Interactions for Learning as Expressed in an IMS LD Runtime Environment
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This document discusses interactions in learning environments that use IMS Learning Design specifications. It analyzes how pedagogical aspects are expressed at runtime in IMS LD players. The authors selected the SLeD player and analyzed several real-world learning designs to identify support for and obstacles to different interaction types, such as student-student and student-teacher interactions. Challenges included unclear instructions for collaboration, roles that were not separately identifiable by teachers for support purposes, and complex mappings of roles to learning paths. The analysis aims to inform improvements to IMS LD runtime environments.
![Motivation
IMS Learning Design (LD) was developed as a
specification supporting any pedagogical approach [1]
Separation of environments for designing units of
learning (i.e. the authoring environment) and running
units of learning (i.e. the runtime environment)
Challenge: unclear how a deployed package will appear
in a VLE
Much previous research (and tools) about conceptual
and authoring issues; little research about expression of
pedagogical aspects at runtime
Lehrstuhl Informatik 5
(Information Systems)
Prof. Dr. M. Jarke
3 [1] IMS Global: IMS Learning Design Information Model, Version 1.0. http://is.gd/imsldv1 (2003)](https://image.slidesharecdn.com/icalt2012-imsld-120724034555-phpapp02/85/Interactions-for-Learning-as-Expressed-in-an-IMS-LD-Runtime-Environment-3-320.jpg)
![Methodology (2)
Selection of framework for pedagogical aspects
– Several candidates like Reeves‟ pedagogical dimensions
[2] or Reigluth/Moore framework for comparing
instructional strategies [3]
– Reigeluth/Moore allow precise and multi-faceted analysis
of learning interactions [2] Reeves, T.: Evaluating What Really Matters in
Computer-Based Education. (1997)
– Types of interactions: [3] Reigeluth, C.M., Moore, J.: Cognitive Education
and the Cognitive Domain. In: Reigeluth, C.M. (ed.),
Instructional- Design Theories and Models, pp. 51-68.
Lawrence Erlbaum, Mahwah, NJ (1999)
Human Non-human
Student Student Student Student Student
– – Other – – – Other
Lehrstuhl Informatik 5
(Information Systems)
Teacher Student Tools Information Environment
Prof. Dr. M. Jarke
8](https://image.slidesharecdn.com/icalt2012-imsld-120724034555-phpapp02/85/Interactions-for-Learning-as-Expressed-in-an-IMS-LD-Runtime-Environment-8-320.jpg)
![Student – Teacher
IMS LD mechanism: learning vs support activity
– Support activity optionally (!) has supported role(s)
– From the IMS LD spec: “When the optional role-ref element is
set, […] the same support activity is repeated for every user in
the role(s). When the role-ref is not available, the support
activity is a single activity (like the learning-activity)” [1]
Problems
– Activity distinction known to be difficult to understand [4]
– Same display as learning activities
– If role-ref not set the only instruction can come from the
description
– Strict separation of role views hampers understanding of
supporting and supported role
Lehrstuhl Informatik 5
(Information Systems)
Prof. Dr. M. Jarke
[4] Neumann, S., Oberhuemer, P.: User Evaluation of a Graphical Modeling Tool for IMS Learning Design. Advances in Web Based
14 Learning – ICWL 2009, pp. 287-296 (2009)](https://image.slidesharecdn.com/icalt2012-imsld-120724034555-phpapp02/85/Interactions-for-Learning-as-Expressed-in-an-IMS-LD-Runtime-Environment-14-320.jpg)
![Student – Information
Here: interactions with activities and learning objects
Difficult to understand difference between activity
descriptions (AD) and learning objects (LO)
– AD attached to activity
– LO attached to environments linked to activity
– LOs mentioned in the ADs need manual lookup in the
navigation tree; activity as referencing element only
– In SLeD multiple ADs appear awkwardly
Solutions?
