E-learning Specifications

1
E-learning Specifications Standards

• Solvig Norman
• Open School British Columbia EduSpecs
  Technical Liaison Office
• and
• Ann Bowering
• Multimedia Learning Group
• Industry Canada

AMTEC May 27th 2003 Montreal
2
Making Sense of e-Learning Specifications
Standards

• The phrase e-learning standards is one of
  the most powerful and most misunderstood aspects
  of the e-Learning revolution.

The MASIE Center, 2002
techno-mumbo-jumbo and engineering speak?
Rapid growth since 1998 of organizations working
to develop specifications and standards for
learning technology interoperability.
3
Piecing all the Concepts Together
Mark-Up Languages
Metadata
Learning Objects
Interoperability
Object oriented programming
Modular approach
Standards Specifications
Digital Repositories
Educational Modelling Language
Structured Approach
4
Open School British Columbia - Profile

• Core business- content development (K-12)
• Decision to implement structured approach to
  content development 1996-1997
• Implemented SGML as a technology to support
  content design, development, and delivery
• Developed Document Type Definitions (e.g.,
  tags) as content framework of defined structure
  and hierarchy for content development
• Following and implementing e-learning standards
  specifications
• Why? To Leverage maximize content

5
What are SGML/XML?

• SGML Standard Generalized Markup Language
• International standard published in 1986(ISO
  88791986)
• Used for documentation with high tech and
  publishing industries
• Structure and hierarchy of content
• XML eXtensible Markup Language
• SGML profile for the Web
• maximize information retrieval and ease of
  interchange

6
SGML/XML EXAMPLE

• What is the structure of the content?
• Presentation is applied later.

7
Structure Course Level
Course
(Metadata)
Module(s)
(Metadata)
Section(s)
(Metadata)
Learning outcomes (broad)
Formal assessment
(Metadata)
Lesson(s)
(Metadata)
Learning outcomes (specific)
Topic(s)
(Metadata)
Informal assessment
(Metadata)
Resources
(Metadata)
8
Repurposing Addressing Multiple Audiences

• Granular, re-purposed content
• Multiple Learner profiles
• Assessment strategies
• Address multiple standards and learning outcomes

Information Technology 11
Teacher Education Program
Computer JourneysElementary Level
9
Company ProfileOpen School
Before
After

• Developed content in Word, QuarkXpress, HTML,
  other
• Cottage industry approach to course design
• Individual course designers doing their own
  thing
• Lack of management of content (resided on various
  computers/servers)
• Developed humongous print-based courses

• Developing in SGML/XML (single source)
• Consistent approach to course design
  production(structured approach)
• Digital management of content
• Implementing metadata specifications standards
  (e.g., CanCore)
• Output to various media
• Import content into different LMS
• Developing learning objects

10
Concept of Learning Objects
Lego Example
Content is seen as building blocks
Module from one course using chunks of content.
Module from another course re-purposing
chunks of content and adding new content.
11
Learning Object Models

• Atoms (D. Wiley)
• Small pieces
• Not every atom is combinable with every other
  atom
• Atoms can only be assembled in certain structures
  prescribed by their own internal structure
• Some training is required in order to assemble
  atoms

• Lego
• Small pieces
• Assemble in many ways
• All lego blocks fit together
• Anybody can put Lego together

Ideal concept

• Definitions vary
• as small as a drop, as wide as the ocean
• the context of how learning objects are used
  is important
• need the glue to tie learning objects
  together to create a meaningful learning
  experience

A bit more reality-based concept
12
MetadataInformation about Information

• Administrative metadata
• Author
• Revision date
• Rights, . . .
• Technical metadata (medium-specific)
• Duration
• Digital format
• Platform requirements, . . .
• Subject classification
• Catalogue system
• Subject heading
• Keywords

• Map
• Text
• Interactive
• Image
• Video

(Learning Object)
13
Digital Repositories an Analogy

• Labeling Metadata
• Markets Organic Yogurt (title)
• 2 plain yogurt (description)
• 500 grams (size)

Container of yogurt learning object
Refrigerator Digital Repository

• A large storage area for objects
• Different shapes and sizes and content
• Metadata allows for search and retrieval

Janet Bartz 2002
14
Examples of Canadian Learning Object Repositories

• Campus Alberta Repository of Educational Objects
• http//www.careo.org
• LearnAlberta.ca
• www.LearnAlberta.ca
• TeleCampus
• http//courses.telecampus.edu/about/index.cfm?fuse
  actionintroduction
• eduSource Canada Project
• http//www.edusource.ca/

15
The Australian Experience

• The Le_at_rning Federation Project (TLF), Australia
• Developing a national pool of quality online
  learning for Australian schools
• Goal to support teachers in enhancing student
  learning
• High quality online content, approved,
  developed according to specifications
• Discrete objects to be reassembled and
  repurposed to meet particular needs of teachers
  students
• Testing and trailing basic tools for selecting,
  sequencing, and using learning objects
• http//www.thelearningfederation.edu.au/

