Sultan_instructional Design_based Delivery Model For Elearning Systems

Learning Objects, Instructional Design-based Delivery Model for E-Learning Systems

2nd International Conference on ICT for Development, Education and Training, Nairobi, Kenya May 28 – 30, 2007

Presented By: Waleed H. Sultan, PhD Student Faculty of Creative Multimedia (FCM) Multimedia University, Malaysia Coordinator of E-Learning Center, Computer Man College, Sudan [email protected] [email protected]

Presentation outline     



Background. Focuses of learning object systems Learning and instruction Standards! Educational Challenges and ID Considerations. Main Theme Discussion.

Background: INSTRUCTIONAL DESIGN “The process of deciding which methods of instruction are best for bringing about desired changes in student knowledge and skills for a specific student population.” - Reigeluth, 1996 (Professor, Instructional Systems Technology, Instructional Systems Technology, Indiana University)

Instructional Design is...

. . . the systematic process of translating principles of learning and instruction into specifications for instructional materials and activities.

Generic ISD Model

Defining Learning Objects  

Learning objects, Schmearning objects What exactly is a learning object? o o o o





Few minutes of instruction? Any digital asset? Content aggregated AROUND learning objective? Content aggregated AGAINST terminal learning objectives?

How do learning standards influence how learning objects are defined? Who is right and does it matter?

Examples of Learning Objects 

Multimedia content  



Instructional content   



audio and/or video clips animations [fiber optics] [Excel] [ Revenue+Demand] simulations [e.g.] [Merlot-Cameron] charts and maps an entire course?

Interactive content  

tutorials, Flash, games quizzes/other assessment devices

Focuses of learning object systems   

Technological attributes, Metadata standards, System specifications issues (Granularity and Interoperability (Wiley, 1998; Singh, 2000).

Learning and instruction 



 



“Knowing is not enough, we must apply. Willing is not enough, we must do.” (Goethe) “Information is not instruction.” (Merrill, 1988) Learners’ new Ideas. Interactivity instruction and transformation. Effective instruction begins with

Accrediting organizations   



AICC (www.aicc.org) IEEE (www.ltsc.ieee.org) IMS Global Consortium ( www.imsproject.org) ADL (www.adlnet.org)

Goal of standards 







fixed data structures, communication protocols. Applications interoperability (LMS, 3rd party content) Developers’ decisions:

Cost of implementation LO integration??

Educational Enterprise Challenges 





learning objects Definition and Organization sense! Organization’s LOs (contribution, discovery and quality) = Good LOs. Approach!

ID Considerations  



 

Post-Lego LO Concept. How does it affect end-use experience? How does content-sequencing work? How do you create an academics? learning environment with content that looks and navigates differently from each other.

Beliefs 







The real value of technology in education is its ability to enable unmet needs to be met Flexibility is at a premium in lifelong learning Technology can reduce costs and raise quality Technology must be the servant of educational needs

Main Theme? Instructional design theory integration

in any learning object’s implementation.

Now what? Correct LOs definition :standard ensure: easily discovered; easily reused; enhance instruction?

The Problem 





Most assumes single learner, selfpaced learning Often little more than textbooks online? Content centric, transmission model of education 

what is the implied pedagogy?

PRACTICE DESCRIPTION  

 

Pedagogical Value. Accessible Design; (W3C), (WCAG). Attractiveness and Usability. Putting Research into Practice

Point of View : BUSINESS Right Information@right time USING effective Technology.

Today’s Premise

?

Information and Communication Technologies

Design principles   





Design courses from first principles Support multiple modes of learning Allow students to chart their own pathway Simplest technological solution to learning requirement Build for adaptability and reuse

Design issues   



Quality max. (time & Cost). e-learning elements right mix!! time and on budget delivery guarantee? better job?

Pedagogical and Instructional Design Issues 

LO participation in ID theory.



Result of: Absence of ID in LOs?



A person without an understanding of instructional design has no more hope of successfully combining LOs into instruction than a person without an understanding of chemistry has of successfully forming a crystal (Wiley, 2002)

Research issues 

 



Flexible pedagogically-driven design principles. Finding ways to integrate. meet unmet needs (non-course-based e-learning). Finding ways to share and reuse learning materials without compromising educational effectiveness

Instructional Strategy 

“The extent to which a student gains the same pedagogical benefit from a printout of your Web resources as from the resources themselves is the extent to which you have done nothing of the pedagogical value of using the Web.” (Fraser, 1999)

What can technology do?  

  

Visual and oral information display …. Constructivist, problem-focused philosophical orientation…. Recognition of social collaboration …. Breaking the nexus of time and location……. individual elements modularization increasing

Introducing Learning Design 



Learning Design Vs e-learning technology Learning Design = 

 

Sequence of Collaborative Learning Activities

incorporate single learner content. “Wraps” Learning Objects with tasks

Changes in e-learning 

From this

Changes in e-learning 

To this

What issues are needed in elearning?   





LO = : Metadata LO = : Data Interchange Protocol LO = : Communication tools/ Agents LO = : Technical standards conversations ID = : Potential of learning objects As an ID

E-Learning Standards:    

Organizing standards. Metadata. Content packaging. Learner profiles.

LO Metadata 







Learning Technology Standards Committee (IEEE). Minimal LOs attributes (managed, located, and evaluated). Extend to include pedagogical attributes (teaching style, grade level, mastery level, and prerequisites). Standard supports security, privacy, commerce, and evaluation.

LOs: Data Interchange Protocol/ Communication Tools/ Technical Standards Conversations 



 

Provide fixed data structures and communication protocols (e-learning objects & cross-system workflows). Applications interoperability (LMS & 3rd Party/ In-house) Quality not compatibility Interoperability variation; = Implementation

ID: Potential of learning objects As an ID 



educational product framework = Standards + Repositories Instruct designers technology utilization Educators LOs (Course design/ Upgrade/ Prepare): DOMAIN BASED APPROACH



LOs

EDUCATIONAL PRODUCT DEVELOPMENT

DESIGNERS Specialized TEXT BOOK, CBT

COMPONENTS

Reusable Granular



4. Research & Development: More on analysis and design ( W. Carey, L.and Carey, 2001)

The future 

e-learning “dual repository” concept  



One area contains various learning objects Another area contains various activity/process objects

Educators good activity sequences as “wrappers.” THE FOCUS IS ON LEARNING ACTIVITY

? s n o i t s Que