Em ls presentation-8-3-12

Escola de Enxeñaría Universidade de
de Telecomunicación Vigo

Instructional Design Languages and the
support of Collaborative Learning

Manuel Caeiro Rodríguez

Manuel.Caeiro@ .uvigo.es

Móstoles, March 8th 2012

Outline
• Introduction
• Languages and Supporting Systems
– IMS Learning Design
– Other Languages
– Supporting Systems
• PoEML
• Conclusions

March 8th, 2012 © Manuel Caeiro Rodríguez 2

Introduction

• How can we support
people learning?

• What technology
support can we
provide?

• How can we
support teacher
activities?

The Context

• Ends of the 90’s
– SCORM
– Learning
Objects
– Metadata

• Distance and
Open Uniersities
– Science and
engineer
subjects

From LO to LA (i)
• Content-centered view (Learning Objects)
– Content types
• An engine annimation
• A geolical map
• The periodic table

Idea: we take content
from a repository and
combine them to
compose learning
materials for learners


From LO to LA (ii)

LMSs: contents
are combined
with learning
tools and they
can be
scheduled


From LO to LA (iii)
• But, where is the pedagogy?
– What happens with group-based activities?
– What happens with collaborative learning?
– What do teachers have to do?


From LO to LA (iv)
• Activity-centered view (Learning Activities)
– Any teaching/learning practice involves activities that have to
be performed by several persons.
– This approach is transversal to the pedagogic
– We can represent collaborative activities


Learning Activities
Environment:
Classroom Roles:
Learner
Teacher
– Roles

– Activities Activities
Provide a lecture
Answer questions
– Environment Prepare an assigment

– Process Process Communication Tools
Control Flow Blackboard
Data Flow Beamer

Activity Flow


What are IDLs (EMLs)?

• Goals (some ideas)
– To model activity structures in a computational way
– To facilitate the sketch, design, plan and discuss about activity
structures
– To execute activity structures
• Features
– They are design languages
– Formal or not formal (formal != computational)
– Graphical or textual
– Don’t explicitly impose any pedagogical approach

What can be modeled?


IMS Learning Design (i)
• Activity Centered View (Learning Activities)
– Regardless of the pedagogical/instructional approach, a
Person gets a Role in the teaching-learning process (e.g. learner
or teacher)
– In this Role he or she works towards certain Outcomes by
performing more or less structured Learning and/or Support
Activities within an Environment
– The overall scenario or design (e.g. which Role gets which
Activities at what moment in the process) is described within the
Method element


IMS Learning Design (ii)


IMS Learning Design (iii)


IMS Learning Design (iv)


Educational Modeling Languages
• EML-OUNL • PALO
– Netherlands 1998-2001 – Madrid, 2000

• E2ML
• IMS-LD – Switzerland 2003
– IMS Global Consortium, 2003

• Xedu
• MISA y MOT – Valencia, 2003
– Canada, 1992-2003

• CoUML
• CPM
– Austria 2005
– France, 2004

EML-OUNL (i)

- Rob Koper • E2ML
• IMS-LD - Open Universiteit Nederland – Suiza 2003
- Consortium, 2003
– IMS GlobalOriginal EML
- Includes the basic structure
• Xedu
– Canada, 1992-2003

• CoUML
• CPM
– Austria 2005
– France, 2004

EML-OUNL (ii)


Palo (i)

- Miguel Rodríguez E2ML (PhD Thesis)
• Artacho
• IMS-LD - UNED – Suiza 2003
– IMS Global Consortium, 2003 to EML-OUNL
- Similar
- It doesn’t includes the basic structure
• Xedu
– Canada, 1992-2003

• CoUML
• CPM
– Austria 2005
– France, 2004

Palo (ii)


IMS-LD

• E2ML
- Based on EML-OUNL • Xedu
• MISA y MOT- Integrates IMS specifications – Valencia, 2003
– Canada,-1992-2003 ??
Standard
- Promotes EMLs research
• CoUML
• CPM
– Austria 2005
– France, 2004

E2ML (i)
– Netherlands1998-2001 – Madrid, 2000

• E2ML
- Luca Botturi (PhD Xedu
• thesis)
• MISA y MOT - Università de la Svizzera Italiana
– Valencia, 2003
– Canada, 1992-2003 - Design focused
- Goals and activities
• CoUML
• CPM
– Austria 2005
– France, 2004

E2ML (ii)


MISA/MOT/ADISA (i)
- Gilbert Paquette
- Université du Québec a Montréal
- Didactic Engineering • E2ML
• IMS-LD - +
Domain Model – Switzerland 2003

• Xedu
– Canada, 1992-20??

