em ls presentation-8-3-12
DESCRIPTION
2012 state of the art of EMLs, supporting tools and some ideas of the PoEML proposalTRANSCRIPT
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Instructional Design Languages and the support of Collaborative Learning
Manuel Caeiro Rodríguez
Manuel.Caeiro@ .uvigo.es
Móstoles, March 8th 2012
Escola de Enxeñaría Escola de Enxeñaría de Telecomunicaciónde Telecomunicación Universidade deUniversidade de
VigoVigo
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Outline
• Introduction• Languages and Supporting Systems
– IMS Learning Design– Other Languages– Supporting Systems
• PoEML• Conclusions
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Introduction
• How can we support people learning?
• What technology support can we provide?
• How can we support teacher activities?
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The Context
• Ends of the 90’s– SCORM– Learning
Objects– Metadata
• Distance and Open Uniersities– Science and
engineer subjects
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From LO to LA (i)
• Content-centered view (Learning Objects)– Content types
• An engine annimation • A geolical map• The periodic table
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Idea: we take content from a repository and combine them to compose learning materials for learners
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From LO to LA (ii)
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LMSs: contents are combined with learning tools and they can be scheduled
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From LO to LA (iii)
• But, where is the pedagogy?– What happens with group-based activities?– What happens with collaborative learning?– What do teachers have to do?
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From LO to LA (iv)
• Activity-centered view (Learning Activities)– Any teaching/learning practice involves activities that have to
be performed by several persons.– This approach is transversal to the pedagogic– We can represent collaborative activities
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Learning Activities
– Roles
– Activities
– Environment
– Process
Roles:LearnerTeacher
ActivitiesProvide a lectureAnswer questionsPrepare an assigment
Environment:Classroom
Communication ToolsBlackboardBeamer
ProcessControl FlowData Flow
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Activity Flow
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What are IDLs (EMLs)?
• Goals (some ideas)– To model activity structures in a computational way– To facilitate the sketch, design, plan and discuss about activity
structures– To execute activity structures
• Features– They are design languages– Formal or not formal (formal != computational)– Graphical or textual– Don’t explicitly impose any pedagogical approach
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What can be modeled?
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IMS Learning Design (i)
• Activity Centered View (Learning Activities)– Regardless of the pedagogical/instructional approach, a
Person gets a Role in the teaching-learning process (e.g. learner or teacher)
– In this Role he or she works towards certain Outcomes by performing more or less structured Learning and/or Support Activities within an Environment
– The overall scenario or design (e.g. which Role gets which Activities at what moment in the process) is described within the Method element
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IMS Learning Design (ii)
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IMS Learning Design (iii)
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IMS Learning Design (iv)
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Educational Modeling Languages
• EML-OUNL – Netherlands 1998-2001
• IMS-LD – IMS Global Consortium, 2003
• MISA y MOT– Canada, 1992-2003
• CPM – France, 2004
• PALO – Madrid, 2000
• E2ML – Switzerland 2003
• Xedu – Valencia, 2003
• CoUML– Austria 2005
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EML-OUNL (i)
• EML-OUNL – Netherlands 1998-2001
• IMS-LD – IMS Global Consortium, 2003
• MISA y MOT– Canada, 1992-2003
• CPM – France, 2004
• PALO – Madrid, 2000
• E2ML – Suiza 2003
