2000-03-15SEQ Presentation, F. Farance, ©1999 Edutool.Com 1 Sequencing Information (SEQ) 2000-03-15 Presentation Frank Farance, +1 212 486 4700,

2000-03-15SEQ Presentation, F. Farance, ©1999 Edutool.Com 1 Sequencing Information (SEQ) 2000-03-15 Presentation Frank Farance, +1 212 486 4700, frank@farance.com Edutool.Com, a division of Farance Inc. Slides and Document: http://edutool.com/seq Presentation to LTSC Course Sequencing WG (IEEE 1484.6) http://ltsc.ieee.org/wg6

2000-03-15SEQ Presentation, F. Farance, ©1999 Edutool.Com 3 Review PAR Scope [1/2] This standard will specify a specification language and environment for managing sessions in learning technology systems, e.g., computer-aided instruction, intelligent learning environments, intelligent tutoring systems. The standard will

2000-03-15SEQ Presentation, F. Farance, ©1999 Edutool.Com 4 Review PAR Scope [2/2] –(1) define the specification language, its conceptual model, semantics, and syntax, –(2) define the control transfer mechanisms and their encodings, e.g., how learning sessions are controlled and conducted, –(3) define the data transfer mechanisms and their encodings, e.g., how student assessments and lesson plans are exchanged, –(4) define an encoding method for storing and transferring session management “programs”, i.e., interactive lesson plans.

2000-03-15SEQ Presentation, F. Farance, ©1999 Edutool.Com 5 Problem Definition Export/import of courseware across tools/systems Preserve investment of existing courseware Compatibility of “object models” Sample scenario: content developed with tool A is later modified with tool B

2000-03-15SEQ Presentation, F. Farance, ©1999 Edutool.Com 6 Industry/Technical Approach: Common Question “Objects” [1/2] Main focus: common abstractions of question types and interactions Examples: multiple choice, fill in blank, match columns, true/false Attempts: –Asymetrix question objects. Problem: Too many question types, poor abstraction, hard to implement –Flightsafety/Boeing 737/777 libraries. Problem: Solutions for 737 were different than 777; no common abstraction; author still needs modifications

2000-03-15SEQ Presentation, F. Farance, ©1999 Edutool.Com 7 Industry/Technical Approach: Common Question “Objects” [2/2] Attempts (cont’d): –Empower assessment/question objects. Problem: Incomplete definition; direction is not clear –Question Markup Language (QML). Problem: Simplistic XML coding of simple cases; poor semantics Current state: a “sense” of common features, yet no common abstraction, definition, specification Activity in: IEEE 1484.6, IEEE 1484.10, IMS

2000-03-15SEQ Presentation, F. Farance, ©1999 Edutool.Com 8 Industry/Technical Approach: Common Launch Methods [1/2] Main focus: launching content from management systems Attempts: –Web-based content. Problem: Requires internet access and web servers; requires user activation in browser –Java-based content. Problem: Requires all content must be Java or Java callable –Javascript content: Problem: Same problems as web-based content

2000-03-15SEQ Presentation, F. Farance, ©1999 Edutool.Com 9 Industry/Technical Approach: Common Launch Methods [2/2] Attempts (cont’d): –Invoking desktop executables (or Remote Procedure Calls). Problem: Security and administration issues; not portable; outside of browser –IMS launch methods. Problem: Yet to be defined Current state: commonality only within a realm (e.g., Java), but no generic common methods Activity in: JTC1/SC22/JSG, IMS, IEEE 1484.6, IEEE 1484.10, IMS

2000-03-15SEQ Presentation, F. Farance, ©1999 Edutool.Com 10 Industry/Technical Approach: Common Packaging Methods [1/2] Main focus: common delivery methods for bundles of content Attempts: –ZIP files. Problem: Only archive info, no manifest –Java archives (JAR files). Problem: Only addresses Java features, not educational metadata –POSIX TAR (PAX) files. Problem: Not widely adopted outside of POSIX (UNIX) systems