• CoUML
• CPM
– Austria 2005
– France, 2004

MISA/MOT/ADISA (ii)
• MISA
– Supports the design of an instructional system
• MOT
– The graphical representation language
• Course Designer works on “4 models”
– Knowledge and skill representation. DC: Design of Content
– Application of Teaching Methods. DP: Design of pedagogic
– Specification of learning materials: DM: Design of materials
– Delivery Planning. DD: Design of Delivery


MISA/MOT/ADISA (iii)


MISA/MOT/ADISA (iv)
1
Learning Events Network

1 *
1..*
1
Evolution rules C Links
* 1..* 1..*
0..*
Evaluation rules
* P
Learning
Rules
Event
F Assessment
Collaboration rules results
*
*
* Other Links I/P
R
R R S
* I/P
Adaptation rules
R S
* Distribute Coach Evaluate
1..* Feedback I/P learners
References systems to results
Learning teams
LU Sub-Model
Unit I/P
0..* 1 I/P I/P I/P
Learning Scenario 1..* I/P C
1 Liste of default
1
I List of I/P Document components
Trainer Scenario 1 System to I/P
modules and transfer
analyse X
IsASubModel components I/P
Content Expert Senario Instructional Scenario If no more I/P
I/P
I/P
modules, C 6 - Add
1 I/P end
Manager Scenario Prerequisite Forum I/P default to list
* * * competencies 1- Analyse R L R and report
1 schema of
Assistance Scenario 2- Choose
* the system a module R
If no more
Uses Knowledge Model X T
I/P components, L Tool kit
* R go 2
Selected R
1 R
*
Uses resource * module L R I/P
* * * * Target HasSubModel R R
I/P
*Performs* competencies C Teams
5- Compare
3- Identify 4- Select a component
of 2 list of P
ACTOR ACTIVITY RESOURCE component to a norm
components
1..*
Produces
* * I/P I/P R R
Material Sub-Model
Module X X
If norm If norm not
References components satisfied, go 4 satisfied, go 6
*
*
IsGroupedIn
Material
Service Tool Instrument
* *

Communication Link Location
Evaluation Material


Xedu (i)
- Félix Buendía (PhD Thesis)
- Universidad P. de Valencia
• E2ML
- Focused on the evaluation of the
• IMS-LD – Suiza 2003
development of software systems

• Xedu
– Canada, 1992-2003

• CoUML
• CPM
– Austria 2005
– France, 2004

Xedu (ii)


CPM (i)

• E2ML
• IMS-LD +
–
- Pierre Laforcade (PhD Thesis) Suiza 2003
- Université de Pau
• Xedu
- Focused on problem-based learning
• MISA y MOT
-1992-2003 IMS-LD limitations – Valencia, 2003
– Canada, Identifies

• CoUML
• CPM
– Austria 2005
– France, 2004

CPM (ii)
• Features
– UML-based
– Dedicated to problem-based learning design
– Implemented as a module for the free-of-charge UML CASE-tool
Objecteering


CPM (iii)


Lenguajes de Modelado Educativo (X)

• E2ML
• IMS-LD – Suiza 2003
- Michael Derntl (PhD thesis)
- University of Vienna
- Based on UML• Xedu
• MISA y MOT - It is not executable – Valencia, 2003
– Canada, 1992-2003

• CoUML
• CPM
– Austria 2005
– France, 2004

CoUML (i)


Other IDLs
• Active Document/PALO (Felisa Verdejo et al., 2002)
UNED
– Designing and developing collaborative learning activities
• CML: ClassSync Modeling Language
– Designing, implementig and monitoring learning activities in
real classrooms
• LDL: Learning Design Language (Martel et al. 2006)
– A language to model collaborative learning activities
• COW (Vantroys, 2003)

Supporting Tools


Authoring Tools for IMS LD
• Herramientas
– Reload LD editor
– ASK-LDT
– MOT+LD  TELOS
– CPM/UML4LD
– ReCourse editor
– CompendiumLD
– MoCoLaDe
– Prolix GLM / OpenGLM
– GRAIL
– Collage
– CopperAuthor
– CoSMoS


