1. EML and Learning Design Colin Tattersall Educational Technology Expertise Centre Open University of the Netherlands

2. Overview ­A word or two on who I am ­Relationship between EML & Learning Design ­Why I think IMS-LD is important ­Brief sketch of IMS-LD ­Re-use in IMS-LD ­How can staff be supported in using IMS-LD? ­Summary ­Discussion ­(I will not be showing pieces of XML)

3. Colin Tattersall ­British, 11 years in NL; ­Computer Scientist; ­Exposure to Computer Based Learning and Intelligent Tutoring Systems in late 80s at CBL Unit, Leeds University; ­Last few years: product manager at software company producing XML-based authoring/content management systems; ­Started at OUNL on Nov. 1st 2002

4. Overview ­A word or two on who I am ­Relationship between EML & Learning Design ­Why I think IMS-LD is important ­Brief sketch of IMS-LD ­Re-use in IMS-LD ­How can staff be supported in using IMS-LD? ­Summary ­Discussion

5. EML and Learning Design (1) ­Educational Modelling Language (EML) ­developed by OUNL in the late nineties ­made generally available December 2000 ­brought into the standardisation process, formed the basis for ….. ­IMS Learning Design v1.0 Final Specification ­Approved February 10 th 2003

6. EML and Learning Design (2) ­Some important differences:

7. Overview ­A word or two on who I am ­Relationship between EML & Learning Design ­Why I think IMS-LD is important ­Brief sketch of IMS-LD ­Re-use in IMS-LD ­How can staff be supported in using IMS-LD? ­Summary ­Discussion

8. My first steps in the e-learning world ­Downloaded Microsoft’s LRN 3.0 Toolkit ­IMS Content Packaging ­IMS Meta-data ­Downloaded all example content packages ­Things were looking good ….

14. Things were looking good, but … ­Some engaging content, but each example seemed to be a slight variation of the previous; ­Learning felt like (only) consuming content ­Support often looked like page-turning ­Is this the style of e-learning that the IMS specifications are about?

15. From Learning Objects to Learning Activities ­What about situations in which learning happens without learning objects? ­What about when several learners cooperate to solve a problem? ­Where are the teachers and staff? ­Learning Design: ­Modelling the performance of individual and group learning activities designed to attain learning objectives and, in the process, making use of learning objects.

16. Overview ­A word or two on who I am ­Relationship between EML & Learning Design ­Why I think IMS-LD is important ­Brief sketch of IMS-LD ­Re-use in IMS-LD ­How can staff be supported in using IMS-LD? ­Summary ­Discussion

17. Making IMS-LD ‘learning experiences’ ­Learning processes are modelled in the IMS-LD ‘language’ ­These models are ‘played’ in an IMS-LD-aware player; ­Analogous to marking-up learning materials in HTML and having a browser interpret them

18. IMS-LD concepts ­People act in different roles ­working towards certain objectives ­by performing learning and/or support activities ­within an environment, consisting of learning objects and services used in the performance of the activities. ­Analogy with a play ….

19. play Act 1Act 2Act 3Act 4Act 5 Role-part 1 Role-part 2 Role-part 4 Role-part 5 Role Activity Environment Learning objects Learning services Activity- Description

20. Who does what, when?

21. But what do students and staff see? ­The diagram helps to identify roles, activities, acts, etc, easing the creation of an XML-based representation of the learning process; ­Modelling is one thing, experiencing the learning design is another; ­Today there is no IMS-LD player, but ­An impression can be gained through the prototype EML player … ­Warning: you are about to see Dutch content

24. Reflecting on IMS-LD concepts ­People act in different roles ­Students and facilitator ­working towards certain objectives ­Understanding the role of learning technology standards ­by performing learning and/or support activities ­Answering questions, discussing, reading, … ­within an environment, consisting of learning objects and services used in the performance of the activities. ­Material on standards, discussion forum, …

25. Overview ­A word or two on who I am ­Relationship between EML & Learning Design ­Why I think IMS-LD is important ­Brief sketch of IMS-LD ­Re-use in IMS-LD ­How can staff be supported in using IMS-LD? ­Summary ­Discussion

26. Re-use and IMS-LD ­Separation of learning objects and services from the educational method used in the unit of learning. ­Individual learning designs can be applied in different areas ­PBL in psychology, computer science, sociology, … ­Learning objects can be used in different learning designs ­A map of North Korea: use in programmed instruction, PBL, Role-playing exercise

27. Overview ­A word or two on who I am ­Relationship between EML & Learning Design ­Why I think IMS-LD is important ­Brief sketch of IMS-LD ­Re-use in IMS-LD ­How can staff be supported in using IMS-LD? ­Summary ­Discussion

28. Support today ­IMS-LD approved on Feb. 10 th 2003; ­Still quite a lot that needs to happen: ­No IMS-LD player yet (EML players though) ­No authoring tools yet (some initiatives though) ­But, staff can already benefit from the philosophy of IMS LD by focusing on learners’ activities and objectives

29. Overview ­A word or two on who I am ­Relationship between EML & Learning Design ­Why I think IMS-LD is important ­Brief sketch of IMS-LD ­Re-use in IMS-LD ­How can staff be supported in using IMS-LD? ­Summary ­Discussion

30. Summary: EML & Learning Design ­We now have an approved IMS specification in the area of pedagogy; ­Will help put approaches to learning and teaching on product development agendas; ­Opportunity to move away from designing for lone-learners reading from screens to focus on the performance of individual and group learning activities designed to attain learning objectives

31. Overview ­A word or two on who I am ­Relationship between EML & Learning Design ­Why I think IMS-LD is important ­Brief sketch of IMS-LD ­Re-use in IMS-LD ­How can staff be supported in using IMS-LD? ­Summary ­Discussion