2000-03-15SEQ Presentation, F. Farance, ©1999 Edutool.Com 11 Industry/Technical Approach: Common Packaging Methods [2/2] Attempts (cont’d): –Unbundled data. Problem: Need to interpret content to locate all content in bundle –IMS packaging methods. Problem: Yet to be defined Current state: ZIP and JAR files are most popular, but lack features necessary for learning technology Activity in: IMS, IEEE 1484.17

2000-03-15SEQ Presentation, F. Farance, ©1999 Edutool.Com 12 Industry/Technical Approach: Text Dump of Data [1/2] Main focus: text-based interchange format Attempts: –RTF (Rich Text Format). Problem: Only useful for word processing –HTML. Problem: Difficult to extend because browser compatibility is necessary –XML. Problem: Scaling problems because of weakness in XML specification; XML binding yet to be defined; opposition by vendors to protect “turf”

2000-03-15SEQ Presentation, F. Farance, ©1999 Edutool.Com 13 Industry/Technical Approach: Text Dump of Data [2/2] Attempts (cont’d): –Vendor-based text dump. Problem: May have some use, but not interoperable because each vendor defines own text dump format –Tcl-based coding. Problem: Still in experiment and definition phases (i.e., this presentation) Current state: Tcl-based approach is being developed Activity in: IEEE 1484.6, IEEE 1484.10

2000-03-15SEQ Presentation, F. Farance, ©1999 Edutool.Com 14 Industry/Organization Approaches [1/4] IEEE 1484 (Learning Technology Standards Committee) Working Groups: –1484.1: Learning Technology Systems Architecture –1484.6: Course Sequencing (library, environment) –1484.10: CBT Data Interchange (Tcl specification) –1484.11: Computer Managed Instruction –1484.12: Learning Objects Metadata –1484.17: Content Packaging

2000-03-15SEQ Presentation, F. Farance, ©1999 Edutool.Com 15 Industry/Organization Approaches [2/4] IMS –Content Objects (overall framework) –Launch Methods –Content Packaging (develop in IMS, standardize in IEEE 1484.17)

2000-03-15SEQ Presentation, F. Farance, ©1999 Edutool.Com 16 Industry/Organization Approaches [3/4] AICC –AGR006: Computer Managed Instruction (developed in AICC, standardized in IEEE 1484.11) –AGR007: Courseware Interchange (collaborate with IEEE, standardized in IEEE 1484.6 and IEEE 1484.10)

2000-03-15SEQ Presentation, F. Farance, ©1999 Edutool.Com 18 IEEE 1484.6, 1484.10 Close collaboration 1484.6: Environment issues, access to assessment, performance, leaning styles, metadata, content libraries, launching content 1484.10: Tcl syntax, control transfer (invoke)

2000-03-15SEQ Presentation, F. Farance, ©1999 Edutool.Com 19 Other IEEE 1484 WGs 1484.1: Architecture definition Common language that describes the features: 1484.6, 1484.10, 1484.11 How student progresses from one “lesson” to another -- both 1484.6 and 1484.11: –1484.6: implies the use of control logic –1484.11: is table driven Step, “page turning”, within assignable unit: 1484.10

2000-03-15SEQ Presentation, F. Farance, ©1999 Edutool.Com 20 Other IEEE 1484 WGs Accessing environment, e.g., student records and available content: 1484.6 Launching applications or lessons, control transfer:1484.6 and 1484.11. Events (e.g., timeouts) and actions in courseware: 1484.6. 1484.12: Metadata definition 1484.14: XML may be used for coding 1484.17: Will define content packaging

2000-03-15SEQ Presentation, F. Farance, ©1999 Edutool.Com 21 Learning Content (history) A s s e s s m e n t A s s e s s m e n t IEEE 1484.6: Course Sequencing WG Primary design issues: coach, performance info, assessment info, query, catalog info (metadata), locator index (e.g., URLs), invocation of learning content Secondary design issues: learning preferences, learner records, learning resources, delivery, learning content Delivery Evaluation Coach Learning Resources Query (new) MultimediaBehavior Learner Records Performance (current) Learner Entity Performance/ Preferences Learning Preferences L o c a t o rL o c a t o r Catalog Info Locator Interaction Context

