My Canada Griff Gilbert Montréal -8 hours 4.5 hours to fly 56 hours to drive To Vancouver.

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Transcript of My Canada Griff Gilbert Montréal -8 hours 4.5 hours to fly 56 hours to drive To Vancouver.

  • Slide 1
  • My Canada Griff Gilbert Montral -8 hours 4.5 hours to fly 56 hours to drive To Vancouver
  • Slide 2
  • Come visit Montral - LORNET Conference - 14-17 November, 2006 www.lornet.org
  • Slide 3
  • IDLD Towards a Repository of Reusable Instructional Designs Gilbert Paquette Gilbert Paquette Chaire de recherche en ingnierie cognitive et ducative (CICE) Centre de recherche LICEF, Tluq-UQAM TELCERT Workshop, Sofia, Bulgaria, March 31, 2006
  • Slide 4
  • ID Work at the LICEF Research Centre MOT plus 1998-1999 MOT 2.0 1995-1997 MOT+LD 2003-2004 AGD 1992-1995 MISA 3.0 MISA 2.0 1995-1997 MISA 4.0 MISA LD MISA Templates1997-1998 ADISA 1999-2002 IDLD Portal2005-2006
  • Slide 5
  • The IDLD Portal www.idld.org
  • Slide 6
  • IMS-LD Specification A bridge between instructional methodology and LCMS platforms Learning System IMS-LD (SCORM+) Plan and Models Resources (Objects) Environ- ments LOM Instructional Engineering ID Methods And Tools Delivery LCMSs, Platforms Portals
  • Slide 7
  • Learning Design Descriptions Narrative Narrative Descriptive Forms Descriptive Forms UML Representation UML Representation MOT/MISA Representation MOT/MISA Representation MOT+ XML-Schemas MOT+ XML-Schemas MOT+LD Representation MOT+LD Representation LD XML-Schema (Manifest) LD XML-Schema (Manifest)
  • Slide 8
  • MOT+LD Graphic Language (Level A - Method) Staff R Learner R Learning Objectives Prerequisite I I Indexed search eMail Conference Learning Object Outcome Environment C C CI/P CC External Unit of Learning Method Play Act Support Activity Learning Activity Structure C C C C C C
  • Slide 9
  • MOT+LD Graphic Language Itemization and Metadata Item (URI) Learning Object Activity Structure Conference eMailSupport Activity Staff Learning Activity Learner I I I I I I I I Metadata A A A A
  • Slide 10
  • Leaning Design as Resources Resources Tools Documents Media Elements Actors Units of Learning Operations Designs
  • Slide 11
  • In a Global Network of Repositories MERLOT EDNA ARIADNE LORNET NIME
  • Slide 12
  • Using the LOM to Metatag LDs in the IDLD Repository Granularity (LOM 1.8) Granularity (LOM 1.8) Resources, Basic UoL (Nuggets), Courses, Programs Relations (LOM 7.0) Relations (LOM 7.0) Between Aggregates and Component Nuggets; Between Representation Formats Between Examplars and Patterns (Templates) Classifications (LOM 9.0) Classifications (LOM 9.0) Learning Design Typology (From MISA and CETIS) Cognitive Strategy Typology (Bloom Extension)
  • Slide 13
  • Classification des scnarios
  • Slide 14
  • Metatagging LDs
  • Slide 15
  • Search and Access to LDs
  • Slide 16
  • Reusability Process Modeling a Course and Generalizing to a Pattern (Instructional Strategy Level) Modeling a Course and Generalizing to a Pattern (Instructional Strategy Level) Decomposing into Nuggets or Direct Creation (Instructional Tactic Level) Decomposing into Nuggets or Direct Creation (Instructional Tactic Level) Recomposition of a Course Pattern from Nuggets (New Strategy) Recomposition of a Course Pattern from Nuggets (New Strategy) Specification of Course Pattern to one or more Course Examplar Specification of Course Pattern to one or more Course Examplar
  • Slide 17
  • Step 1 Course Pattern
  • Slide 18
  • Step 2 Course Pattern Decompostion into Nuggets
  • Slide 19
  • Step 3 - Recomposition of a new Course Pattern
  • Slide 20
  • Conclusion: Graphical Representation and Use of the LOM Graphic Representation Graphic Representation Provide a Global View of an LD Facilitate LD Construction and Reuse (Patterns, Decomposition, Recomposition, Specification) Produice a standard LD XML manifest Can be read in RELOAD for levels B and C Using the LOM to Reference LDs Using the LOM to Reference LDs Search in a Global Reporitories Network Navigation between related LDs
  • Slide 21
  • Conclusions: LD Deployment Building Graphic LD was easy for the four teams involved in the IDLD project, but not necessarily for the average professor Building Graphic LD was easy for the four teams involved in the IDLD project, but not necessarily for the average professor Extend the set of Graphic Learning Designs linked to Narratives and other representations Extend the set of Graphic Learning Designs linked to Narratives and other representations Simplify the Graphic Language by building a more intelligent parser for the production of the IMS-LD manifest and its validation Simplify the Graphic Language by building a more intelligent parser for the production of the IMS-LD manifest and its validation A promissing approach: to simplify and improve the design process by giving access to alternative high quality LD solutions A promissing approach: to simplify and improve the design process by giving access to alternative high quality LD solutions A Invitation to Link your LDs With OURS
  • Slide 22
  • IDLD Towards a Repostiroy of Reusable Instructional Designs Gilbert Paquette Gilbert Paquette Chaire de recherche en ingnierie cognitive et ducative (CICE) Centre de recherche LICEF, Tluq-UQAM TELCERT Workshop, Sofia, Bulgaris, March 31, 2006 www.idld.org www.licef.teluq.uquebec.ca/gp