Reload LD Editor (i)
• Features
– Can edit IMS Learning Design A, B and C
– Can export to IMS CP
• Discussion
– Difficult to use because
• You need to start defining all the components
• You need to stablish all the links
• You need to define the method (and again do many links)


Reload LD Editor (ii)


ReCourse Editor (i)
• Features
– Sponsored by the TENCompetence project
– Users should be familiar with IMS LD language
– The user interface is a mixture between the Reload paradigm
(forms editing) and a visual educational design language editor
– Integrated with the administration and runtime system
– Access to repositories
– Integrated with QTI
– Templates support
– Checking and validation support

ReCourse Editor (ii)


Prolix GLM (i)
• Features
– Developed in the iCoper EU project
– Renamed as OpenGLM
– It includes design patterns
– Conceived to facilitate LD non experts
• Outputs
– It produces LD code (levels A and B)
– It provides a graphical outcome (it doesn’t follow the IMS LD
metaphor)
– Integration with a repository

Prolix GLM (ii)


MOT+LD (i)
• Features
– MOT was adapted to provide a graphical representation for IMS-
LD
• Outputs
– It produces IMS LD code


MOT+LD (ii)


CompendiumLD (i)
• Features
– It is a graphical learning design editor.
– Implemented on top of the Compendium mind mapping and
argumentation software
• Outputs
– It doesn’t produce executable code
– It provides a graphical outcome


CompendiumLD (ii)


Verification Tools for IMS LD
• MoCoLaDE
• An IMS LD Ontology :


MoCoLADe (i)
• Features
– It is a script design tool ad IMS LDeditor
– Implemented as Freestyler extension
– Supports the modeling of:
• Group formation
• Assigment of roles and documents to groups or individuals
• Temporal dependencies between activities
– It supports the simulation of the dynamic features of the script
• Outputs
– It doesn’t produce IMS LD code
– Graphical notation
– Exports to CeLS

MoCoLADe (ii)


IMS LD Ontology (i)
• Features
– Developed in Santiago
– An OWL ontoloy for IMS LD was developed
– Several axions have been defined in accordance with the IMS LD
specification constraints


IMS LD Ontology (ii)


Execution Tools for IMS LD
• CopperCore
– SLeD: A front-end + Services integration
– Reload LD Player
– Astro LD Player (“filmstrip” navigation)
• Gridcole: scripted collaborative learning
• GRAIL
– Package for .LRN that integrates LD into the LMS
• Moodle integration
• Alfanet (Boticario) UNED

Reload LD Player


CSCL Related Proposals
• LAMS
• CeLS
• Collage
• CoFFEE


LAMS (i)
• LAMS: Learning Activity Management System
– Macquarie E-learning Centre of Excellence: James Dalziel
– Ernie Ghiglione
• Goals:
– Authoring, delivering and monitoring learning activities, supporting
pedagogical workflows
– Inspired in IMS Learning Design
• Features:
– A visual authoring interface to design and create learning sequences
from a list of building blocks of individual and collective activities
– A monitoring tool through which teachers can tack students’ progress
– User administration, student run-time delivery sequences

LAMS (ii)


LAMS (iii)
• LAMS Sequence Examples
– Writting research paper
• Choosing topic
• Writing research proposal
• Writing literature review
• Writing findings, conclusions
• Completing
– Stolen generation


LAMS (iv)
• Activities
– Assessment; Multiple Choice; Question and Answer; Submit
Files, Survey; Chat; Data Collection; Big Blue Button Conference;
Forum; Google Maps; Image Gallery; Notebook; Noticeboard;
Pixir Image Editor; Task List, Video Recorder, Voting; Wiki
• Sequence Management Tools
– Sequence Gates (Stop points); Branching tool; Grouping Tool;
Optional Activities and Sequences; Support Activities; LAMS
Gradebook


CeLS (i)
• CeLS: Collaborative e-Learning Structures
– Holon Institute: Dan Kohen-Vacs, Miky Ronen
– Linnaeus University: Marcelo Milrad
• Goals:
– To provide a Web-based environment for creating and conducting
structured asynchronous collaborative activities.
– To encourage & support teachers to create and conduct structured
collaborative activities
• Features:
– It has an executable XML-based model for collaborative activity
structures, consisting of stages that are interconnected and based on
each other
– Web-based system, server side with engine and administration, client
side with activity editor

