Help:ICOOL 2007 workshop on educational modeling languages: Difference between revisions
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== Program == | == Program == | ||
=== | === Conceptual overview === | ||
* The concepts of [[instructional design model]] and [[instructional design method]]: what can be modeled ? | * The concepts of [[instructional design model]] and [[instructional design method]]: what can be modeled ? | ||
** Learning goals and contents, i.e. an [[ontology]] of what has to be learned | ** Learning goals and contents, i.e. an [[ontology]] of what has to be learned (objectives, concepts and tasks a learner should master, etc.) | ||
** Learning materials ([[courseware]]) | ** Learning materials ([[courseware]]) | ||
** Learning | ** [[Learning sequence]]s with respect to materials | ||
** [[Learning design]]s | ** [[Learning design]]s with respect to roles and activities | ||
* What are [[design language]]s ? | * What are [[design language]]s ? | ||
Revision as of 20:44, 4 June 2007
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Pre-conference workshop on educational modeling languages
Lecturer: Daniel K. Schneider, TECFA, University of Geneva
Venue
- ICOOL 2007
- 3rd International Conference on Open and Online Learning
- Pedagogical Scripting for Open and Distance Learning (ODL)
- 11-14 June 2007, Hotel Equatorial, Penang, Malaysia
- Organised by the VCILT, University of Mauritius in partnership with the School of Distance Education, Universiti Sains Malaysia
Organization
- 1-day workshop, June 11 9:30-12:30h 14:00-16:30h
- Maximum participants: 20
- Other requirements: Bring your own memory stick (USB key)
- You may bring your own Personal Laptop
Aims
- This preconference workshop aims to introduce and discuss various educational modeling languages (EML). An EML formally describes educational materials and/or pedagogical scenarios. Some EMLs are executable, i.e. allow to assemble certain kinds of learning objects which then can be "played" in various platforms.
- We introduce educational modelling languages as building blocks of instructional designs and critically discuss purpose and scope of various formalisms and tools. Participants also will gain some hands-on experience with a few tools.
Program
Conceptual overview
- The concepts of instructional design model and instructional design method: what can be modeled ?
- Learning goals and contents, i.e. an ontology of what has to be learned (objectives, concepts and tasks a learner should master, etc.)
- Learning materials (courseware)
- Learning sequences with respect to materials
- Learning designs with respect to roles and activities
- What are design languages ?
Overview of educational modeling languages
- Major standardization bodies
- Main-stream profiles SCORM 1.2 and SCORM 2004
- Learning object standards
- Other initiatives
IMS/SCORM 1.2/IEEE standards overview
IMS Learning Design and Simple Squencing
Activity management systems
Document-centric models and systems
= Scenario planners
Discussion and alternatives
(needs sorting out)
- Where do cognitive tools and social computing fit in ? What is the relation to document and hypertext standards ?
- The current status of IMS Learning Design (LD)
- Alternatives to LD like LAMS and CeLS
- Discussion and alternatives, e.g.: Where do cognitive tools and social computing fit in ? What is the relation to document and hypertext standards ?
- Purposes of EMLs: Design aid and interoperability
- Purposes of major current standards and future trends
- Support for educational design models. What are the limits of EMLs ?
Links and references
IMS CP / Scorm 1.2 Editors
- Reload Editor
- Exe Authoring Tool
- eXe (some links)
- EduForge download page. Take the latest version.
- Online Manual