Learning Design and Service Oriented Architectures:a mutual dependency?

This paper looks at how the concept of reusability has gained currency in e-learning. Initial attention was focused on reuse of content, but recently attention has focused on reusable software tools and reusable activity structures. The former has led to the proposal of service-oriented architectures, and the latter has seen the development of the Learning Design specification. The authors suggest that there is a mutual dependency between the success of these two approaches, as complex Learning Designs require the ability to call on a range of tools, while remaining technology neutral. The paper describes a project at the UK Open University, SLeD, which sought to develop a Learning Design player that would utilise the service-oriented approach. This acted both as a means of exploring some of the issues implicit within both approaches and also provided a practical tool. The SLeD system was successfully implemented in a different university, Liverpool Hope, demonstrating some of the principles of re-use

Design and Implementation Strategies for IMS Learning Design

SIKS Dissertation Series No. 2008-27The IMS Learning Design (LD) specification, which has been released in February 2003, is a generic and flexible language for describing the learning practice and underlying learning designs using a formal notation which is computer-interpretable. It is based on a pedagogical meta-model (Koper & Manderveld, 2004) and supports the use of a wide range of pedagogies. It supports adaptation of individual learning routes and orchestrates interactions between users in various learning and support roles. A formalized learning design can be applied repeatedly in similar situations with different persons and contexts. Yet because IMS Learning Design is a fairly complex and elaborate specification, it can be difficult to grasp; furthermore, designing and implementing a runtime environment for the specification is far from straightforward. That IMS Learning Design makes use of other specifications and e-learning services adds further to this complexity for both its users and the software developers. For this new specification to succeed, therefore, a reference runtime implementation was needed. To this end, this thesis addresses two research and development issues. First, it investigates research into and development of a reusable reference runtime environment for IMS Learning Design. The resulting runtime, called CopperCore, provides a reference both for users of the specification and for software developers. The latter can reuse the design principles presented in this thesis for their own implementations, or reuse the CopperCore product through the interfaces provided. Second, this thesis addresses the integration of other specifications and e-learning services during runtime. It presents an architecture and implementation (CopperCore Service Integration) which provides an extensible lightweight solution to the problem. Both developments have been tested through real-world use in projects carried out by the IMS Learning Design community. The results have generally been positive, and have led us to conclude that we successfully addressed both the research and development issues. However, the results also indicate that the LD tooling lacks maturity, particularly in the authoring area. Through close integration of CopperCore with a product called the Personal Competence Manager, we demonstrate that a complementary approach to authoring in IMS Learning Design solves some of these issues

Modelling a case study in Astronomy with IMS Learning Design

Burgos, D., & Tattersall, C. (2008). Modelling a case study in Astronomy with IMS Learning Design [Electronic Version]. Journal of Interactive Media in Education, 2008 from http://jime.open.ac.uk/2008/19/.IMS Learning Design provides a counter to the trend towards designing for lone-learners reading from screens. It guides staff and educational developers to start not with content, but with learning activities and the achievement of learning objectives. It recognises that learning can happen without learning objects, learning is different from content consumption and that learning comes from being active. It recognises, too, that learning happens when learners cooperate to solve problems in social and work situations. In all this, it stresses that focus should fall on the learning in eLearning. This paper examines how IMS Learning Design (IMS-LD) and the current generation of IMS-LD based tooling can be used to model an eLearning case study in Astronomy, hosted by a workshop at ICALT 2006

Implementing Learning Design to support web-based learning

Preprint AusWeb04 Conference July Australia.In this paper we consider an initial implementation of a system for managing and using IMS Learning Design (LD) to represent online learning activities. LD has been suggested (Koper & Olivier, 2004) as a flexible way to represent and encode learning materials, especially suited to online and web-based learning while neutral to the pedagogy that is being applied. As such it offers a chance to address a gap in the preparation of learning materials and their eventual use by students by providing a formal description of the approach, roles and services needed for a particular unit of learning. The potential in learning design that most interests us is its scope for the exchange of validated and formalised designs and so encouraging reuse. Until full implementations exist this potential cannot be explored and it is hard to predict if learning design will provide value in describing either full courses or in describing isolated activities. The initial work is therefore to implement a system for managing, validating and inspecting learning design building on collaboration between the Institute of Educational Technology at the Open University UK (OUUK) and the Educational Technology Expertise Centre (OTEC) at the Open University of the Netherlands (OUNL), who produced a Learning Design Engine CopperCore (http://coppercore.org/) released under Open Source