CeLS (ii)
• CeLS: Activity Structure
– An activity Structure (AS) includes
• Any number of stages of interaction between a learner and the system
– Each stage comprises of any combination of object of four types:
» Presentation
» Input
» Interaction
» Communication
• CeLS: people management
– The master group is a class
– Groups can be merged to form ‘communities’ or divided to ‘families of
sub-groups’ representing subjects assigned to the subgroups or roles
played by the subgroups
– An AS may use different families of subgroups in its stages

CeLS (iii)


CeLS (iv)


CeLS (v)
• CeLS: Sample Activities
– Creating a common database (simple/complex, open/p.b.v.)
– Responding to peers’ items (grading, ranking, categorizing …)
– Pros & Cons (open/p.b.v.)
– Reaching an agreement
– Creating a group product (parallel/ sequential)
– Peer/self evaluation (rubrics)
– Peer product assessment (online/offline, group/personal)
– Competition
– Group Inquiry / Problem solving (Jigsaw… )
– E-Games, Role play …

Collage (i)
• Collage: Collaborative Learning Flow Pattern editor
– University of Valladolid
• Goals
– It supports the design of collaborative scripts in
accordance with Collaborative Flow Patterns
– Patterns can be selected, adapted and combined
– This work was extended to support assessment patterns
• Features
– It produces IMS LD code

Collage (ii)


Collage (iii)


Collage (iv)
• Collaborative Learning Flow Patterns
– Brainstorming
– Jigsaw
– Pyramid
– Simulation
– Think Aloud Pair Poblem solving
– Think Pair Share
– Peer review

Planteamiento de PoEML
• Consideración básica
– En su conjunto los EMLs plantean un problema complejo
• Completitud y expresividad para dar soporte a distintas prácticas
docentes
– Distintas finalidades: Diseño, Comunicación y Realización
• Complejidad. Para el desarrollo de aplicaciones
• Usabilidad: Reutilización, Adaptación y Flexibilidad
– Aproximación: principio de Separación de Asuntos (Separation
of Concerns)
• “Divide y vencerás”
– Propuesta modular (jerárquica y estructurada) e iterativa
– Orientada a objetos: clase-instancia

Soporte de Aprendizaje Colaborativo

• Soporte de la Colaboración: Workflow y Groupware

Soporte de la colaboración

• Colaboración • Colaboración
Abierta estructurada
– Habitación Virtual – Proceso
– Monitorización Completitud y – El sistema realiza
– Los participantes Expresividad la coordinación de
deben coordinarse los participantes
entre ellos

9 de marzo de 2010 © Manuel Caeiro Rodríguez 71

Separación de Asuntos en PoEML

• Principio de Separación de Asuntos
– Se aplica para intentar reducir la complejidad del problema
– Importancia del desacoplamiento y la cohesión en las partes
– Dificultad para conseguir la separación completa
• Objetivo: Minimización e identificación de dependencias

• Referencias para la separación de asuntos en EMLs
– Perspectivas en sistemas de gestión de workflow
– Separación de asuntos en sistemas groupware
– Separación de asuntos en el desarrollo software y en la programación
(desarrollo software orientado a aspectos)
– Teoría de la Actividad

Separación de Asuntos en PoEML:
Perspectivas y Aspectos
• Perspectivas (13)
– Se ocupan de un conjunto de cuestiones de modelado homogéneas, en las
que se tienen en cuenta elementos y relaciones fuertemente cohesionadas
4. De Toma de Decisión
5. De Organización

6. De Herramientas

8. De Autorización
3. De Participantes

10. De Interacción
9. De Percepción
4. De Entornos

11. De Orden
1. Estructural

12.Temporal
2. Funcional

7. De Datos

13. Causal
3. De Señales
2. De Condiciones
1. De Constantes
• Aspectos (4)
– Se ocupan de cuestiones transversales con las consideradas en las
perspectivas
– No tienen una finalidad propia, sino que afectan a perspectivas y aspectos

La Teoría de la Actividad
• Modelo de Mediación Extendido de la Actividad

Instrumentos

ACTIVIDAD
Sujeto Objeto Resultado

EN COLABORACIÓN

Reglas División de Trabajo
Comunidad


Separación de Asuntos en EMLs:
Aspectos
• Expresiones que dependen de las decisiones • Expresiones que indican
que tomen los participantes (uno o varias) instantes temporales
•Diferentes formas de tomar decisiones •Su valor depende de
eventos o de valores fijos
Aspecto de Toma de Decisiones
Aspecto de Señales • Expresiones que
dependen de datos y
Aspecto de Condiciones estados
•Su valor depende de los
Aspecto de Constantes datos durante ejecución
• Permiten representar
•Expresiones constantes que no cambian relaciones entre distintos
•Facilitar los cambios durante el diseño asuntos