• Xedu – Valencia, 2003
• CoUML– Austria 2005
- Rob Koper- Open Universiteit Nederland- Original EML - Includes the basic structure
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EML-OUNL (ii)
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Palo (i)
• EML-OUNL – Netherlands 1998-2001
• IMS-LD – IMS Global Consortium, 2003
• MISA y MOT– Canada, 1992-2003
• CPM – France, 2004
• PALO – Madrid, 2000
• E2ML – Suiza 2003
• Xedu – Valencia, 2003
• CoUML– Austria 2005
- Miguel Rodríguez Artacho (PhD Thesis)- UNED- Similar to EML-OUNL- It doesn’t includes the basic structure
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Palo (ii)
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IMS-LD
• EML-OUNL – Netherlands 1998-2001
• IMS-LD – IMS Global Consortium, 2003
• MISA y MOT– Canada, 1992-2003
• CPM – France, 2004
• PALO – Madrid, 2000
• E2ML – Switzerland 2003
• Xedu – Valencia, 2003
• CoUML– Austria 2005
- Based on EML-OUNL- Integrates IMS specifications- Standard ??- Promotes EMLs research
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E2ML (i)
• EML-OUNL – Netherlands1998-2001
• IMS-LD – IMS Global Consortium, 2003
• MISA y MOT– Canada, 1992-2003
• CPM – France, 2004
• PALO – Madrid, 2000
• E2ML – Switzerland 2003
• Xedu – Valencia, 2003
• CoUML– Austria 2005
- Luca Botturi (PhD thesis)- Università de la Svizzera Italiana- Design focused- Goals and activities
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E2ML (ii)
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MISA/MOT/ADISA (i)
• EML-OUNL – Netherlands 1998-2001
• IMS-LD – IMS Global Consortium, 2003
• MISA y MOT– Canada, 1992-20??
• CPM – France, 2004
• PALO – Madrid, 2000
• E2ML – Switzerland 2003
• Xedu – Valencia, 2003
• CoUML– Austria 2005
- Gilbert Paquette- Université du Québec a Montréal- Didactic Engineering- Domain Model
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MISA/MOT/ADISA (ii)
• MISA– Supports the design of an instructional system
• MOT– The graphical representation language
• Course Designer works on “4 models”– Knowledge and skill representation. DC: Design of Content– Application of Teaching Methods. DP: Design of pedagogic– Specification of learning materials: DM: Design of materials– Delivery Planning. DD: Design of Delivery
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MISA/MOT/ADISA (iii)
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MISA/MOT/ADISA (iv)
March 8th, 2012 © Manuel Caeiro Rodríguez
1..*
1..*0..*
1..*
1
1
Assistance Scenario
Learning Scenario
Trainer Scenario
Content Expert Senario
Manager Scenario
Instructional Scenario
LearningUnit
Learning Events Network
LearningEvent
ACTIVITY RESOURCE
*
*
*
** *Uses resource
0..* 1
ReferencesLU Sub-Model
1..*
1
IsASubModel
MaterialTool
Communication Link
Service
LocationEvaluation Material
Material Sub-Model
*
*References
ACTOR
**Performs
1..*
*
1
1..*
HasSubModel
* *Produces
*
*
Uses
Instrument* *
IsGroupedIn
1
*
Rules
Evolution rules
Evaluation rules
Collaboration rules
Adaptation rules
1
*
* *
*
1
Other Links
C Links
P
I/P
R
1
*
1
*
Knowledge Model
1 *
Prerequisitecompetencies
Targetcompetencies
*
***
1- Analyse schema of the system
3- Identify list of
components
2- Choose a module
List of modules and components
Selected module
Module components
I/P I/P
I/P
I/P
I/P I/P
System to analyse
I/P
Liste of default components
5- Compare component to a norm
If norm not satisfied, go 6
6 - Add default to list
and report
I/P
If norm satisfied, go 4
4- Select a component
If no more components,
go 2
If no more modules,
end
L
F
R
R
R
Teams of 2
R
R
R
L
R
R R
L
R
R
Distribute systems to
teams
I/P
R
Coach learners
Evaluate results
Feedback
I/P
I/P
I/P
R
I/P
R
I/P
P
Tool kit
I
T
I/P
Document transfer
Forum
C
C
S
Assessment results
SI/P
I/P
I/P
I/P
I/P
C
X
X X
X
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Xedu (i)
• EML-OUNL – Netherlands 1998-2001
• IMS-LD – IMS Global Consortium, 2003
• MISA y MOT– Canada, 1992-2003
• CPM – France, 2004
• PALO – Madrid, 2000
• E2ML – Suiza 2003
• Xedu – Valencia, 2003
• CoUML– Austria 2005
- Félix Buendía (PhD Thesis)- Universidad P. de Valencia- Focused on the evaluation of the development of software systems
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Xedu (ii)