2000-03-15SEQ Presentation, F. Farance, ©1999 Edutool.Com 22 IEEE 1484.6 Focus Environment specification -- related to 1484.10 language Access to student records: get, put, scan Access to content indexes (metadata): what learning content is available Uses logic features of 1484.10 to choose the next “lesson”, i.e., “assignable unit”. Launches “lessons”

2000-03-15SEQ Presentation, F. Farance, ©1999 Edutool.Com 23 IEEE 1484.10 Focus Language specification -- related to 1484.6 libraries and environment Defines programming logic features, useful for creating sequence programs, e.g., choosing the next “lesson”, i.e., “assignable unit”. Syntax for launching “lessons”

2000-03-15SEQ Presentation, F. Farance, ©1999 Edutool.Com 24 Other Activity: IMS Content Workshop Several meetings, work has stalled in past year Content interoperability issues –Other participants –TCL used as example implementation of sequencer 1998-06: Investigate TCL as a scripting language for 1484.10 and bind 1484.6 libraries and environment to 1484.10 language

2000-03-15SEQ Presentation, F. Farance, ©1999 Edutool.Com 25 IMS Content Issues What is content? –Anything that has a locator index (URL)? –Anything that has metadata? –Anything that can be sequenced? –Interoperability issues –Examples

2000-03-15SEQ Presentation, F. Farance, ©1999 Edutool.Com 26 IEEE 1484.6: Pedagogical Sequencing Sequencing systems, examples: –Type #1: Content is linked via pre-requisites and co-requisites –Type #2: Simple navigation algorithm –Type #3: Rule-based –Type #4: Programming/scripting language Sequencing may be internal (embedded) or external (attached) For internal sequencing, method to extract sequencing component Sequencer System Learning Resources Content Retrieve (metadata) Content Search History A s s e s s m e n t A s s e s s m e n t L a u n c h C o n t e n t Content Internal Sequencing External Sequencing Content

2000-03-15SEQ Presentation, F. Farance, ©1999 Edutool.Com 27 IEEE 1484.6: Sampling Of Common Sequencing Features Control structure, animations Page turner Linear sequence Motion algorithms Prerequisites Embedded code Object-based (hidden imp) Ontology-based Add missing knowledge Multiple choice Multiple choice, adaptive Fill in blank Choose M of N True-false Write sentences Submit project Randomized content Content templates Media objects

2000-03-15SEQ Presentation, F. Farance, ©1999 Edutool.Com 28 IEEE 1484.6: Sequencing Is Independent Of Granularity Sequencing can be used at any granularity level: –Sequencing among “courses” –Sequencing among “blocks” –Sequencing among “modules” –Sequencing among “lessons” –Sequencing among “assignable units” –Sequencing within “assignable units” –Page turning Sequencing can vary among levels, among “units” within a level

2000-03-15SEQ Presentation, F. Farance, ©1999 Edutool.Com 29 Example of Sequencing Methods At Various Granularities (Distributed Development) PrerequisitesPage turner, linear Low-level template Motion algorithm Ontologies (Add missing knowledge) Embedded Code (“Are you ready?”) GranularitySequencing Types Coarse Medium Fine Sample Course Sequencing: Coarse granularity (e.g., prerequisites) sequencing for medium granularity components; medium granularity sequencing (e.g., motion algorithms, ontologies, embedded code) for fine granularity components; and so on...

2000-03-15SEQ Presentation, F. Farance, ©1999 Edutool.Com 30 IEEE 1484.6 Course Sequencing What Is Sequencing? Determining “next” based on: –Learning style –Assessment (assessment) –Student history (profile) –Student objectives (profile and content) –Available content (learning content, search, metadata) Making choice(s), e.g., a lesson plan Invoking content (separable metadata: URL peeled from metadata; embedded: content in hand)

2000-03-15SEQ Presentation, F. Farance, ©1999 Edutool.Com 31 Learning Content (history) A s s e s s m e n t A s s e s s m e n t 1 Sequencing: Learning Preferences Sends, receives, and “negotiates” Learning Preferences with Learner Entity Delivery Evaluation Coach Learning Resources Query (new) MultimediaBehavior Learner Records Performance (current) 1 Learner Entity Performance/ Preferences Learning Preferences L o c a t o rL o c a t o r Catalog Info Locator Interaction Context