Propuestas originales
• Perspectiva Funcional
– Objetivos como elementos de primer nivel
– Separación entre especificación estructural, objetivos, orden y temporal.
• Perspectiva de participantes (colaboración coordinada)
– Cada ES define sus propios roles.
– Flujo de Participantes, relativo a la transferencia de participantes
• Soporte a la colaboración
– Perspectiva de herramientas
– Perspectiva de autorización
– Perspectiva de percepción
– Perspectiva de interacción


PoEML: Modelo Conceptual (I)

• Concepto Base: Escenario Educativo (ES)
– Modelado orientado a objetos
– Instancias en Elementos y Activación en Especificaciones
Escenario Educativo Datos
Datos Datos
Entorno Objetivo
Rol
Datos Herramientas Funcional

Especificación Especificación Especificación Especificación Especificación
de Orden Temporal de Autorización de Percepción de Interacción
Expresión Expresión Expresión de Expresión de
Constante de Condición Señalización Toma de Decisión

PoEML: Modelo Conceptual (II)
• Unidad Didáctica: Agregación Jerárquica de ESs
– El ES raíz: Elementos Globales
• Elementos Organizativos
• Herramientas externas ES Raíz
• Recursos externos
– Relaciones entre ESs Elementos Globales
• Flujo Funcional
• ES.1 ES.2 ES.N
Flujo de Participantes
• Flujo de Datos
• Flujo de Control (O+T) ES.1.1 ES.1.2
• Refer. entre Entornos
• Expresiones

PoEML: Modelo Conceptual (III)
• Especificación de número de instancias
– Es necesario indicar número de instancias para: ESs, Goals, Roles, Environments, Tool,
Data Elements
– Tipos:
• Fixed or constrained
• Correlated Instances: static, unique y simple
• Instances by Participant
• Instances by Expression
• Activación de especificaciones
– Orden, Temporal, Permisos, Percepción e Interacción
– Tipos:
• Fixed
• Activation by Participant
• Activation by Expression


PoEML: Autoría Gráfica JPoEML


Representación Gráfica Perspectiva
Estructural


URepresentación Gráfica
Perspectiva de Objetivos


de Participantes


de Entornos


de Datos


de Orden


Temporal


Representación Gráfica Aspecto de
Toma de Decisiones


PoEML: Representación Gráfica

• Ventajas
– Posibilidad de desarrollo modular e incremental. Desarrollo de perfiles de aplicación
– Soporte de distintas formas de colaboración: guiada vs. libre.
– Reutilización y adaptación definida en tiempo de diseño
– Posibilidad de desarrollar soluciones flexibles (dependen de la implementación)

• Dificultades
– Dependencias entre perspectivas: Objetivos vs. Orden+Temporal, Datos vs.
Objetivos+Orden+Temporal
– Utilización por usuarios finales: manejo y representación de instancias, vistas como
agregación de varias perspectivas
– Desarrollo de aplicaciones soporte: verificación, validación, monitorización


Situación Actual en EMLs

• IMS Learning Design es el estándar ?
– Herramientas soporte
– Sistemas compatibles: LAMS, Collage, etc.

• Problemas de interés
– Autoría y utilización por parte de usuarios finales
– Representación gráfica: VIDLATEL, VIDL Special Issue
– Integración con otros sistemas
– Reutilización, adaptación y flexibilidad (desde tiempo de diseño y en
tiempo de ejecución)


Situación Actual en PoEML

• Tesis sobre Integración herramientas externas
– Especificación de interfaces y protocolos
– Desarrollo del middleware
– Validación
• Motor de ejecución PoEML con soporte para la
adaptación y flexibilidad
– Especificación de semántica de ejecución
– Soporte para la adaptación durante la ejecución
– Exposición como servicio Web
– Validación


Escola de Enxeñaría Universidade de
de Telecomunicación Vigo

Instructional Design Languages and the
support of Collaborative Learning

Manuel Caeiro Rodríguez

Manuel.Caeiro@ .uvigo.es

Móstoles, March 8th, 2012

Em ls presentation-8-3-12

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