Extensión de la especificación IMS Learning Design desde la adaptación e integración de unidades de aprendizaje

IMS Learning Design (IMS-LD) representa una corriente actual en aprendizaje online y blended que se caracteriza porque: a) Es una especificación que pretende estandarizar procesos de aprendizaje, así como reutilizarlos en diversos contextos b) Posee una expresividad pedagógica más elaborada que desarrollos anteriores o en proceso c) Mantiene una relación cordial y prometedora con Learning Management Systems (LMSs), herramientas de autoría y de ejecución d) Existe una amplia variedad de grupos de investigación y proyectos europeos trabajando sobre ella, lo que augura una sostenibilidad, al menos académica Aun así, IMS Learning Design es un producto inicial (se encuentra en su primera versión, de 2003) y mejorable en diversos aspectos, como son la expresividad pedagógica y la interoperabilidad. En concreto, en esta tesis nos centramos en el aprendizaje adaptativo o personalizado y en la integración de Unidades de Aprendizaje, como dos de los pilares que definen la especificación, y que al mismo tiempo la potencian considerablemente. El primero (aprendizaje adaptativo) hace que se puedan abordar itinerarios individuales personalizados de estudio, tanto en flujo de aprendizaje como en contenido o interfaz; el segundo (integración) permite romper el aislamiento de los paquetes de información o cursos (Unidades de Aprendizaje, UoL) y establecer un diálogo con otros sistemas (LMSs), modelos y estándares, así como una reutilización de dichas UoLs en diversos contextos. En esta tesis realizamos un estudio de la especificación desde la base, analizando su modelo de información y cómo se construyen Unidades de Aprendizaje. Desde el Nivel A al Nivel C analizamos y criticamos la estructura de la especificación basándonos en un estudio teórico y una investigación práctica fruto del modelado de Unidades de Aprendizaje reales y ejecutables que nos proporcionan una información muy útil de base, y que mayormente adjuntamos en los anexos, para no interferir en el flujo de lectura del cuerpo principal. A partir de este estudio, analizamos la integración de Unidades de Aprendizaje con otros sistemas y especificaciones, abarcando desde la integración mínima mediante un enlace directo hasta la compartición de variables y estados que permiten una comunicación en tiempo real de ambas partes. Exponemos aquí también las conclusiones de diversos casos de estudio basados en adaptación que se anexan al final de la tesis y que se vuelven un instrumento imprescindible para lograr una solución real y aplicable. Como segundo pilar de la tesis complementario a la integración de Unidades de Aprendizaje, estudiamos el aprendizaje adaptativo: Los tipos, los avances y los enfoques y restricciones de modelado dentro de IMS-LD. Por último, y como complemento de la investigación teórica, a través de diversos casos prácticos estudiamos la manera en que IMS-LD modela la perzonalización del aprendizaje y hasta qué punto. Este primer bloque de análisis (general, integración y aprendizaje adaptativo) nos permite realizar una crítica estructural de IMS-LD en dos grandes apartados: Modelado y Arquitectura. Modelado apunta cuestiones que necesitan mejora, modificación, extensión o incorporación de elementos de modelado dentro de IMS-LD, como son procesos, componentes y recursos de programación. Arquitectura engloba otras cuestiones centradas en la comunicación que realiza IMS-LD con el exterior y que apuntan directamente a capas estructurales de la especificación, más allá del modelado. Aunque se encuentra fuera del núcleo de esta tesis, también se ha realizado una revisión de aspectos relacionados con Herramientas de autoría, por ser este un aspecto que condiciona el alcance del modelado y la penetración de la especificación en los distintos públicos objetivo. Sobre Herramientas, no obstante, no realizamos ninguna propuesta de mejora. La solución desarrollada, se centra en las diversas cuestiones sobre Modelado y Arquitectura encontradas en el análisis. Esta solución se compone de un conjunto de propuestas de estructuras, nuevas o ya existentes y modificadas, a través de las que se refuerza la capacidad expresiva de la especificación y la capacidad de interacción con un entorno de trabajo ajeno. Esta investigación de tres años ha sido llevada a cabo entre 2004 y 2007, principalmente con colegas de The Open University of The Netherlands, The University of Bolton, Universitat Pompeu Fabra y del departamento Research & Innovation de ATOS Origin, y ha sido desarrollada parcialmente dentro de proyectos europeos como UNFOLD, EU4ALL y ProLearn. La conclusión principal que se extrae de esta investigación es que IMS-LD necesita una reestructuración y modificación de ciertos elementos, así como la incorporación de otros nuevos, para mejorar una expresividad pedagógica y una capacidad de integración con otros sistemas de aprendizaje y estándares eLearning, si se pretenden alcanzar dos de los objetivos principales establecidos de base en la definición de esta especificación: La personalización del proceso de aprendizaje y la interoperabilidad real. Aun así, es cierto que la implantación de la especificación se vería claramente mejorada si existieran unas herramientas de más alto nivel (preferiblemente con planteamiento visual) que permitieran un modelado sencillo por parte de los