Prometeus-Mallorca (Nov18&19,2001)

Pedagogical perspective: semantics

<learning-objective>In this lesson you learn how to repair a radio</learning-objective>

<sentence>In this <noun> lesson </noun> you <verb> learn </verb> how to <verb> repair </verb> a <noun> radio </noun></sentence>

Prometeus-Mallorca (Nov18&19,2001)

Information model

Prometeus-Mallorca (Nov18&19,2001)

Information model, binding, DTD (description, vocabulary, definitions, relations)

DTD:<!ELEMENT Learning-Activity (Learning-Objective+, Prerequisite*, Learning-Resource*) >

Prometeus-Mallorca (Nov18&19,2001)

Units of Study

= ‘gestalt’: unbreakable unit which represents all content and processes in function of learning something

Abstract term for a designed entity which models the activities, content, tools and workflow for learners and staff to accomplish one or more learning objectives

Examples: module, course, curriculum, practical, lesson, …

Prometeus-Mallorca (Nov18&19,2001)

Content and process

• Learning is different from consuming content!• Learning comes from being active• The instructional problem is how to stimulate

learning activities by learners, how to support them during performance, and how to assess the outcomes (process)

• When a learner performs a learning activity he/she uses learning content

Prometeus-Mallorca (Nov18&19,2001)

Pedagogical perspective: entities and relations

• Examples of pedagogical entities:- study tasks- tests- learning objectives- prerequisites- tutoring facilities

• Data is structured to its pedagogical functionality within units of learning

Prometeus-Mallorca (Nov18&19,2001)

Pedagogical perspective: meta-model

• There are hundreds of different pedagogical models, implementing one model is not the right direction for general use and standardisation

• ‘Pedagogical Neutral’ is one way of solving this issue, but most of these neutral solutions actually are semantic poor solutions

• Better way: ‘Pedagogical Plural’ meta-model which allows the creation of templates for the different specific models (see e.g. paper Rob Koper)

• Is NOT the same as pushing one pedagogical model; it enables us to describe arbitrary existing models in a more formal way

Prometeus-Mallorca (Nov18&19,2001)

Some burning questions• Do we feel that all pedagogical models can be

subsumed in one meta-model? Or: what do we see as the optimal level of abstraction

• How could we define and validate binding entities for a VLC, like unit of study, environment, (learning) activity, … ?

• How could we give more scientific foundation from research on L&I (theories and models), and relate to practical ‘european concerns’ ?

• Do we feel that these binding entities vary from community to community, and if so how?