Open Graphical Learning Modeler: Brief intro to the OpenGLM authoring tool for IMS Learning Design Prepared for Theory and Practice of Design for Learning Workshop @ Online Educa 2011, Berlin, Germany

1. OpenGLM
Open Graphical Learning Modeler
– A (Very) Brief Intro
Michael Derntl
RWTH Aachen University, Germany
derntl@dbis.rwth-aachen.de
Workshop Theory and Practice of Design for Learning
Online Educa 2011, Nov. 30, Berlin, Germany
http://ld-grid.org

2. OpenGLM key facts
• Visual learning design authoringinterface
• Main concepts: Activity, Role, Sequencing
• Export as IMS Learning Design (LD) package
• Connectedto OICS, an open
resourcerepository (Open ICOPER Content
Space)
• Open source:http://is.gd/openglm
• Runs on Windows, Mac OS X and Linux

3. OpenGLM main window

4. Navigation elements
Navigation

5. Navigation elements
Role expresses the function that a person carries out
in a learning design.
Activities are used to express actions that learners or
instructors perform during learning and teaching.
Add-ons are used whenever learners are to actively
contribute something, e.g. comments, upload a file,
Tools are technical services used during activties (e.g.
forum, chat) and Materials are provided as learning
objects (e.g. slides, website links, papers)
Navigation

6. Modeling area and tools
Modelingarea Modelingtools

7. Modeling area and tools
Drag and drop elements from the modelling tools
pane to the modelling area
Modellingarea Modelingtools
Use the connection to connect activities
with each other
Learning activity vs Support activity:
support activity has a role that is
supported, and no learning objectives.
Typically carried out by tutor and
teacher roles
Drag the role(s) onto to the
activities they shall perform at
runtime Selection: lets the role choose a subset of
the selection point’s outgoing activities
Synchronization: synchronizes parallel
activity streams by continuing only after
all previous activities have ended
Use the modellingarea to arrange
activities in a sequence

8. Pre-defined teaching methods
Teaching methods

9. Pre-defined teaching methods
The “OICS* Teaching Methods” pane offers a set
of pre-defined good-practice teaching methods
that can be reused by dragging & dropping them
onto the modelling area.
The dropped teaching method’s (generic) activity
sequence will then materialize in the modelling
pane, ready to be adapted, refined, integrated
into the existing sequence, etc.
To look for more teaching methods, click the
“Import from OICS” menu item.
* OICS is the Open ICOPER Content Space, see
http://ld-grid.org/resources/resource-banks/oics
Teaching methods

10. Key rules
• The learning design must have
– One start point
– One end point
• Each activity must have:
– At least one role assigned (drag the role onto the activity)
– Incoming and outgoing connection(s)
– An activity description (double click activity symbol to edit)
(OpenGLM will list violations upon clicking “Export
Instructional Model” from the Navigation pane or
menu

11. Activitydetails: Description
Double click the activity symbol in the
modeling area to bring up its details editor
• Provide a
description of the
activity (this will
be shown to the
learner or teacher
during runtime)
• Can be text or
other resources
(button “Add
Resource”)

12. Activitydetails: Add-ons
Add-ons are used
whenever learners are
to actively contribute
something, e.g.
comments, upload a
file, or assign grades
as part of an activity in
the learning design.

13. Activitydetails: Tools and materials
• Add tools to the
activity (e.g. a
forum, chat, etc.)
by checking an
existing tool or
adding a new one.
All checked tools/materials will be • Learning and
available during this activity at
runtime
teaching material
(e.g. e-books,
lecture slides) are
provided as a
learning object