1. Sharing Design Knowledge through the IMS Learning Design Specification Dawn Howard-Rose Kevin Harrigan David Bean University of Waterloo McGraw-Hill Ryerson Teaching, Learning and Technology Conference - 2004 Series University of Ottawa

2. IMS and Learning Design IMS – An international consortium for establishing e-learning standards and specifications IMS – An international consortium for establishing e-learning standards and specifications IMS has created many specifications, e.g., Content Packaging, Simple Sequencing, Question and Test, and Learning Design IMS has created many specifications, e.g., Content Packaging, Simple Sequencing, Question and Test, and Learning Design Aim is toward interoperability and functionality for e-learning content and deployment, to promote re-use and re-purposing of resources Aim is toward interoperability and functionality for e-learning content and deployment, to promote re-use and re-purposing of resources Future repositories can include learning designs as well as learning objects Future repositories can include learning designs as well as learning objects

3. IMS Learning Design Specification Formally instantiates the pedagogical intervention and context of the learning interaction Formally instantiates the pedagogical intervention and context of the learning interaction Based on Educational Modeling Language [EML, Koper et al., 2001] Based on Educational Modeling Language [EML, Koper et al., 2001] IMS LD describes a Unit of Learning, which is designed to meet specified learning objectives IMS LD describes a Unit of Learning, which is designed to meet specified learning objectives LD could encompass a program of study, a workshop, a course, a module, a lesson, etc. LD could encompass a program of study, a workshop, a course, a module, a lesson, etc.

4. What IMS Learning Design Specification is NOT … Instructional design, in the generic sense of this term; … Instructional design, in the generic sense of this term; … A new way of teaching; … A new way of teaching; … An instructional design tool; … An instructional design tool; … A delivery tool or learning management system [LMS]. … A delivery tool or learning management system [LMS].

5. What does a Learning Design include? Critical activities Critical activities Learning objects [resources] and support services for use in specified learning activities Learning objects [resources] and support services for use in specified learning activities Roles [instructor, learner, staff] Roles [instructor, learner, staff] Workflow Workflow

6. Levels A, B and C in IMS Learning Design Level A: Describes core elements of most simple Units of Learning; Level A: Describes core elements of most simple Units of Learning; Level B: Introduces the ability to define conditional situations within a Unit of Learning [e.g., defining different learning activities according to learners’ background, preference, or test results]; Level B: Introduces the ability to define conditional situations within a Unit of Learning [e.g., defining different learning activities according to learners’ background, preference, or test results]; Level C: Introduces notification [e.g., the completion of event A triggers event B]. Level C: Introduces notification [e.g., the completion of event A triggers event B].

7. IMS LD Conceptual Model Level A LD is a description of a method enabling learners to attain learning objectives by performing certain learning activities, in a certain order, in the context of an environment. LD is a description of a method enabling learners to attain learning objectives by performing certain learning activities, in a certain order, in the context of an environment.

8. Learning Design Level A Conceptual Model

9. The Vision: How instructional designers will benefit from IMS LD Multiple connected repositories, populated with many learning designs Multiple connected repositories, populated with many learning designs All designs described using a common language, so can be read by any [LD] compliant interpreter All designs described using a common language, so can be read by any [LD] compliant interpreter Designs are searchable according to pedagogical needs of designers and instructors Designs are searchable according to pedagogical needs of designers and instructors Repositories would include references to literature or evaluations to support the validity of the designs Repositories would include references to literature or evaluations to support the validity of the designs

10. Current Projects Aimed at Realizing the Vision Repository to Reality [R2R] Repository to Reality [R2R] Design environment [MOT+] Design environment [MOT+] Run-time environment [e.g. Coppercore, Explora II] Run-time environment [e.g. Coppercore, Explora II] IMS LD-Inspired design and run-time environment [LAMS] IMS LD-Inspired design and run-time environment [LAMS] Content packaging with LD [Reload] Content packaging with LD [Reload]

11. The Process: How instructional designers will use IMS LD 1. Identify instructional situation and challenge, using controlled vocabulary; 2. Search repositories to find generic [content-free] and specific [content-bound] examples of designs; 3. Preview and assess value of results, using references provided [e.g., to lit., peer reviews, evaluations]; 4. Adopt and adapt design(s) as desired for current instructional needs; 5. Share adapted or new designs by submitting to repository [Note that review requirements of repositories will vary].