2000-03-15SEQ Presentation, F. Farance, ©1999 Edutool.Com 32 Learning Content (history) A s s e s s m e n t A s s e s s m e n t 2 3 Sequencing: Assessment, Student History, Student Objectives Receives current Assessment information, Preferences, and Performance information (history and objectives) for future learning experiences Delivery Evaluation Coach Learning Resources Query (new) MultimediaBehavior Learner Records Performance (current) 23 Learner Entity Performance/ Preferences Learning Preferences L o c a t o rL o c a t o r Catalog Info Locator Interaction Context

2000-03-15SEQ Presentation, F. Farance, ©1999 Edutool.Com 33 Learning Content (history) A s s e s s m e n t A s s e s s m e n t Sequencing: Available Content Queries to the Learning Resources: –Queries sent to search for appropriate material –Catalog Info (learning content metadata) returned as “found” Learning Content –Extracts the Locators (e.g., URLs) from the returned Catalog Info (learning content metadata) Delivery Evaluation Coach Learning Resources Query (new) MultimediaBehavior Learner Records Performance (current) 4 4 Learner Entity Performance/ Preferences Learning Preferences L o c a t o rL o c a t o r Catalog Info Locator Interaction Context

2000-03-15SEQ Presentation, F. Farance, ©1999 Edutool.Com 34 Learning Content Multimedia (history) A s s e s s m e n t A s s e s s m e n t 5 Sequencing: Making A Choice -- A “Lesson Plan”, Invoking Content Locators (similar to web URLs) are sent to Delivery process to identify (but not transfer) Learning Content Note: Delivery is responsible for retrieving and Learning Resources is responsible for transferring Learning Content Delivery Evaluation Coach Learning Resources Query (new) Behavior Learner Records Performance (current) 5 Learner Entity Performance/ Preferences Learning Preferences L o c a t o rL o c a t o r Catalog Info Locator Interaction Context

2000-03-15SEQ Presentation, F. Farance, ©1999 Edutool.Com 35 Example Implementation: Tcl-Based Sequencer for 1484.6, 1484.10 Current implementation: –Tcl-based –Embedded or separable sequencing code –Embedded or separable metadata Future work: –Access methods for assessment and profile –Access methods for metadata –Invoking content

2000-03-15SEQ Presentation, F. Farance, ©1999 Edutool.Com 37 Example #1: Page Turning Can go forwards or backwards From A to B, B to C, etc. At D, learner can go to C or E Typical use: –fine granularity sequencing –embedded or external

2000-03-15SEQ Presentation, F. Farance, ©1999 Edutool.Com 39 Example #1: Page Turning Sample implementations: –Browser/viewer capabilities –Forward and backward links –Names (locator indexes) provide ordering rules e.g., “page-01”, “page-02”, etc. –Sequencing programs: Extract metadata to infer ordering Content directory names (no metadata) infer ordering

2000-03-15SEQ Presentation, F. Farance, ©1999 Edutool.Com 40 Example #1: Page Turning A: { page_turn \ -next B -content { playimage -pos 0 0 a1.jpg } B: { page_turn \ -next C -prev A -content { playhtml b-page.html } C: { page_turn \ -next D -prev C -content { playmovie c1.avi & playsound c1.wav & } D: { page_turn \ -next E -prev C -content { runapp d.exe }

2000-03-15SEQ Presentation, F. Farance, ©1999 Edutool.Com 41 Example #2: Linear Sequence As learner complete one unit, moves on to next Ordering: A, B, C, D, E, F, G, H, I, J Typical use: –Fine to medium granularity –Lesson and module sequencing

2000-03-15SEQ Presentation, F. Farance, ©1999 Edutool.Com 43 Example #2: Linear Sequence Sample implementations: –Browser/viewer capabilities –Start/stop delivery –Forward links –Names (locator indexes) provide ordering rules e.g., “page-01”, “page-02”, etc. –Sequencing programs: Extract metadata to infer ordering Content directory names (no metadata) infer ordering

