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0 Giselher H.J. RedekerICALT 2003, Athens, Greece An Educational Taxonomy for Learning Objects Learning Objects StandardizationIntroduction Metadata Sequencing.

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Presentation on theme: "0 Giselher H.J. RedekerICALT 2003, Athens, Greece An Educational Taxonomy for Learning Objects Learning Objects StandardizationIntroduction Metadata Sequencing."— Presentation transcript:

1 0 Giselher H.J. RedekerICALT 2003, Athens, Greece An Educational Taxonomy for Learning Objects Learning Objects StandardizationIntroduction Metadata Sequencing

2 1 Giselher H.J. RedekerICALT 2003, Athens, Greece n Work is based on results from German Lighthouse Project L 3 – LifeLong Learning conducted by SAP and 20 partners from academia and industry. Background: n Transformation from industrial to an information society is characterized by dramatic technological developments. n Increasing need for continuing education. n Classical résumé – school – apprenticeship/ university – job – retirement is incrementally challenged phases on the job take turns with phases of continuing education. n Still many barriers: expensive, time consuming, bound to time and place, not individualized,... Learning Objects StandardizationIntroduction Metadata Sequencing

3 2 Giselher H.J. RedekerICALT 2003, Athens, Greece n e-Learning over the Internet offers ideal conditions to overcome these barriers: Globally available 24/7. Multi-/ Hypermedia. Potentially accessible to everyone. Offers new opportunities for communication and collaboration. n In this sense Internet is becoming the basis of knowledge globalization, a universal library accessible worldwide for continuing education. n Problems: Consistency of courses already in existence. Retrieval of relevant and significant information regarding the thematic and didactic context. Also not individualized. Usage rights. Payment issues. … Solution: Standardization and Metadata. Learning Objects StandardizationIntroduction Metadata Sequencing

4 3 Giselher H.J. RedekerICALT 2003, Athens, Greece Learning Objects Standardization Standardization Introduction Metadata Sequencing From im-c, 2001 n Focus on technical issues and financial opportunities. n Wiley 2002: Surprisingly scarely a discussion about didactical or instructional design implications of learning objects. n Exceptions: IMS Learning Design, Educational Modeling Language (EML). Description of learning processes or pedagogies on an abstract level. Objective here: Description of learning processes on a concrete, granular level based on a specific metadata set. Usage for more individualized contents and adaptive navigation through the material.

5 4 Giselher H.J. RedekerICALT 2003, Athens, Greece Learning Objects Learning Objects StandardizationIntroduction Metadata Sequencing Course Partial Course LearningUni t Partial Course LearningUni t KnowledgeUnit Text Audio Video Course Partial Course Learning Unit Knowledge Unit Hierarchy of Learning Objects

6 5 Giselher H.J. RedekerICALT 2003, Athens, Greece Learning Objects Learning Objects StandardisationIntroduction Metadata Sequencing Knowledge Unit Knowledge unit = Smallest units of knowledge. (~2-4 min. ALT)

7 6 Giselher H.J. RedekerICALT 2003, Athens, Greece Learning Objects Learning Objects StandardisationIntroduction Metadata Sequencing Microstrategy Learning Unit Learning unit = Container for thematically related knowledge units. (~20-40 min. ALT)

8 7 Giselher H.J. RedekerICALT 2003, Athens, Greece Learning Objects Learning Objects StandardizationIntroduction Metadata Sequencing Partial Course Macrostrategy Partial Corse = sequence of learning units. (~3-6 h ALT)

9 8 Giselher H.J. RedekerICALT 2003, Athens, Greece Learning Objects Learning Objects StandardizationIntroduction Metadata Sequencing Course Macrostrategy Corse = Sequence of partial courses and learning units (~30-60 h ALT)

10 9 Giselher H.J. RedekerICALT 2003, Athens, Greece Learning Objects StandardisationIntroduction Metadata Metadata Sequencing Metadata Categories: Classification within 5 different dimensions: Thematic dimension Relational dimension Knowledge-type dimension Competence dimension Media dimension

11 10 Giselher H.J. RedekerICALT 2003, Athens, Greece Learning Objects StandardisationIntroduction Metadata Metadata Sequencing Metadata Categories: Thematic dimension:Classification according to a given topic (semantic dimension) using a controlled thesaurus.

12 11 Giselher H.J. RedekerICALT 2003, Athens, Greece Learning Objects StandardisationIntroduction Metadata Metadata Sequencing Receptive Interactive Cooperative Media dimension: Classification according the degree of interactivity.