– Integrate LOs more tightly with the activity GUI
– SLD 2.0 does not consider environments at all [5]
Lehrstuhl Informatik 5
(Information Systems)
Prof. Dr. M. Jarke
17 [5] Durand, G., Belliveau, L., Craig, B.: SLD 2.0 XML Binding. http://tinyurl.com/sld2-0-xml (2010)](https://image.slidesharecdn.com/icalt2012-imsld-120724034555-phpapp02/85/Interactions-for-Learning-as-Expressed-in-an-IMS-LD-Runtime-Environment-17-320.jpg)
Interactions for Learning as Expressed in an IMS LD Runtime Environment
- 1. Interactions for Learning as Expressed in an IMS LD Runtime Environment Michael Derntl1 Susanne Neumann2 Petra Oberhuemer3 1 RWTH Aachen University, Advanced Community Information Systems 2 University of Vienna, Center for Teaching and Learning 3 University of Vienna, Educational Affairs derntl@dbis.rwth-aachen.de Lehrstuhl Informatik 5 (Information Systems) Prof. Dr. M. Jarke 1 This work is licensed under a Creative Commons Attribution-ShareAlike 3.0 Unported License.
- 2. Advanced Community Information Systems (ACIS) Responsive Web Engineering Community Web Analytics Open Visualization Community and Information Simulation Systems Community Community Support Analytics Lehrstuhl Informatik 5 Requirements (Information Systems) Prof. Dr. M. Jarke 2 Engineering
- 3. Motivation IMS Learning Design (LD) was developed as a specification supporting any pedagogical approach [1] Separation of environments for designing units of learning (i.e. the authoring environment) and running units of learning (i.e. the runtime environment) Challenge: unclear how a deployed package will appear in a VLE Much previous research (and tools) about conceptual and authoring issues; little research about expression of pedagogical aspects at runtime Lehrstuhl Informatik 5 (Information Systems) Prof. Dr. M. Jarke 3 [1] IMS Global: IMS Learning Design Information Model, Version 1.0. http://is.gd/imsldv1 (2003)
- 4. IMS LD Structure in a Nutshell Components are weaved into a method following a stage-play metaphor Act 1 Act 2 Act n Role-Part 1 Role-Part 2 Role-Part n Method Components Role Activity Environment Activity Structure Tasks LOs Tools Lehrstuhl Informatik 5 (Information Systems) Prof. Dr. M. Jarke 4
- 5. Objectives Analyzing the expression of pedagogical aspects in IMS LD runtime with focus on multi-role settings (interaction) – Visual presentation – Interaction metaphors Identifying shortcomings and recommendations for IMS LD runtime developers Lehrstuhl Informatik 5 (Information Systems) Prof. Dr. M. Jarke 5
- 6. Methodology (1) Player selection – Several players are available, e.g. GRAIL, SLeD, CLIX, Astro Player, … – Original plan: SLeD and AstroPlayer – But: AstroPlayer lacked support of some features (e.g. display multiple activity descriptions) – So: SLeD! Lehrstuhl Informatik 5 (Information Systems) Prof. Dr. M. Jarke 6
- 7. The SLeD Player Navigation Content Area Lehrstuhl Informatik 5 (Information Systems) Prof. Dr. M. Jarke 7
- 8. Methodology (2) Selection of framework for pedagogical aspects – Several candidates like Reeves‟ pedagogical dimensions [2] or Reigluth/Moore framework for comparing instructional strategies [3] – Reigeluth/Moore allow precise and multi-faceted analysis of learning interactions [2] Reeves, T.: Evaluating What Really Matters in Computer-Based Education. (1997) – Types of interactions: [3] Reigeluth, C.M., Moore, J.: Cognitive Education and the Cognitive Domain. In: Reigeluth, C.M. (ed.), Instructional- Design Theories and Models, pp. 51-68. Lawrence Erlbaum, Mahwah, NJ (1999) Human Non-human Student Student Student Student Student – – Other – – – Other Lehrstuhl Informatik 5 (Information Systems) Teacher Student Tools Information Environment Prof. Dr. M. Jarke 8
- 9. Methodology (3) Selection of IMS LD Units of Learning (UoLs) – Solicited real-world UoLs from ICOPER consortium members – Selection based on diversity and feature coverage UoL Features Deconstructivism Learner & teacher roles; Support activities, Project exploration Modern architecture Learner & teacher roles; Brainstorming, reading, preparation of presentation; Resource and tool usage; Support activities Skyscrapers & Homes A Two learner & one teacher role; Reuse of learning objects and activities; Two plays Skyscrapers & Homes B Only learner role; Path selection; Interaction with content; Reflection and summarizing Shared outcome Five roles: teacher, two teams (members + coordinators); Split paths; Role selection; Conditional activity completion; Support activities Lehrstuhl Informatik 5 (Information Systems) Blog collaboration Learner & teacher roles; Content selection; Blogs; Discussion; Final Prof. Dr. M. Jarke 9 reports
