Propelling Standards-based Sharing and Reuse in Instructional Modeling Communities – The Open Graphical Learning Modeler (OpenGLM)
Download as PPTX, PDF0 likes797 views
This document summarizes the Open Graphical Learning Modeler (OpenGLM) tool, which allows for standards-based sharing of instructional models within communities. OpenGLM builds upon existing modeling tools by integrating a sharing space called the Open ICOPER Content Space, which allows users to search, retrieve, annotate, enrich, and share instructional models. The document describes how OpenGLM streamlines the reuse and adaptation of instructional models for new courses. An evaluation with university users found benefits like reuse of materials and shared resources, though limitations around IT literacy, motivation, and intellectual property were also noted.
Propelling Standards-based Sharing and Reuse in Instructional Modeling Communities – The Open Graphical Learning Modeler (OpenGLM)
- 1. Propelling Standards-based Sharing and Reuse in Instructional Modeling Communities– The Open Graphical Learning Modeler (OpenGLM)M. Derntl1, S. Neumann2, P. Oberhuemer21 Information Systems & Databases, RWTH Aachen University, Germany2 Center for Teaching and Learning, University of Vienna, [email protected]…
- 2. ContextAdoption ofstandards & specs Technical interoperability in TELHere: focus on instructionalmodeling Future gazing Mapping androadmappingfor TEL
- 3. InstructionalmodelingProcess of producing instructional models (IM)IM can be teaching method, assessment method, conrete teaching and assessment units.Involves different artifacts and toolsMany available standards and specs for different artifacts, e.g. SCORM or IMS LD for activities, IMS QTI for assessments, IMS CP for content packaging, LOM or DC for metadata, IEEE RCD for outcome definition …
- 4. Objective: Standards-based SharingFormal abstractdescriptionsofteachingand/orlearningsituations – interoperabilityandreuse!Manytoolsthatimplement a standardmodelinglanguage(Reload, ReCourse, MOT+, ASK-LDT, etc)Manytoolsenableintegratedcommnuityfeatures(egCompendiumLD, LAMS etc)The intersectionisverysmallObjective: Standards-basedimplementationofcommunityusecasesseamlesslywithinthemodelingtool
- 6. Implementation: OpenGLMPROLIX GLM – modelingonly; based on ReloadcodebaseOpenGLMimplemented on top of PROLIX GLMSharing space: Open ICOPER Content Space
- 7. Open ICOPER Content Space (OICS)
- 8. Open ICOPER Content Space (OICS)
- 9. Artifacts
- 10. “Intelligent” LOM record construction“Electronic forms must die!” Title (1.2), general description (1.4) from IMS LD manifestLifecycle (2.*), meta-metadata (3.*) from OICS/OpenGLM user dataEducational description (5.10) from activity descriptionsResource type (5.2) is LD if content objects attached, otherwise TMRelations (7.*) extracted from OICS learning objects used and TMs implementedIntended learning outcomes (ext. 5.12) from IEEE RCD compliant outcome definitions
- 11. ApplicationExamplescenario:Reuse existing instructional models to develop a new LD for an “Academic writing” course
- 16. Add content
- 17. Upload torepositoryCouldbe a personal repository, an open/publicrepository, an institutionalrepository, a program-specificrepository, …
- 18. End-user evaluation2 universities, 11 usersPerformdesgintask, thenstructured interviewFindings:Work integration: real-liferelevance? portfolios, workloadcalculationTraining: helprequired stafftrainingTerminology: sometimesconfusing adapttoinstitutionContent quality: unsure, lack ofinfo qualitycontrolledrepositoriesSharing & development: wellreceived discourse on teaching
- 19. BenefitsReuse of IMs, LODs, content – building on goodpracticeShared LOD poolInstitutionalcontrolOutcome-basedcommunitiesInstitutionalrepositoriesWorkflow supportat different managementlayersDocumentation, interoperability and visibility of teachingpractices
- 20. LimitationsIT literacyObstaclestosharingLack ofmotivation, Lack ofcriticalmass, Lack ofqualitycontrolIPR$$$
- 21. ConclusionStrong opportunities of supporting instructional modeling CoPs, personal and organizational What’s needed?Institutionalized provision and quality controlHigher impact of teaching on academic careerEffective spaces for sharing of good practiceJoin the conversation on shaping TEL futureshttp://learningfrontiers.eu- “TEL-Future” tab