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CPM (i)
• EML-OUNL – Netherlands 1998-2001
• IMS-LD – IMS Global Consortium, 2003
• MISA y MOT– Canada, 1992-2003
• CPM – France, 2004
• PALO – Madrid, 2000
• E2ML – Suiza 2003
• Xedu – Valencia, 2003
• CoUML– Austria 2005
- Pierre Laforcade (PhD Thesis)- Université de Pau- Focused on problem-based learning- Identifies IMS-LD limitations
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CPM (ii)
• Features– UML-based– Dedicated to problem-based learning design– Implemented as a module for the free-of-charge UML CASE-tool
Objecteering
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CPM (iii)
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Lenguajes de Modelado Educativo (X)
• EML-OUNL – Netherlands 1998-2001
• IMS-LD – IMS Global Consortium, 2003
• MISA y MOT– Canada, 1992-2003
• CPM – France, 2004
• PALO – Madrid, 2000
• E2ML – Suiza 2003
• Xedu – Valencia, 2003
• CoUML– Austria 2005
- Michael Derntl (PhD thesis)- University of Vienna- Based on UML- It is not executable
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CoUML (i)
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Other IDLs
• Active Document/PALO (Felisa Verdejo et al., 2002) UNED– Designing and developing collaborative learning activities
• CML: ClassSync Modeling Language– Designing, implementig and monitoring learning activities in
real classrooms• LDL: Learning Design Language (Martel et al. 2006)
– A language to model collaborative learning activities• COW (Vantroys, 2003)
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Supporting Tools
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Authoring Tools for IMS LD
• Herramientas– Reload LD editor– ASK-LDT– MOT+LD TELOS– CPM/UML4LD– ReCourse editor– CompendiumLD– MoCoLaDe– Prolix GLM / OpenGLM– GRAIL– Collage– CopperAuthor– CoSMoS
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Reload LD Editor (i)
• Features– Can edit IMS Learning Design A, B and C– Can export to IMS CP
• Discussion– Difficult to use because
• You need to start defining all the components• You need to stablish all the links• You need to define the method (and again do many links)
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Reload LD Editor (ii)
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ReCourse Editor (i)
• Features– Sponsored by the TENCompetence project– Users should be familiar with IMS LD language– The user interface is a mixture between the Reload paradigm
(forms editing) and a visual educational design language editor– Integrated with the administration and runtime system– Access to repositories– Integrated with QTI– Templates support– Checking and validation support
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ReCourse Editor (ii)
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Prolix GLM (i)
• Features– Developed in the iCoper EU project– Renamed as OpenGLM– It includes design patterns– Conceived to facilitate LD non experts
• Outputs– It produces LD code (levels A and B)– It provides a graphical outcome (it doesn’t follow the IMS LD
metaphor)– Integration with a repository
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Prolix GLM (ii)
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MOT+LD (i)
• Features– MOT was adapted to provide a graphical representation for IMS-
LD• Outputs
– It produces IMS LD code
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MOT+LD (ii)
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CompendiumLD (i)
• Features– It is a graphical learning design editor.– Implemented on top of the Compendium mind mapping and
argumentation software• Outputs
– It doesn’t produce executable code– It provides a graphical outcome
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CompendiumLD (ii)
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Verification Tools for IMS LD
• MoCoLaDE• An IMS LD Ontology :
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MoCoLADe (i)
• Features– It is a script design tool ad IMS LDeditor– Implemented as Freestyler extension– Supports the modeling of:
• Group formation• Assigment of roles and documents to groups or individuals• Temporal dependencies between activities
