Learning Design: A Handbook on Modelling and Delivering Networked Education and TrainingRob Koper, Colin Tattersall Springer Science & Business Media, 18 ก.พ. 2005 - 412 หน้า E-learning is still in its infancy. This can be seen both in the limited pedagogical quality and lack of portability of e-learning content, and in the lack of user-friendly tools to exploit the opportunities offered by current technologies. To be successful, e-learning must offer effective and attractive courses and programmes to learners, while at the same time providing a pleasant and effective work environment for staff members who have the task to develop course materials, plan the learning processes, provide tutoring, and assess performance. To overcome these deficiencies, the IMS Global Learning Consortium Inc. released the Learning Design Specification in 2003. With Learning Design it is possible to develop and present advanced, interoperable e-learning courses embracing educational role and game playing methods, problem-based learning, learning community approaches, adaptivity and peer coaching and assessment methods. In this handbook Koper and Tattersall have put together contributions from members of the "Valkenburg Group", consisting of 33 experts deeply involved in e-learning and more specifically learning design. The result is a rich and lasting source of information for both e-learning course and tool developers, providing information about the specification itself, how to implement it in practice, what tools to use, and what pitfalls to avoid. The book not only reports first experiences, but also goes beyond the current state of the art by looking at future prospects and emerging applications. |
เนื้อหา
THE SPECIFICATION ARCHITECTURES AND TOOLS | 1 |
An Introduction to Learning Design | 3 |
12 The Knowledge of the Learning Designer | 4 |
What Are They? | 5 |
131 Learning Situation | 6 |
132 Learning Design Method | 7 |
How Are They Derived? | 13 |
142 Rules Derived from Best Practice | 15 |
Collaboration in Learning Design Using PeertoPeer Technologies | 203 |
1122 P2P and Learning Design | 205 |
1123 Challenges for P2P | 212 |
113 Conclusions | 213 |
Designing Adaptive Learning Environments with Learning Design | 215 |
1212 Remainder of this Chapter | 216 |
123 Assumptions | 217 |
1233 Multiple Variants | 218 |
143 Rules Derived from Patterns in Best Practice | 16 |
15 Conclusion | 19 |
The Learning Design Specification | 21 |
23 Who Is the Learning Design Specification for? | 22 |
24 A Reading Guide to the Specification Documents | 23 |
25 Understanding the Learning Design Specification | 25 |
253 Looking Inside the learningdesign element | 27 |
254 Running a Learning Design | 28 |
255 Learning Objects and Learning Services | 32 |
26 Learning Design Levels A B and C | 34 |
261 Level B | 35 |
262 Level C | 38 |
27 Conclusions | 40 |
Architectures to Support Authoring and Content Management with Learning Design | 41 |
321 Constraining the Variety of Possible Learning Designs | 42 |
324 Editing the Presentation of Learning Designs | 43 |
326 Aggregating Learning Designs | 44 |
33 The Valkenburg Group Reference Architecture | 45 |
333 Learning Design Editor | 47 |
335 Materials Repository | 48 |
337 Search Toolkit | 49 |
3310 Runtime Environment | 50 |
341 Constructing an LD Editor | 51 |
35 The Reference Architecture in Context | 54 |
352 ServiceOriented Architecture | 55 |
353 The Open Knowledge Initiative | 58 |
354 IMS Abstract Framework | 59 |
355 JISC eLearning Framework | 62 |
An Architecture for the Delivery of Elearning Courses | 63 |
42 Requirements Analysis | 64 |
43 Design | 66 |
431 Moving from an Abstract Course to Specific Deliveries | 67 |
432 Constraints on Run Creation | 69 |
44 Implementation | 70 |
45 Conclusion | 72 |
An Architecture for Learning Design Engines | 75 |
52 Learning Design Engines as Collections of Finite State Machines | 76 |
53 Populating the Unit of Learning | 78 |
54 Properties | 80 |
55 Event Handling | 83 |
56 Publication | 86 |
57 Personalization | 88 |
58 Conclusions | 89 |
A Reference Implementation of a Learning Design Engine | 91 |
62 Conceptual Overview | 92 |
622 LDEngme | 94 |
63 Technical Overview | 103 |
64 Implementation Strategies | 105 |
65 Summary | 108 |
Learning Design Tools | 109 |
721 Pieces of the Valkenburg Group Reference Architecture Which Do Not Require Special Tools | 110 |
722 User Roles | 112 |
73 A Framework for Situating Learning Design Authoring Tools | 114 |
732 General Purpose vs Specific Purpose Tools | 115 |
74 Design Time Tools | 118 |
742 HigherLevel General Purpose Editors | 121 |
743 Tools Which Are Standards Compliant but Not Standards Oriented | 125 |
744 An Enabling Framework for Editor Development | 126 |
75 Runtime Tools | 128 |
752 Specialized Players | 130 |