2000-03-15SEQ Presentation, F. Farance, ©1999 Edutool.Com 44 Example #2: Linear Sequence A: { page_turn \ -next B -content { playimage -pos 0 0 a1.jpg } B: { page_turn \ -next C -content { playhtml b-page.html } C: { page_turn \ -next D -content { playmovie c1.avi & playsound c1.wav & } D: { page_turn \ -next E -content { runapp d.exe }

2000-03-15SEQ Presentation, F. Farance, ©1999 Edutool.Com 45 Example #3: 20-70-10 Motion Algorithm Learner gets range of lessons, based on weighted, random distribution (20-70-10 used as example): –20% of material from “previous” unit (review) –70% of material from “current” unit –10% of material from “next” unit (introduction) Typical use: –Medium granularity –Sequencing modules within a course

2000-03-15SEQ Presentation, F. Farance, ©1999 Edutool.Com 47 Example #3: 20-70-10 Motion Algorithm Sample implementations: –Sequencers operating on “course” rules as applied to (finer granularity) modules, i.e., separate “sequencer” (program) from “rules” (parameters or inputs) –Sequencing programs in “modules” that sequence among other modules in a course (coarser granularity) –Sequencing information can be embedded in content –Sequencing information can be external to content

2000-03-15SEQ Presentation, F. Farance, ©1999 Edutool.Com 48 Example #3: 20-70-10 Motion Algorithm (pseudo-code) { set prev $thisobj.prevref set curr $thisobj.ref set next $thisobj.nextref set randval [random 100] if { $randval < 20 } then { launch $prev } elif { $randval<90 } then { launch $curr } else { launch $next } } X: { \ playmovie c1.avi & playsound c1.wav & } Y: { runapp d.exe } Z: { \ playhtml b-page.html }

2000-03-15SEQ Presentation, F. Farance, ©1999 Edutool.Com 49 Example #4: Prerequisites Content structure determines “partial” ordering, i.e., dependency relationships Examples: –After A is completed, any one of B, C, or D can be run –F can only be run after both C and D are completed, regardless of progress on B or E Typical use: –Medium to coarse granularity –Sequence among modules, sequence among courses

2000-03-15SEQ Presentation, F. Farance, ©1999 Edutool.Com 51 Example #4: Prerequisites Sample implementations: –Dependency links (not too friendly) –Names (locator indexes) provide ordering rules e.g., “topic-a-01”, “topic-b-02”, etc. –Metadata can contain ordering –Sequencing programs that infer ordering –Learner profile (performance) information can be used –Assessment information can be used

2000-03-15SEQ Presentation, F. Farance, ©1999 Edutool.Com 52 Example #5: Embedded Code Sequencing code is embedded in content or available in metadata Content asked: “Am I ready to run this content?” Typical use: –Medium to coarse granularity –Sequencing courses –Sequencing specialized standalone “lessons” incorporated into many courses

2000-03-15SEQ Presentation, F. Farance, ©1999 Edutool.Com 53 Example #5: Embedded Code A B C D E F J G H I Sequencer Profiles Other Services Sequencer Query “Am I Ready?” Query Learner History To Support Answering Question “Am I Ready?”

2000-03-15SEQ Presentation, F. Farance, ©1999 Edutool.Com 54 Example #5: Embedded Code Sample implementations: –CGI scripts, Perl, Java, possibly Javascript –Tcl programs –Executables Separate “Are you ready to run?” from “Start running” messages Can be embedded or attached to content

2000-03-15SEQ Presentation, F. Farance, ©1999 Edutool.Com 55 Example #6: Add Missing Knowledge (Ontologies) Sequencing based on learner’s mastery of identifiable competencies In this example: list of “missing knowledge” is extracted from profile information as “learner’s objectives” (future performance information) Typical use: –Any granularity –Course comprised of knowledge objectives –Objectives may be in profile, not it content

2000-03-15SEQ Presentation, F. Farance, ©1999 Edutool.Com 56 Example #6: Add Missing Knowledge (Ontologies) A B C D E F J G H I Knowledge units, per learner objectives Profiles Knowledge dependencies outside of pre-requisites Knowledge objectives retrieved from learner’s profile

2000-03-15SEQ Presentation, F. Farance, ©1999 Edutool.Com 57 Example #6: Add Missing Knowledge (Ontologies) Sample implementations: –Tcl scripts comparing learner models with knowledge libraries –Expert systems Highly dependent on knowledge structure, learner model