13 12 Giselher H.J. RedekerICALT 2003, Athens, Greece Learning Objects StandardisationIntroduction Metadata Metadata Sequencing Media dimension: Classification according to media presentation forms. Metadata Categories:

14 13 Giselher H.J. RedekerICALT 2003, Athens, Greece Learning Objects StandardisationIntroduction Metadata Metadata Sequencing Metadata Categories: Competence dimension: Classification according to an ability that correlates to the didactical object (similar to Blooms Taxonomy supplemented by the social dimension).

15 14 Giselher H.J. RedekerICALT 2003, Athens, Greece Learning Objects StandardisationIntroduction Metadata Metadata Sequencing Metadata Categories: Knowledge-type dimension: Meaning knowledge as an answer to questions.

16 15 Giselher H.J. RedekerICALT 2003, Athens, Greece Learning Objects StandardisationIntroduction Metadata Metadata Sequencing Metadata Categories: Relational dimension: Determining the possible courses of acquiring knowledge. Objective/ Factual RelationsDidactical Relations n Hierarchical Relations: generalize part_of n Associative Relations: similar_to alternative_to analogical_to oppositional_to determines... n didactical_before n prerequisite_of n belongs_to A C B Is_part_of Similar_to

17 16 Giselher H.J. RedekerICALT 2003, Athens, Greece Learning Objects StandardisationIntroduction Metadata Sequencing Sequencing Realized Strategies n Macro-Strategies: From the whole to the details: Follows the deductive didactical approach From details to the whole: Follows the inductive didactical approach Table of contents: Lists all available objects and ignores the relations between objects n Micro-Strategies: Orientation only:Shows only knowledge-objects indicated as orientation-knowledge. Strategy results in an overview course. Orientation first:Objects classified as orientation knowledge will be presented first. Action-oriented:Objects classified as action knowledge will be presented first. Explanation-oriented:Objects classified as explanations will be presented first. Example-oriented:Objects classified as examples will be presented first. Table of contents:Lists all available objects and ignores the relations between objects

18 17 Giselher H.J. RedekerICALT 2003, Athens, Greece Learning Objects StandardisationIntroduction Metadata Sequencing Sequencing ExplanationOrientation ActionReference/ Source Example_n ExplanationOrientation ActionReference/ Source ExplanationOrientation ActionReference/ Source Example 1: An written with Outlook Express Example_1Example_2 Example-oriented

19 18 Giselher H.J. RedekerICALT 2003, Athens, Greece Learning Objects StandardisationIntroduction Metadata Sequencing Sequencing Example_1 Orientation ActionReference/ Source Example_n ExplanationOrientation ActionReference/ Source Example_2 ExplanationOrientation ActionReference/ Source Explanation sender´s address receiver´s address receivers of copies subject of the message message text area sender information Explanation of the sending form of Outlook Express: Example-oriented

20 19 Giselher H.J. RedekerICALT 2003, Athens, Greece Learning Objects StandardisationIntroduction Metadata Sequencing Sequencing Example-oriented Example_1 ExplanationOrientation Reference/ Source Example_n ExplanationOrientation ActionReference/ Source Example_2 ExplanationOrientation ActionReference/ Source Task 1: You would like to make an appointment with a customer. Unfortunately he is currently not available by phone. Arrange the appointment by ! Action

21 20 Giselher H.J. RedekerICALT 2003, Athens, Greece Learning Objects StandardisationIntroduction Metadata Sequencing Sequencing Example-oriented Example_1 ExplanationOrientation ActionReference/ Source Example_n ExplanationOrientation ActionReference/ Source ExplanationOrientation ActionReference/ Source Example_2 Example 2: Inserting an attachment

22 21 Giselher H.J. RedekerICALT 2003, Athens, Greece Learning Objects StandardisationIntroduction Metadata Sequencing Sequencing Action_1 ExplanationOrientation ExampleReference/ Source Action_n ExplanationOrientation ExampleReference/ Source Action_2 ExplanationOrientation ExampleReference/ Source Action-oriented

23 22 Giselher H.J. RedekerICALT 2003, Athens, Greece Learning Objects StandardisationIntroduction Metadata Sequencing Sequencing Action-oriented ExplanationOrientation ExampleReference/ Source Action_n ExplanationOrientation ExampleReference/ Source ExplanationOrientation ExampleReference/ Source Task 1: You would like to make an appointment with a customer. Unfortunately he is currently not available by phone. Arrange the appointment by ! Action_2Action_1 Task 2: Attach a draft document to the to your customer! Task 3: Change the priority of your to high!

24 23 Giselher H.J. RedekerICALT 2003, Athens, Greece Thank you for your attention! Learning Objects StandardisationIntroduction Metadata Sequencing


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