76 Repositories | 131 |
77 Tools for Developers | 132 |
772 Compliance Testing | 133 |
DESIGNING ELEARNING COURSES | 137 |
Basic Design Procedures for Elearning Courses | 139 |
82 An Overview of the Five ISO Phases | 140 |
83 The Learning Design Specification | 143 |
84 Designing Instruction with Learning Design | 146 |
841 Analysis | 148 |
843 Development | 157 |
85 Summary and Conclusion | 159 |
86 Acknowledgements | 160 |
An Instructional Engineering Method and Tool for the Design of Units of Learning | 161 |
92 Instructional Engineering Viewpoint on the LD Specification | 162 |
922 Relationship Between Instructional Engineering and the Learning Design Specification | 163 |
93 An Instructional Engineering Method for Learning Design | 165 |
933 MISA Instructional Model | 168 |
94 Graphical Modelling of Learning Designs | 173 |
941 MISAMOT+ as an Educational Modelling Language | 174 |
943 Using an MOT+ Editor | 177 |
95 An LD Case Study | 178 |
952 An MOT+ Representation of the Versailles Case | 179 |
953 Discussion of the Case | 183 |
Integrating Assessment into Elearning Courses | 185 |
an Integral Part of the Design of Learning and Instruction | 186 |
103 Standardisation of Assessments in Learning Design | 188 |
1031 What Is QTI? | 190 |
104 The Four Processes in Assessment | 197 |
105 Conclusion | 202 |
1242 RuleExample vs ExampleRule | 219 |
1243 Variations in Encouragement | 220 |
1244 Other Uses | 221 |
1251 Multiple Rule Interactions | 222 |
1252 Lack of Enforced Ordering | 223 |
1253 ManifestCentred vs ServerCentred | 225 |
126 Conclusion | 226 |
Designing Educational Games | 227 |
133 Referencing Game Activities in Learning Design | 228 |
the Memory Example | 232 |
135 Discussion and Conclusions | 235 |
136 Acknowledgements | 237 |
Designing Learning Networks for Lifelong Learners | 239 |
142 Requirements of a Learning Network | 240 |
143 Formal Representation of a Learning Network | 243 |
144 The Architectural Structure of a Learning Network | 246 |
145 Implementations of a Learning Network | 247 |
1451 The GrooveBased Prototype | 248 |
1452 PHP Nuke and Moodle | 251 |
146 Conclusion | 252 |
How to Integrate Learning Design into Existing Practice | 253 |
152 EML and LD | 254 |
153 The OUNL Case | 255 |
154 How to Get Started | 257 |
155 How to Design | 258 |
156 How to Create | 262 |
157 How to Deliver | 264 |
158 Conclusion and Discussion | 266 |
EXPERIENCE | 269 |
Applying Learning Design to SelfDirected Learning | 271 |
162 Requirements | 272 |
163 Application of Learning Design | 274 |
1634 Extending the Interaction Model | 276 |
164 Realisation | 277 |
1643 Rendering of Pages | 279 |
165 Project Outcomes | 280 |
Applying Learning Design to Supported Open Learning | 281 |
172 Supported Open Learning and Learning Design | 283 |
1722 Course Models | 284 |
1731 Learning Design Applied to a Simple Example | 285 |
1733 Learning Design as a Design Tool | 286 |
1734 Discussion of Learning Design Examples | 287 |
174 Plans for Learning Design at The Open University | 289 |
175 Conclusion | 290 |
Using Learning Design to Support Design and Runtime Adaptation | 291 |
182 Adaptive Elearning Systems and Technologies | 293 |
183 The First Version of aLFanet | 295 |
1831 Authoring Publishing and Delivering LD | 296 |
1832 Adaptation and Agents | 298 |
1833 Current Progress | 300 |
184 Conclusions | 301 |
The Edubox Learning Design Player | 303 |
192 The Historical Development of Edubox | 304 |
193 Edubox 2 | 306 |
194 Edubox 3 | 308 |
195 Conclusion | 310 |
Delivery of Learning Design the Explor Systems Case | 311 |
202 Explor2 General Presentation | 312 |
203 The Explor Learning Design Information Model | 317 |
204 Integrating the LD Level A Specification in Explor2 | 319 |
205 Integrating Level B and C Specifications in Explor 2 or Taking an Epiphyte Approach | 321 |
206 Conclusion Where to Go Next and Further | 324 |
Challenges in the Wider Adoption of Learning Design Two Exploratory Case Studies | 327 |
2121 The Two SCOPE Units Of Learning | 328 |
213 Developing the Units Of Learning | 329 |
214 Reflections on the Development Process | 330 |
2142 Delivery and Evaluation of the Units of Learning | 332 |
215 The Effectiveness of the Solutions Developed | 336 |
216 Conclusions | 338 |
A Learning Design Worked Example | 341 |
223 Running the Scenario in a Player | 342 |
2231 Introduction Learner | 343 |
2232 Enter Initial Thoughts Learner | 344 |
2234 What Do Others Think? Learner | 346 |
2235 Respond To Initial Thoughts Tutor | 348 |
224 Dissecting the XML Code | 350 |
2243 LearningActivities | 351 |
2244 SupportActivities | 353 |
2245 Plays and Acts | 354 |
2246 Environments | 355 |
2247 Conditions | 357 |
2248 Key Resources | 358 |
225 Concluding Remarks | 360 |
226 XML Code | 361 |
Appendix | 367 |
Glossary | 387 |
References | 391 |
405 | |