16
European Examples of Learning Object Repositories

• Learning Teaching in Scotland
• Implementing digital repositories
• Evaluating and testing implementation with
  teachers
• http//www.ltscotland.com/

• European SchoolNet
• Modeled after our SchoolNet
• Provides access to a widerange of resources in
  differentlanguages
• http//www.eun.org/portal/index-en.cfm

17
USA-Based Examples

• Multimedia Educational Resource for Learning and
  Online Teaching
• http//www.merlot.org

• Gateway to Educational Materials
• http//www.thegateway.org/

18
History of StandardsRailway Tracks

• By the late 1860s nine different train track
  gauges sizes were in use in North America.
• Why? Strictly used for local transportation or
  rival ambitions of the competition
• Standardization of gauge facilitates the
  exchange of rolling stock, enabling freight
  shipment and passenger traffic to pass over the
  track of multiple companies.
• Source Standardization of Track Gauge on North
  American Railways (2000) Journal of Economic
  History

Standards Interoperability
19
WARNING Many acronyms ahead!
E-Learning Specifications Standards
Tracking Monitoring CETIS (UK) EduSpecs
Technical Liaison Office (Canada) PROMETEUS (EU)
Specifications AICC EdNA GEM IMS OKI SIFW3C
Test Implementation CanCore SCORM USOeC
Standards CEN/ISSS IEEE/LTSC ISO
20
IMS Global Learning Consortium

• 55 contributing members from around the globe
  (e.g., UK, Canada, USA, Australia, Italy,
  Netherlands, Finland)
• Two key activities
• Define technical specifications for
  interoperability of applications and services in
  distributed learning.
• Support the incorporation of the IMS
  specifications intoproducts and services
  worldwide, promoting the widespread adoption of
  specifications that will allow distributed
  learning environments and content from multiple
  authors to work together (in technical parlance,
  "interoperate).
• Working on Specifications that include
• Learning Design, Metadata, Content Packaging,
  Learner Profile, Accessibility, to name a few
• http//www.imsglobal.org/

21
SCORM (Sharable Content Object Reference Model)

• SCORM is an e-learning technical specification
  developed and adopted by ADL (Advanced
  Distributed Learning)
• accelerate large-scale development of dynamic
  and cost-effective learning software and to
  stimulate an efficient market for these products
  in order to meet the education and training needs
  of the military and the nation's workforce of the
  future.
• Sponsored by the US federal government
• Being adopted outside of the defense sector
• Version 1.2 incorporates the IMS Metadata
  Content packaging and specifications
• A reference model to test effectiveness/applicatio
  n of specifications and standards.
• http//www.adlnet.org/

22
CanCore

• CanCore - the Canadian Core Learning Resource
  Metadata Protocol (CanCore) Protocol.
• A made in Canada recognized sub-set of the IMS
  Learning Resource Metadata Specification
• Facilitates easier implementation of the IMS
  Metadata Specification
• Achieving recognition and adoption within Canada
  and internationally
• http//www.cancore.org

23
Bringing it All Together

• So, what do each of these specifications
  standards actually do?

24
Metadata Tagging

• We want content to be marked with info so it can
  be browsed or searched in a consistent way.
• Specs IMS Metadata, Dublin Core
• Implementation SCORM
• Standard IEEE LOM

25
Content Packaging

• We want content to be packaged in such a way it
  can be moved from one system to another in a
  consistent way.
• Specifications IMS Content Packaging
• Implementation SCORMStandard None

26
Enterprise
Bringing it All Together..

• We want a Learning Management System to be able
  to talk to a student record system(e.g., student
  info, grades etc.)
• Specifications IMS Enterprise

27
Questions/Assessment

• We want to be able to exchange question and test
  banks from one system to another and be able to
  track usage and results from these questions in a
  Learning Management System.
• Specifications IMS Question Testing

28
Learning Design (Instructional Design)
Bringing it All Together..

• We want to design learning that captures
  pedagogical diverse experiences, while promoting
  interoperability of learning content.
• Specifications IMS Learning Design (Public
  draft recently released)

29
The Abilities of E-Learning Standards

• Interoperability
• does your system work with other systems within
  and between institutions or organizations?
• Re-usability
• can learning objects or resources be easily used
  in different subject areas, learning settings,
  and for different learner profiles
• Manageability
• can a system track information about the learner
  and the content?
• Durability
• will the technology evolve with the standards to
  avoid obsolescence? Future Proof!