usuarios finales reales de este tipo de especificaciones, como son los profesores, los creadores de contenido y los pedagogos-didactas que diseñan la experienicia de aprendizaje. Este punto, no obstante, es ajeno a la especificación y afecta a la interpretación que de la misma realizan los grupos de investigación y compañías que desarrollan soluciones de autoría. _____________________________________________IMS Learning Design (IMS-LD) is a current asset in eLearning and blended learning, due to several reasons: a) It is a specification that points to standardization and modeling of learning processes, and not just content; at the same time, it is focused on the re-use of the information packages in several contexts; b) It shows a deeper pedagogical expressiveness than other specifications, already delivered or in due process c) It is integrated at different levels into well-known Learning Management Systems (LMSs) d) There are a huge amount of European research projects and groups working with it, which aims at sustainability (in academia, at least) Nevertheless, IMS-LD is roughly an initial outcome (be aware that we are still working with the same release, dated on 2003). Therefore, it can and must be improved in several aspects, i.e., pedagogical expressiveness and interoperability. In this thesis, we concentrate on Adaptive Learning (or Personalised Learning) and on the Integration of Units of Learning (UoLs). They both are core aspects which the specification is built upon. They also can improve it significantly. Adaptation makes personalised learning itineraries, adapted to every role, to every user involved in the process, and focus on several aspects, i.e., flow, content and interface. Integration fosters the re-use of IMS-LD information packages in different contexts and connects both-ways UoLs with other specifications, models and LMSs. In order to achive these goals we carry out a threephase analysis. First, analysis of IMS-LD in several steps: foundations, information model, construction of UoLs. From Level A to Level C, we analyse and review the specification structure. We lean on a theoretical frameword, along with a practical approach, coming from the actual modeling of real UoLs which give an important report back. Out of this analysis we get a report on the general structure of IMS-LD. Second, analysis and review of the integration of UoLs with several LMSs, models and specifications: we analyse three different types of integration: a) minimal integration, with a simple link between parts; b) embedded integration, with a marriage of both parts in a single information package; and d) full integration, sharing variables and states between parts. In this step, we also show different case studies and report our partial conclusions. And third, analysis and review of how IMS-LD models adaptive learning: we define, classify and explain several types of adaptation and we approach them with the specificacion. A key part of this step is the actual modeling of UoLs showing adaptive learning processes. We highlight pros and cons and stress drawbacks and weak points that could be improved in IMS-LD to support adaptation, but also general learning processes Out of this three-step analysis carried out so far (namely general, integration, adaptation) we focus our review of the IMS-LD structure and information model on two blocks: Modeling and Architecture. Modeling is focused on process, components and programming resources of IMS-LD. Architecture is focused on the communication that IMS-LD establishes outside, both ways, and it deals with upper layers of the specification, beyong modeling issues. Modeling and Architecture issues need to be addressed in order to improve the pedagogical expressiveness and the integration of IMS-LD. Furthermore, we provide an orchestrated solution which meets these goals. We develop a structured and organized group of modifications and extensions of IMS-LD, which match the different reported problems issues. We suggest modifications, extensions and addition of different elements, aiming at the strength of the specification on adaptation and integration, along with general interest issues. The main conclusion out of this research is that IMS-LD needs a re-structure and a modification of some elements. It also needs to incorporate new ones. Both actions (modification and extension) are the key to improve the pedagogical expressiveness and the integration with other specifications and eLearning systems. Both actions aim at two clear objectives in the definition of IMS-LD: the personalisation of learning processes, and a real interoperability. It is fair to highlight the welcome help of high-level visual authoring tools. They can support a smoother modeling process that could focus on pedagogical issues and not on technical ones, so that a broad target group made of teachers, learning designers, content creators and pedagogues could make use of the specification in a simpler way. However, this criticism is outside the specification, so outside the core of this thesis too. This three-year research (2004-2007) has been carried out along with colleagues from The Open University of The Netherlands, The University of Bolton, Universitat Pompeu Fabra and from the Department of Research & Innovation of ATOS Origin. In addition, a few European projects, like UNFOLD, EU4ALL and ProLearn, have partially supported it

