DITA

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Definition

  • DITA is an XML [[document standard] (vocabulary) for authoring modular text.
  • “The Darwin Information Typing Architecture (DITA) is an XML-based, end-to-end architecture for authoring, producing, and delivering technical information. This architecture consists of a set of design principles for creating "information-typed" modules at a topic level and for using that content in delivery modes such as online help and product support portals on the Web.” (Introduction to the Darwin Information Typing Architecture, retrieved DSchneider).

Dita was originally developed at IBM by Don R. Day, Michael Priestley and others. It now is a OASIS standard. Its general architecture may be quite interesting for educational sites, because it (1) accomodates for topic-oriented organization and reuse (as opposed to long documents), (2) allows specialization and (3) therefore supports semantic markup (as opposed to Docbook which is typographic basically).

DITA summary

DITA is a topics-based information architecture. "Darwin information typing" can be summarized as:

  1. Darwin: DITA utilizes principles of inheritance for specialization
  2. Information Typing: DITA was originally designed for technical information based on an information architecture of Concept, Task and Reference
  3. Architecture: DITA is a model for extension both of design and of processes

Topics can be physically or logically embedded. The general architecture of a topic is:

  • Title
  • Prolog (author, metadata, small description, etc.)
  • Body (sections that are structured according to each topic type)
  • Tail (embedded topics)

Here is picture (from Don Day] putting side-by side the generic topic and the "task" topic:

DITA generic topic and task topic

DITA in education

DSchneider believes that DITA could play a role in education.

Here are three use case examples:

Pedagogical knowledge management

Searching

This kind of information is characterized by being structured and it would be niced if it could be searched by "kinds of information". In theory this could be implemented with SQL. However, our experience shows that building SQL tables for each kind of information is very time consuming and not very flexible. The opposite alternative is unstructuredness, e.g. like a Wiki. Wikis allow to enter data very quickly, but have the disadvantage that one can't easly produce text on demands (it's not easy to make a wiki book) and that full text search has its limits once the wiki starts growing. In addition, Wiki engines don't produce text, but the spit back page names plus the search context. E.g. you can't say something like "let's have a list of all the references on pages that belong to the category "instructional design modelling".

DITA can address some of the needs for flexible information retrieval architectures, in particular if combined with a xml-database web application like [eXist http://exist.sourceforge.net/].

Flexible document production

Now lets image that you are engaged in teacher training, or that you are interested in reading all information related to some topic, e.g. how do I design inquiry-based learning. DITA would allow to create print or web documents on the fly, on a per needed bases.

Authoring

In some cases, it is desired that information entered be complete according to some standards. A typical example would be lesson plans. A flexible TTW DITA-based editor could address this issue. (However DSchneider admits that XML editing is not easy and user must receive some initial training).

A test case

DSchneider made some DITA extensions to have a writing tool for the TECFA SEED catalog


Educational modelling

The purpose of such modelling languages is to outline pedagogical scenarios, to exchange learning units, and define executable scenarios. DITA certainly has been built as a text-centric vocabulary, but there is no reason why extensions couldn't be executable.

Learner activities

DITA could be a cognitive tool or a component for a such a tool.

DITA extensions could be built to help students with writing strongly structured texts. A typical example is what DSchneider and Paraskevy Synteta did in their C3MS project-based learning model. Students had to use a special purpose project tool named ePBL, which stands for « Project-Based e-learning and had to define research plans with a specially made XML grammar.

Some vocabulaires may need a special authoring tool. A nice example is Benetos (2006) Computer-supported argumentative writer based on her ARGEssML Relax NG grammar.

What could we gain by writing vocabularies as DITA extensions ? Firstly, there is no initial need to write stylesheets. Second, structured portions of text could be integrated with others kinds of text, in particular some very loose "title + body" formatting that is supporting by the generic basic DITA topic.

Links

References

  • Schneider, Daniel. (2005) "Gestaltung kollektiver und kooperativer Lernumgebungen" in Euler & Seufert (eds.), E-Learning in Hochschulen und Bildungszentren. Gestaltungshinweise für pädagogische Innovationen, München: Oldenbourg. Preprint in PDF
  • Schneider, Daniel with Paraskevi Synteta, Catherine Frété, Fabien Girardin, Stéphane Morand (2003) Conception and implementation of rich pedagogical scenarios through collaborative portal sites: clear focus and fuzzy edges. ICOOL International Conference on Open and Online Learning, December 7-13, 2003, University of Mauritius. PDF.
  • Schneider Daniel & Paraskevi Synteta (2005). Conception and implementation of rich pedagogical scenarios through collaborative portal sites, in Senteni,A. Taurisson,A. Innovative Learning & Knowledge Communities / les communautés virtuelles: apprendre, innover et travailler ensemble", ICOOL 2003 & Colloque de Guéret 2003 selected papers, a University of Mauritius publication, under the auspices of the UNESCO, ISBN-99903-73-19-1. PDF Preprint
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