– It supports the simulation of the dynamic features of the script• Outputs
– It doesn’t produce IMS LD code– Graphical notation– Exports to CeLS
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MoCoLADe (ii)
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IMS LD Ontology (i)
• Features– Developed in Santiago– An OWL ontoloy for IMS LD was developed– Several axions have been defined in accordance with the IMS LD
specification constraints
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IMS LD Ontology (ii)
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Execution Tools for IMS LD
• CopperCore– SLeD: A front-end + Services integration– Reload LD Player– Astro LD Player (“filmstrip” navigation)
• Gridcole: scripted collaborative learning• GRAIL
– Package for .LRN that integrates LD into the LMS• Moodle integration• Alfanet (Boticario) UNED
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Reload LD Player
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CSCL Related Proposals
• LAMS• CeLS• Collage• CoFFEE
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LAMS (i)
• LAMS: Learning Activity Management System– Macquarie E-learning Centre of Excellence: James Dalziel– Ernie Ghiglione
• Goals:– Authoring, delivering and monitoring learning activities, supporting
pedagogical workflows– Inspired in IMS Learning Design
• Features:– A visual authoring interface to design and create learning sequences
from a list of building blocks of individual and collective activities– A monitoring tool through which teachers can tack students’ progress – User administration, student run-time delivery sequences
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LAMS (ii)
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LAMS (iii)
• LAMS Sequence Examples– Writting research paper
• Choosing topic• Writing research proposal• Writing literature review• Writing findings, conclusions• Completing
– Stolen generation
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LAMS (iv)
• Activities– Assessment; Multiple Choice; Question and Answer; Submit
Files, Survey; Chat; Data Collection; Big Blue Button Conference; Forum; Google Maps; Image Gallery; Notebook; Noticeboard; Pixir Image Editor; Task List, Video Recorder, Voting; Wiki
• Sequence Management Tools– Sequence Gates (Stop points); Branching tool; Grouping Tool;
Optional Activities and Sequences; Support Activities; LAMS Gradebook
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CeLS (i)
• CeLS: Collaborative e-Learning Structures– Holon Institute: Dan Kohen-Vacs, Miky Ronen– Linnaeus University: Marcelo Milrad
• Goals:– To provide a Web-based environment for creating and conducting
structured asynchronous collaborative activities.– To encourage & support teachers to create and conduct structured
collaborative activities• Features:
– It has an executable XML-based model for collaborative activity structures, consisting of stages that are interconnected and based on each other
– Web-based system, server side with engine and administration, client side with activity editor
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CeLS (ii)
• CeLS: Activity Structure– An activity Structure (AS) includes
• Any number of stages of interaction between a learner and the system– Each stage comprises of any combination of object of four types:
» Presentation» Input» Interaction» Communication
• CeLS: people management– The master group is a class– Groups can be merged to form ‘communities’ or divided to ‘families of
sub-groups’ representing subjects assigned to the subgroups or roles played by the subgroups
– An AS may use different families of subgroups in its stages
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CeLS (iii)
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CeLS (iv)
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CeLS (v)
• CeLS: Sample Activities– Creating a common database (simple/complex, open/p.b.v.)– Responding to peers’ items (grading, ranking, categorizing …)– Pros & Cons (open/p.b.v.)– Reaching an agreement– Creating a group product (parallel/ sequential)– Peer/self evaluation (rubrics)– Peer product assessment (online/offline, group/personal)– Competition– Group Inquiry / Problem solving (Jigsaw… )– E-Games, Role play …