12. Steps toward Achieving the Vision: Vocabulary Development in R2R Goals: Goals: –Identify and describe exemplars of learning designs that can be captured in terms of valid IMS LD scripts –Document the pedagogical principles and supporting evidence for these learning designs –Define teacher-friendly pedagogical search terms for the LD exemplars

13. Conceptual Model for this Task Explanations Explanations –Define and describe key pedagogical features of generic designs [i.e., content- free learning activities aimed at particular learning outcomes] –Use IMS LD Specification language [activities, roles, environment, workflow, etc.]

14. Conceptual Model for this Task Examples Examples –Instantiations of the learning designs in the context of specific content domains and teaching/learning situations –Exemplars of each generic design should be provided within a number of content domains

15. Conceptual Model for this Task Evidence Evidence –References to research studies, peer reviews and other evaluations supporting the learning designs –Studies may support the learning design as a whole or component parts, to address identified instructional challenges

16. A Generic Unit of Learning: Predict, Observe, Explain Learning Objective: To articulate, justify and critically reflect on self and partner’s preconceptions and become aware of alternative conceptions. Learning Objective: To articulate, justify and critically reflect on self and partner’s preconceptions and become aware of alternative conceptions. Activities: Activities: –Learners work in pairs, using video-based demonstration of a concept; –Discuss and record Prediction for an outcome and an associated reason; –After committing to their Prediction, they Observe the outcome on the video demonstration; –Then they Explain differences between their Prediction and Observation.

17. Predict, Observe, Explain [cont’d] Tasks drawn from relevant, real-world scenarios in a given domain; Tasks drawn from relevant, real-world scenarios in a given domain; Multiple-choice options for the prediction stage are informed by the alternative conceptions literature. Multiple-choice options for the prediction stage are informed by the alternative conceptions literature. Ref: www.learningdesigns.uow.edu.au www.learningdesigns.uow.edu.au

18. Defining a Search Interface Search terms that work for educators Search terms that work for educators Controlled Vocabulary to describe learning designs in consistent ways Controlled Vocabulary to describe learning designs in consistent ways Multiple access paths to learning designs Multiple access paths to learning designs Terms could focus on disciplines, learning outcomes, instructional challenges, learner groupings, etc. Terms could focus on disciplines, learning outcomes, instructional challenges, learner groupings, etc.

19. Searching by Learning Challenge: A Few Examples APPLY: Apply theory in Practice APPLY: Apply theory in Practice COLLABORATE: Collaborate to accomplish part of the learning task COLLABORATE: Collaborate to accomplish part of the learning task MISCONCEPTIONS: Elicit, confront, and resolve misconceptions MISCONCEPTIONS: Elicit, confront, and resolve misconceptions PERSPECTIVES: Examine new knowledge from different perspectives PERSPECTIVES: Examine new knowledge from different perspectives CRITIQUE: Think critically about new knowledge CRITIQUE: Think critically about new knowledge

20. Conclusion and Next Steps IMS Learning Design Specification can facilitate sharing of design knowledge among educators IMS Learning Design Specification can facilitate sharing of design knowledge among educators Current projects around the globe are aimed at implementing and testing the IMS LD Specification Current projects around the globe are aimed at implementing and testing the IMS LD Specification R2R seeks to initiate and test a controlled vocabulary and search model for accessing and sharing learning designs R2R seeks to initiate and test a controlled vocabulary and search model for accessing and sharing learning designs