- 10. Methodology (4) UoL analysis – Play all paths through each UoL with all roles – Record support and obstacles for any interaction type Lehrstuhl Informatik 5 (Information Systems) Prof. Dr. M. Jarke 10
- 11. Student – Student Awareness of interaction only when – explicit instructions (e.g. in the activity description) – use of services like chat or forum Forum – Missing instructions – Unclear which roles are assigned When individuals assigned to multiple team roles – Unclear when to act in what role – Roles and UoL selection meshed single drop-down list Lehrstuhl Informatik 5 (Information Systems) Prof. Dr. M. Jarke 11
- 12. Student – Teacher Key interaction; typically teacher in a support role Problems during runtime – Separate views on the UoL – Unclear when to support which role – Unclear status of supported roles (if known) – e.g. support required, learners„ status of completion … Lehrstuhl Informatik 5 Student (l) vs. teacher (r) view in SLeD (Information Systems) Prof. Dr. M. Jarke 12
- 13. Student – Teacher UoL portion in Astro Player – more structure but no better Phases (IMS LD act) provide a hint but: – Matching e.g. in Phase II (1 vs 4 activities)? – Requires guessing, but: Lehrstuhl Informatik 5 – No way to see the other role„s view – Guessing impossible Supported roles have no idea that there is any support (Information Systems) Prof. Dr. M. Jarke 13
- 14. Student – Teacher IMS LD mechanism: learning vs support activity – Support activity optionally (!) has supported role(s) – From the IMS LD spec: “When the optional role-ref element is set, […] the same support activity is repeated for every user in the role(s). When the role-ref is not available, the support activity is a single activity (like the learning-activity)” [1] Problems – Activity distinction known to be difficult to understand [4] – Same display as learning activities – If role-ref not set the only instruction can come from the description – Strict separation of role views hampers understanding of supporting and supported role Lehrstuhl Informatik 5 (Information Systems) Prof. Dr. M. Jarke [4] Neumann, S., Oberhuemer, P.: User Evaluation of a Graphical Modeling Tool for IMS Learning Design. Advances in Web Based 14 Learning – ICWL 2009, pp. 287-296 (2009)
- 15. Student – Tool / Environment Difficult distinction tool – environment/manipulatives – In a VLE context, the tool is and provides the “environment” In some UoLs there will be VLE external tools Common practice: show the hierarchical structure in the XML package in the UI – Problematic with Activity Structures (selection, sequence) – Note: “SEQUENCE” / “SELECTION” are part of the titles (by designers)! Lehrstuhl Informatik 5 (Information Systems) Prof. Dr. M. Jarke – Where does what end? 15
- 16. Student – Tool / Environment Even more problematic with Role-Part (within Act) Activity Structure multiple activity descriptions Learning Activity and environments Activity Description Item Beware of conditions! Item Activity Structure – Unexpected appearance / Learning Activity disappearance of activities Activity Description Item – Hard to discern these activities Item (only the icon distinguishes) Environment Learning Object – Impossible to anticipate the Item upcoming path Item Learning Activity – No qualitative info presented on Activity Description Lehrstuhl Informatik 5 UoL design Item (Information Systems) Prof. Dr. M. Jarke Item 16
- 17. Student – Information Here: interactions with activities and learning objects Difficult to understand difference between activity descriptions (AD) and learning objects (LO) – AD attached to activity – LO attached to environments linked to activity – LOs mentioned in the ADs need manual lookup in the navigation tree; activity as referencing element only – In SLeD multiple ADs appear awkwardly Solutions? – Integrate LOs more tightly with the activity GUI – SLD 2.0 does not consider environments at all [5] Lehrstuhl Informatik 5 (Information Systems) Prof. Dr. M. Jarke 17 [5] Durand, G., Belliveau, L., Craig, B.: SLD 2.0 XML Binding. http://tinyurl.com/sld2-0-xml (2010)
- 18. Wrap Up No explicit linkage between activity description (main area) and environment objects (navigation) – Requires LD authors to provide this info contradicts the design/runtime split Provide in-place access to information within an activity Roles and their interaction poorly represented – Unclear “impersonation” status – Missing info on currently collaborating and supported/supporting roles Explicitly display this info (USP of IMS LD?!) Tree based navigation – Little process-related hints in a tree Depict the process, the current status, and the changes Lehrstuhl Informatik 5 (Information Systems) Prof. Dr. M. Jarke 18