2000-03-15SEQ Presentation, F. Farance, ©1999 Edutool.Com 58 Low Level Presentation And Question Sequencing Based on low-level, widely used paradigm Based on work by Claude Ostyn (Asymetrix) and Bill McDonald (Flightsafety/Boeing) Simplified abstractions, parameterized abstractions Starting point for common interaction templates

2000-03-15SEQ Presentation, F. Farance, ©1999 Edutool.Com 60 Multiple Choice (Tcl-based CBT Data Interchange) multiple_choice \ -P type \presentation type, e.g., text, text-file, MIME type -p value \presentation, e.g., string, filename, URL -Q type \question type... same as pres. type -q value \question value... same a pres. -L type \label type... same as pres. type, multiple option -l value \label name... same as pres., multiple option -C type \choice type... same as pres. type, multiple option -c value \choice value... same as pres., multiple option -A type \answer type... same as pres. type, usually "string” -a value \answer value... same as pres., usually match string -H type \hint type... same as pres. type -h value \hint value... same as pres. -D type \repository type -d loc \location in repository content_idcontent ID associated with interaction

2000-03-15SEQ Presentation, F. Farance, ©1999 Edutool.Com 61 Multiple Choice Content Example multiple-choice \ -P text-file -p content-1-p \ -Q text-file -q content-1-q \ -C text-file -c content-1-1 \ -C text-file -c content-1-2 \ -C text-file -c content-1-3 \ -C text-file -c content-1-4 \ -A string -a Friday \ content-1

2000-03-15SEQ Presentation, F. Farance, ©1999 Edutool.Com 62 Example #8: Fill In Blank Presentation “text” Question “text”, including blank Correct answer Flag: case insensitive Flag: ignore leading, multiple, trailing spaces Spelling fuzziness

2000-03-15SEQ Presentation, F. Farance, ©1999 Edutool.Com 63 Fill In Blank (Tcl-based CBT Data Interchange) fill_in_blank \ -P type \presentation type, e.g., text, text-file, MIME type -p value \presentation, e.g., string, filename, URL -Q type \question type... same as pres. type -q value \question value... same a pres. (replace “____”) -L type \label type... same as pres. type, multiple option -l value \label name... same as pres., multiple option -C type \choice type... same as pres. type, multiple option -c value \choice value... same as pres., multiple option -A type \answer type... same as pres. type, usually "string” -a value \answer value... same as pres., usually match string -H type \hint type... same as pres. type -h value \hint value... same as pres. -D type \repository type -d loc \location in repository content_idcontent ID associated with interaction

2000-03-15SEQ Presentation, F. Farance, ©1999 Edutool.Com 65 Example #9: Choose M of N Presentation “text” Left column of choices Right column of choices Flag: ordered vs. unordered Flag: randomization Answer list

2000-03-15SEQ Presentation, F. Farance, ©1999 Edutool.Com 66 Choose M of N (Tcl-based CBT Data Interchange) selection_choice \ -P type \presentation type, e.g., text, text-file, MIME type -p value \presentation, e.g., string, filename, URL -Q type \question type... same as pres. type -q value \question value... same a pres. -L type \label type... same as pres. type, multiple option -l value \label name... same as pres., multiple option -C type \choice type... same as pres. type, multiple option -c value \choice value... same as pres., multiple option -A type \answer type... same as pres. type, usually "string” -a value \answer value... same as pres., usually match string -H type \hint type... same as pres. type -h value \hint value... same as pres. -D type \repository type -d loc \location in repository content_idcontent ID associated with interaction

2000-03-15SEQ Presentation, F. Farance, ©1999 Edutool.Com 68 True-False (Tcl-based CBT Data Interchange) true_false \ -P type \presentation type, e.g., text, text-file, MIME type -p value \presentation, e.g., string, filename, URL -Q type \question type... same as pres. type -q value \question value... same a pres. -L type \label type... same as pres. type, multiple option -l value \label name... same as pres., multiple option -C type \choice type... same as pres. type, multiple option -c value \choice value... same as pres., multiple option -A type \answer type... same as pres. type, usually "string” -a value \answer value... must be “true” or “false” -H type \hint type... same as pres. type -h value \hint value... same as pres. -D type \repository type -d loc \location in repository content_idcontent ID associated with interaction