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Collage (i)
• Collage: Collaborative Learning Flow Pattern editor– University of Valladolid
• Goals– It supports the design of collaborative scripts in
accordance with Collaborative Flow Patterns– Patterns can be selected, adapted and combined– This work was extended to support assessment patterns
• Features– It produces IMS LD code
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Collage (ii)
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Collage (iii)
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Collage (iv)
• Collaborative Learning Flow Patterns– Brainstorming– Jigsaw– Pyramid– Simulation– Think Aloud Pair Poblem solving– Think Pair Share– Peer review
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Planteamiento de PoEML
• Consideración básica– En su conjunto los EMLs plantean un problema complejo
• Completitud y expresividad para dar soporte a distintas prácticas docentes– Distintas finalidades: Diseño, Comunicación y Realización
• Complejidad. Para el desarrollo de aplicaciones• Usabilidad: Reutilización, Adaptación y Flexibilidad
– Aproximación: principio de Separación de Asuntos (Separation of Concerns)
• “Divide y vencerás”– Propuesta modular (jerárquica y estructurada) e iterativa– Orientada a objetos: clase-instancia
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Soporte de Aprendizaje Colaborativo
• Soporte de la Colaboración: Workflow y Groupware
Soporte de la colaboración
• Colaboración Abierta
– Habitación Virtual– Monitorización– Los participantes
deben coordinarse entre ellos
• Colaboración estructurada
– Proceso– El sistema realiza
la coordinación de los participantes
Completitud y Expresividad
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Separación de Asuntos en PoEML
• Principio de Separación de Asuntos– Se aplica para intentar reducir la complejidad del problema– Importancia del desacoplamiento y la cohesión en las partes– Dificultad para conseguir la separación completa
• Objetivo: Minimización e identificación de dependencias
• Referencias para la separación de asuntos en EMLs– Perspectivas en sistemas de gestión de workflow– Separación de asuntos en sistemas groupware– Separación de asuntos en el desarrollo software y en la programación
(desarrollo software orientado a aspectos)– Teoría de la Actividad
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Separación de Asuntos en PoEML:Perspectivas y Aspectos
• Perspectivas (13)– Se ocupan de un conjunto de cuestiones de modelado homogéneas, en las
que se tienen en cuenta elementos y relaciones fuertemente cohesionadas
1. E
stru
ctur
al
2. F
unci
onal
3. D
e P
artic
ipan
tes
4. D
e E
ntor
nos
5. D
e O
rgan
izac
ión
6. D
e H
erra
mie
ntas
7. D
e D
atos
8. D
e A
utor
izac
ión
9. D
e P
erce
pció
n
10. D
e In
tera
cció
n
11. D
e O
rden
12.T
empo
ral
13. C
ausa
l
• Aspectos (4)– Se ocupan de cuestiones transversales con las consideradas en las
perspectivas – No tienen una finalidad propia, sino que afectan a perspectivas y aspectos
1. De Constantes
2. De Condiciones
3. De Señales
4. De Toma de Decisión
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Separación de Asuntos en PoEML:La Teoría de la Actividad
• Modelo de Mediación Extendido de la Actividad
ComunidadReglas División de Trabajo
Instrumentos
Sujeto Objeto ResultadoACTIVIDAD
EN COLABORACIÓN
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Aspecto de Toma de Decisiones
Aspecto de Señales
Aspecto de Condiciones
Aspecto de Constantes
Separación de Asuntos en EMLs:Aspectos
•Expresiones constantes que no cambian •Facilitar los cambios durante el diseño
• Expresiones que dependen de datos y estados•Su valor depende de los datos durante ejecución• Permiten representar relaciones entre distintos asuntos
• Expresiones que indican instantes temporales•Su valor depende de eventos o de valores fijos
• Expresiones que dependen de las decisiones que tomen los participantes (uno o varias)•Diferentes formas de tomar decisiones
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Separación de Asuntos en PoEML:Propuestas originales
• Perspectiva Funcional– Objetivos como elementos de primer nivel– Separación entre especificación estructural, objetivos, orden y temporal.
