1. Using IMS Learning Design to Model Curricula Colin Tattersall, José Janssen, Bert van den Berg, Rob Koper The Open University of the Netherlands

2. Overview Why model curricula? Curriculum modelling requirements IMS LD as a curriculum modelling language Open ends, discussion points

3. Where are we today? An enormous wealth of learning opportunities No longer: –start here, do this, then that, … Providers offering more freedom to learners to vary their learning choices Modularisation of learning programmes –Statistics 101 used in Computer Science, Psychology, Maths, …

8. PSYCHOLOGY BSc Single Honours, BA/BSc Combined Honours Compulsory modules for students taking Psychology as part of a two- subject programme: *#PSY020C101A - Foundations in the Study of Psychology 1 *#PSY010C102S - Foundations in the Study of Psychology 2 *#PSY030C103Y - Research Methods: Fundamental PrinciplesPSY020C101PSY010C102PSY030C103 Compulsory modules for students taking Psychology as a single- subject programme: *#PSY020C101A - Foundations in the Study of Psychology 1 *#PSY010C102S - Foundations in the Study of Psychology 2 *#PSY030C103Y - Research Methods: Fundamental PrinciplesPSY020C101PSY010C102PSY030C103 # - compulsory module for all but minoring students * - module necessary for BPS. Single-subject students make up the remaining 60 credits (30 ECTS credits) by selecting 10 credits (5 ECTS credits) from the first two of the following two clusters (a total of 20 credits - 10 ECTS credits). Students then select the remaining 40 credits (20 ECTS credits) from any of the clusters, keeping in mind that this is an opportunity to specialise in an area of interest.

9. Flexibility brings complexity What would I have to do to get my BA in Psychology? What would I have to do to get my BA if I’ve already got intermediary level qualifications in statistics? What do I still have to do to get my BA in Psychology now that I’ve accumulated 22.5 ECTS points? I’ve moved institutions. What now? I’m returning after four years absence raising my kids. What now?

10. Guidance Goal Position To Do List Advice Improving Internet Skills

11. Model Driven Advice If we had a standardised way of describing curricula and programmes, we could create guidance services using these descriptions

12. Requirements (1) Modular composition: –Curricula must be able to be constructed from units. Example: in order to reach competency level 3, modules 45a, 33d and 67t must be successfully completed. Nested composition: –Curricula must be able to be composed of other curricula. Example: the Course can be divided into two phases: the propedeutic phase and the post- propedeutic phase. The former consists of the following modules … Selection: –It must be possible to specify which elements of a curriculum are mandatory and which are optional. Example: Students must complete module H101, and may select any two modules from H101, H103, H104 or H105 Sequencing: –it must be possible to specify constraints on the order in which elements of a curriculum are to be completed. Example: Students must first complete module “L-A4 An introduction to linguistics”, before being allowed to commence module “L-G5 Psycho-linguistics”

13. Requirements (2) Completion: –The requirements for completion of a curriculum element, and of the curriculum itself, must be able to be specified. Example: Each module carries a specific credit value. Students need to accumulate 60 credits from the optional modules in order to progress from the propedeutic to the post- propedeutic phase. Conditional Composition: –It must be possible to specify conditions under which curriculum elements are to be included or excluded. Example: Applicants whose mother tongue is English are not required to complete module E101. Example: Students who have completed the introduction to Psychology are not required to complete the History of Psychology course. Example: Learners who do not elect to follow the statistics course are required to follow an additional introduction to algebra course in the elective phase.

14. Requirements (3) Formality: –the language must describe a curriculum in a formal way, so that automatic processing is possible. Interoperability: –The language must support interoperability of curricula so that different support systems can share and exchange information.

15. Related work ECTS National Open College Network Credit and Qualification Framework’s Technical Specification for Qualifications Intelligent Tutoring Systems work XCRI

16. IMS LD Often mentioned in relation to “micro” design Mostly discussed in relation to a player, handling delivery However, can see Units of Learning as containing other UoLs –unit-of-learning-href

17. A match?

18. Philosophy Religious Studies ArtAesthetics Activity Structure: (minor) – selection, do 1 of 2 Biology Unit of Learning (programme level) Activity Structure: sequence Activity Structure (major): sequence Activity Structure: selection Activity Structure: sequence Activity Structure: selection, do 2 of 4 Music Physics History Geography Chemistry Bachelor of General Studies: The major block of the programme consists of a module on “Philosophy”, followed by the choice of two modules from “Aesthetics”, “Art”, “Religious Studies” or “Music”. Following the major block, two alternative minor programmes are available, students either elect to study, in any order, “Biology”, “Physics” and “Chemistry”, or elect to study first “History” then “Geography”.

19. Processing With a curriculum described using IMSLD, and a record of what a learner has ‘completed’, a processor can do some set arithmetic Simpler than an LD runtime engine, but not simple –Conditions

20. Philosophy Religious Studies ArtAesthetics Activity Structure: (minor) – selection, do 1 of 2 Biology Unit of Learning (programme level) Activity Structure: sequence Activity Structure (major): sequence Activity Structure: selection Activity Structure: sequence Activity Structure: selection, do 2 of 4 Music Physics History Geography Chemistry Bachelor of General Studies: The major block of the programme consists of a module on “Philosophy”, followed by the choice of two modules from “Aesthetics”, “Art”, “Religious Studies” or “Music”. Following the major block, two alternative minor programmes are available, students either elect to study, in any order, “Biology”, “Physics” and “Chemistry”, or elect to study first “History” then “Geography”.

21. Example Driving Goods Vehicles National Vocational Qualification [27] –The Level 3 Qualification is for drivers who can show broader driving competencies and be considered as professional goods vehicle drivers. Drivers must obtain all 8 mandatory units, plus at least any 2 optional units from 4 specified for a full award. –Two Activity Stuctures, one dealing with mandatory modules (selection), the other dealing with elective modules (selection, number-to-select=2)

22. Open ends, discussion points Requires quite a bit of standardisation Curriculum vs route Need to check curriculum lifecycle management requirements Visualisation –Deep nesting of sequences/selection