Karin Lundgren-Cayrol

An Instructional Engineering Method and Tool for the Design of Units of Learning

This chapter discusses how to build IMS learning de signs focusing on three aspects, instructional engineering, modeli ng tools and graphical design techniques. First, we propose that instructional designers use a systemic and systematic instructional engineering method to build Units of Learning conforming to the IMS-LD specification. MISA, a mature instructional engineering method will serve as the basis to our design approach. Second, we present a graphical modeling tool, MOT+, and a representation echnique that was created to support instructional engineering. I MOT+, concepts, procedures and principles are used to descri b all IMS-LD components as well as their relationships. We belie v this graphical language to be closer to instructional designers, i n that it represents a more pedagogical viewpoint than software engineerin g graphical languages like UML, while still enabling an automat ic translation from graphical models into a machine-readable IMS-L D XML. Third, we will provide an example of the design pro cesses involved in building learning designs, from the preliminary nalysis to the definition of a unit of learning method, the centra l p rt of the IMS Learning Design.

Implementation and Deployment of the IMS Learning Design Specification

Knowledge management in organizations, the learning objects paradigm, the advent of a new web generation, and the “Semantic Web” are major actual trends that reveal a potential for a renewed distance learning pedagogy. First and foremost is the use of educational modelling languages and instructional engineering methods to help decide how to aggregate learning objects in learning and knowledge management environments. This article proposes a set of tools under implementation, such as a graphic Learning Design Editor and a delivery system, using learning object repositories to create IMS-LD online environments. We also propose a strategy for the deployment of learning design tools and methods in learning organizations.

The MOT+Visual Language for Knowledge-Based Instructional Design

This chapter states and explains that a Learning Design is the result of a knowledge engineering process where knowledge and competencies, learning design, media and delivery models are constructed in an integrated framework. Consequently, we present our MOT+ general graphical language and editor that help construct structured interrelated visual models. The MOT+LD editor is the newly added specialization of this editor for learning designs, producing IMS-LD compliant Units of Learning. The MOT+OWL editor is another specialization of the general visual language for knowledge and competency models based on the OWL specification. We situate both models within our taxonomy of knowledge models respectively as a multi-actor collaborative process and a domain theory. The association between these “content” models and learning design components is seen as the essential task in an instructional design methodology, to guide the construction of high quality learning environments.

Transposing MISA Learning Scenarios into IMS Units of Learning

Commentary on: Chapter 17: Applying Learning Design to Supported Open Learning. (McAndrew & Weller, 2005) Abstract: This paper reports an exploratory study investigating the transposition process of a course called the Black Box into a Unit of Learning (UoL), characterized by its collaborative and multi-actor distance learning scenario. It was graphically represented by using the MOT software used in the MISA Instructional Engineering Method. To transpose this scenario into an IMSLD UoL, the iterative nature of this study helped develop the MOT+LD editor and an IMSLD Graphical Representation Code (GRC) now embedded in the editor. The study showed that the MISA method and Level A of the IMSLD Specification share several conceptual elements and representations that accentuate their complementarity in a coherent and clear manner. This finding is very encouraging to extend the analysis of levels B and C of the specification and adapt the MISA method to ease the construction of fully interoperable IMSLD UoL. Editors: Colin Tattersall and Rob Koper.

Implementation and Deployment Process of IMS Learning Design: Findings from the Canadian IDLD Research Project

IDLD, implementation and deployment of learning design http://www.idld.org, is a Canadian project that aims to bridge the gap among IMS learning design researchers and developers and pedagogical designers. Two main products of the project are a well founded, well supported and well tooled implementation process for describing new or existing IMS-LD compliant units of learning and a repository of reusable learning design examples and generic templates. In this paper we describe the proposed implementation process and tools and how it was carried out by four IDLD teams building units of learning (UoL) for the repository. In each case, IMS-LD compliant units of learning were produced from existing scenarios, leading to a set of both generic and exemplary UoLs. The scenarios were carefully chosen to assure some design quality in order to enhance the reusability potential. The paper concludes with some recommendations and next steps

Delivery of Learning Design: the Explor@ System’s Case

The IMS Learning Design Specification (IMS-LD) pres ents new challenges to learning delivery systems. To comply with this specification, delivery platforms must understand differ ent learning strategies and course structures, must manage multi -actor environments, must allow for standard learning objects int egration, must deal with conditions and rules to be validated on r untime and must support notifications. In this chapter, we take a look at these requiremen ts from the viewpoint of an open delivery system, Explor@-2. Explor @-2 is the result of a research stream that started a decade ago at Téléuniversité’s LICEF research center. Explor@ has fo cused, right from the beginning, on a resource (or learning obje ct) management orientation, making it possible to assemble a set o f ducational support tools, documents and services to be shared acr oss all programs, courses or activities delivered by an organization. The chapter presents Explor@-2’s basic learning design information model and analyses how Explor@-2 can deal with IMS-LD complia nt courses – how it can deliver units of learning modelled eithe r with the IMSLD level A specification or with the IMS-LD level Bor C specificaDelivery of Learning Design: the Explor@ System’s C ase 3 tions. The chapter ends with some conclusions on fu ture research and development to be done in order to build a full y IMS-LD compliant delivery system as well as on some promising directions for developing powerful and adaptive distance learning e vironments.