• Perspectiva de participantes (colaboración coordinada)– Cada ES define sus propios roles.– Flujo de Participantes, relativo a la transferencia de participantes
• Soporte a la colaboración – Perspectiva de herramientas– Perspectiva de autorización– Perspectiva de percepción– Perspectiva de interacción
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PoEML: Modelo Conceptual (I)
• Concepto Base: Escenario Educativo (ES)– Modelado orientado a objetos– Instancias en Elementos y Activación en Especificaciones
Escenario Educativo
ObjetivoFuncional
RolEntorno
Datos Herramientas
Especificaciónde Orden
EspecificaciónTemporal
Especificaciónde Autorización
Especificaciónde Percepción
Especificaciónde Interacción
ExpresiónConstante
Expresiónde Condición
Expresión de Señalización
Expresión deToma de Decisión
Datos DatosDatos
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PoEML: Modelo Conceptual (II)
• Unidad Didáctica: Agregación Jerárquica de ESs– El ES raíz: Elementos Globales
• Elementos Organizativos• Herramientas externas• Recursos externos
– Relaciones entre ESs• Flujo Funcional• Flujo de Participantes• Flujo de Datos• Flujo de Control (O+T)• Refer. entre Entornos• Expresiones
ES Raíz
ES.1 ES.2 ES.N
ES.1.1 ES.1.2
Elementos Globales
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PoEML: Modelo Conceptual (III)
• Especificación de número de instancias– Es necesario indicar número de instancias para: ESs, Goals, Roles, Environments, Tool,
Data Elements– Tipos:
• Fixed or constrained• Correlated Instances: static, unique y simple• Instances by Participant• Instances by Expression
• Activación de especificaciones– Orden, Temporal, Permisos, Percepción e Interacción– Tipos:
• Fixed• Activation by Participant• Activation by Expression
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PoEML: Autoría Gráfica JPoEML
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Representación Gráfica Perspectiva Estructural
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URepresentación Gráfica Perspectiva de Objetivos
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Representación Gráfica Perspectiva de Participantes
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Representación Gráfica Perspectiva de Entornos
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Representación Gráfica Perspectiva de Datos
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Representación Gráfica Perspectiva de Orden
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Representación Gráfica Perspectiva Temporal
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Representación Gráfica Aspecto de Toma de Decisiones
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PoEML: Representación Gráfica
• Ventajas– Posibilidad de desarrollo modular e incremental. Desarrollo de perfiles de aplicación– Soporte de distintas formas de colaboración: guiada vs. libre.– Reutilización y adaptación definida en tiempo de diseño – Posibilidad de desarrollar soluciones flexibles (dependen de la implementación)
• Dificultades– Dependencias entre perspectivas: Objetivos vs. Orden+Temporal, Datos vs.
Objetivos+Orden+Temporal– Utilización por usuarios finales: manejo y representación de instancias, vistas como
agregación de varias perspectivas– Desarrollo de aplicaciones soporte: verificación, validación, monitorización
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Situación Actual en EMLs
• IMS Learning Design es el estándar ?– Herramientas soporte– Sistemas compatibles: LAMS, Collage, etc.
• Problemas de interés– Autoría y utilización por parte de usuarios finales– Representación gráfica: VIDLATEL, VIDL Special Issue– Integración con otros sistemas– Reutilización, adaptación y flexibilidad (desde tiempo de diseño y en
tiempo de ejecución)
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Situación Actual en PoEML
• Tesis sobre Integración herramientas externas– Especificación de interfaces y protocolos– Desarrollo del middleware– Validación
• Motor de ejecución PoEML con soporte para la adaptación y flexibilidad– Especificación de semántica de ejecución– Soporte para la adaptación durante la ejecución– Exposición como servicio Web– Validación
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Instructional Design Languages and the support of Collaborative Learning
Manuel Caeiro Rodríguez
Manuel.Caeiro@ .uvigo.es
Móstoles, March 8th, 2012
Escola de Enxeñaría Escola de Enxeñaría de Telecomunicaciónde Telecomunicación Universidade deUniversidade de
VigoVigo