2000-03-15SEQ Presentation, F. Farance, ©1999 Edutool.Com 71 Write Sentences (Tcl-based CBT Data Interchange) write_sentence \ -P type \presentation type, e.g., text, text-file, MIME type -p value \presentation, e.g., string, filename, URL -Q type \question type... same as pres. type -q value \question value... same a pres. -L type \label type... same as pres. type, multiple option -l value \label name... same as pres., multiple option -C type \choice type... same as pres. type, multiple option -c value \choice value... same as pres., multiple option -A type \answer type... usually ”writing-check” -a value \answer value... same as pres., usually match string -H type \hint type... same as pres. type -h value \hint value... same as pres. -D type \repository type -d loc \location in repository content_idcontent ID associated with interaction

2000-03-15SEQ Presentation, F. Farance, ©1999 Edutool.Com 72 Write-Sentences Content Example write_sentence \ -P text-file -p content-4-p \ -Q text-file -q content-4-q \ -A writing-check \ -a spelling,grammar,\ include=Sunday,include=Monday,\ include=Tuesday,include=Wednesday,\ include=Thursday,include=Friday,\ include=Saturday \ content-4

2000-03-15SEQ Presentation, F. Farance, ©1999 Edutool.Com 74 Submit-Project (Tcl-based CBT Data Interchange) submit_project \ -P type \presentation type, e.g., text, text-file, MIME type -p value \presentation, e.g., string, filename, URL -Q type \question type... same as pres. type -q value \question value... same a pres. -L type \label type... same as pres. type, multiple option -l value \label name... same as pres., multiple option -C type \choice type... same as pres. type, multiple option -c value \choice value... same as pres., multiple option -A type \answer type... usually ”human-eval” -a value \answer value... same as pres., usually match string -H type \hint type... same as pres. type -h value \hint value... same as pres. -D type \repository type -d loc \location in repository content_idcontent ID associated with interaction

2000-03-15SEQ Presentation, F. Farance, ©1999 Edutool.Com 76 Template Expand (Tcl-based CBT Data Interchange) template_expand \ -P type \presentation type, e.g., text, text-file, MIME type -p value \presentation, e.g., string, filename, URL -Q type \question type... same as pres. type -q value \question value... same a pres. -L type \label type... same as pres. type, multiple option -l value \label name... same as pres., multiple option -C type \choice type... same as pres. type, multiple option -c value \choice value... same as pres., multiple option -A type \answer type... same as pres. type, usually "string” -a value \answer value... same as pres., usually match string -H type \hint type... same as pres. type -h value \hint value... same as pres. -D type \repository type -d loc \location in repository -X loc \expansion rules content_idcontent ID associated with interaction

2000-03-15SEQ Presentation, F. Farance, ©1999 Edutool.Com 77 Example of Sequencing Methods At Various Granularities (Distributed Development) PrerequisitesPage turner, linear Low-level template Motion algorithm Ontologies (Add missing knowledge) Embedded Code (“Are you ready?”) GranularitySequencing Types Coarse Medium Fine Sample Course Sequencing: Coarse granularity (e.g., prerequisites) sequencing for medium granularity components; medium granularity sequencing (e.g., motion algorithms, ontologies, embedded code) for fine granularity components; and so on...

2000-03-15SEQ Presentation, F. Farance, ©1999 Edutool.Com 79 Open Issues Means of navigation User actions/behavior Should subdivide list between navigation actions/behavior Focus on some grouping “level” to identify the triggers that can be passed to affect the sequence Should refer to low-level micro operations State transition diagrams

2000-03-15SEQ Presentation, F. Farance, ©1999 Edutool.Com 80 Future Work (  2000-03) Revised SEQ data interchange specification Collaboration among: IEEE LTSC, IMS, AICC, others Demonstration of practical examples

2000-03-15SEQ Presentation, F. Farance, ©1999 Edutool.Com 1 Sequencing Information (SEQ) 2000-03-15 Presentation Frank Farance, +1 212 486 4700,

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