storage of information by descriptive metadata making it searchable and reusable,
Storage of content stored in the LEAP language based on the needs of the teacher,
Web access to resources, databases and files through a web portal, and
Web Forms and Services for easy upload to the server.