The UNFOLD Project. Understanding and using Learning Design

A booklet with 131 pages about the UNFOLD Project and IMS Learning DesignThe UNFOLD project was born in January 2004, to support the adoption of open eLearning standards catering for multiple learners and flexible pedagogies, our focus being IMS Learning Design (IMS LD). We have provided access to resources through the site http://www.unfold-project.net, where you can find news, documents, information about events, links, ... while http://moodle.learningnetworks.org is the site for Learning Network for Learning Design-LN4LD (OUNL, 2004) housing more structured materials with (learning) activities and forums.UNFOLD Project. www.unfold-project.ne

Authoring Game-Based Adaptive Units of Learning with IMS Learning Design and <e-Adventure>

Burgos, D., Moreno-Ger, P., Sierra, J. L., Fernández Manjón, B., & Kooper, R. (2007). Authoring Game-Based Adaptive Units of Learning with IMS Learning Design and <e-Adventure>. International Journal of Learning Technology, 3(3), 252-268.Electronic games and simulations (eGames) are a valuable support for adaptive learning. This adaptation can be based on different inputs, such as the user´s performance, behaviour or cognitive load. Both adaptation and eGames can be modelled with IMS Learning Design or integrated from an external resource. In this article we show the relation between IMS Learning Design and the <e-Adventure> Project when it comes to authoring adaptive Units of Learning integrated with eGames. We first describe the challenges of this objective and the several different solutions on authoring and integration. We also describe the content-centered authoring approach in <e-Adventure>, and the need for a communication service with IMS LD that makes a bi-directional influence on the user’s adaptive learning experience. At the end, we describe a practical example that illustrates how an adaptive IMS LD Unit of Learning with an integrated <e-Adventure> eGame is developed.This paper is partially supported by the European projects TENCompetence (IST-TEL/2004-2.4.10, www.tencompetence.org) and ProLearn (IST 507310, www.prolearn-project.org), and the research group <e-Ucm> (www.e-ucm.es). The Education and Science Spanish Committee (projects MetaLearn TIN2004 08367 C02-02 and OdA Virtual TIN2005-08788-C04-01) and the Regional Government / Complutense University of Madrid (grant 4155/2005 and research group 910494) have also supported this work partially. Special thanks to Bruno Torijano Bueno for his participation in the creation and preliminary tests of the sample game

Integrating IMS Learning Design and IMS Question and Test Interoperability using CopperCore Service Integration

Please, cite this publication as: Vogten, H., Martens, H., Nadolski, R., Tattersall, C., van Rosmalen, P., & Koper, R. (2006). Integrating IMS Learning Design and IMS Question and Test Interoperability using CopperCore Service Integration. Proceedings of International Workshop in Learning Networks for Lifelong Competence Development, TENCompetence Conference. March 30th-31st, Sofia, Bulgaria: TENCompetence. Retrieved June 30th, 2006, from http://dspace.learningnetworks.orgThis article describes a framework for the integration of e-learning services. There is a need for this type of integration in general, but the presented solution was a direct result of work done on the IMS Learning Design specification (LD). This specification relies heavily on other specifications and ser-vices. The presented architecture is described using the example of two of such services: CopperCore, an LD service and APIS, an IMS Question and Test Interoperability service. One of the design goals of the architecture was to minimize the intrusion for both the services as well as any legacy client that already uses these services.This work has been sponsored by the EU project TENCompetenc