30
Content Development Delivery The Big Picture
Create
Learning Content Authoring Tools
Chunk
Repurpose
Assemble
Import
Track
Deliver
Courtesy of Robby Robson, Eduworks 2002
31
What Companies are Doing with E-Learning
Specifications and Standards

• Recombo
• Series of products to assist in tagging content
• Converting legacy content into content that can
  be managed and delivered in more flexible ways.
• Odysseys Nautikos
• Learning Content Management System
• Meta data tags using CanCore
• eTraffick Solutions
• South Island Distance Education School
• Building a learning object approach to second
  language teaching/learning

32
Canadian Interoperability Issues

• Feb 18 19 2003 meetings with stakeholders from
  the e-learning community (federal, provincial,
  research, K-12, higher education, industry)
• Tools to Support Implementation
• Not there yet
• Tools need to be more transparent and easier to
  use
• dont mention the word metadata to faculty
• Complexity of implementing e-learning
  specifications and standards
• Early Adopters Various initiatives are happening
  on a federal, provincial, and industry level.
• The usual suspects involved, but how do we get
  the unusual suspects involved to form
  communities to promote the use and adoption
  (e.g., build community of users)?

33
Getting Started with E-learning Specifications
and Standards

• Different situations will have different needs
• Tip 1 Awareness/Familiarity with E-Learning
  Standards Specifications
• Become familiar with e-learning specifications
  standards (e.g., ARIADNE, IEEE, IMS, Dublin
  Core, SCORM and CanCore).
• Monitor their web sites, read documents,
  participate in on-line discussions.
• Be aware of various levels of emerging
  specifications such as metadata or content
  structures.
• Bring up the issue of specifications standards
  in your organization.
• Get people thinking about it!

34
Getting Started with E-learning Specifications
and Standards

• Tip 2 Start Small
• Start with Metadata
• Design a small set of metadata to accompany your
  materials in the form of a simple database.
• Creating Content
• Begin authoring with a structured approach in
  mind (e.g., course a collection of modules,
  with sections, with lessons, with topics
  activities).
• Chunk your content
• Use unstructured applications (e.g., content
  writers in some organizations use Word templates)
• Content can then flow into a structured model
  more easily.

35
Getting Started with E-learning Specifications
and Standards

• Tip 3 Get Involved with E-Learning Standards
  Specifications
• Process for involvement with various standards
  bodies is similar in most cases (some cost and
  others do not)
• Join as an individual or corporate member.
• Subscribe to email listservs
• Attend quarterly meetings
• Join working groups
• Check out various web sites for more specific
  information

36
Canadas Innovation Strategy

• Goals
• For Canada to become one of the most innovative
  countries in the world
• Improve Canadas innovation performance to secure
  competitiveness and a higher standard of living
• Priority areas
• knowledge performance, skills, innovation
  environment, and skills
• Both papers describe need to strengthen capacity
  for innovation and improve the levels of skills
  within the Canadian population

37
E-Learning and SchoolNet

• Information Highway Applications Branch of
  Industry Canada has developed a number of
  programs that facilitate the integration of ICT
  into learning
• Network of Innovative Schools, GrassRoots
  (www.schoolnet.ca)
• Canadas Campus Connection (www.campusconnection.c
  a)
• Multimedia Learning Group, under the SchoolNet
  umbrella, supports applications, tools, models,
  and practices for e-learning
• which enable sharing of learning resources
  by education institutions, governments, and
  business

38
What is EduSpecs ?

• Goal is to facilitate the creation and adoption
  of international e-learning specifications and
  standards for Canada
• 2002-established EduSpecs Technical Liaison
  Office currently being led by Open School
  British Columbia (formerly part of the Open
  Learning Agency)
• Coordinates Canadian participation on Canadian
  international specifications bodies including
  IMS, IEEE/LTSC, ISO/IEC/JTC1SC36 to influence
  development of specs and standards that reflect
  Canadas unique linguistic and cultural interests
• Disseminates information on specifications and
  standards to Canadas e-learning community

39
EduSpecs Web Site

• Newly updated and interactive Web site to become
  primary vehicle for learners, educators, and
  practitioners to find practical information on
  the application and implementation of standards
  and specifications relating to on-line content
  development
• Detailed information about specifications,
  standards, learning objects, and learning object
  repositories
• Interactive e-learning communities for e-learning
  educators and practitioners to exchange
  information, share best practices, and add
  resources to the Web site
• http//eduspecs.ic.gc.ca

40
http//eduspecs.ic.gc.ca
41
EduSpecs Pilot Projects

• Description
• Series of trials and experiments explored,
  evaluated, and tested use of interoperability
  standards for on-line learning, digital learning
  objects, and learning object repositories in
  education community
• Projects involved retrieval/building of learning
  objects, exchange, meta data tagging
• Participant Canadian Virtual University,
  Canadian Virtual College Consortium,
  Ottawa-Carleton Catholic District School Board,
  Telus Learning, New Brunswick Distance Education
  Network and eduSource

42
Pilot Projects

• Primary Objectives
• Forster integration of ICT into real-life
  learning settings
• Help create successful models of collaborative
  development of on-line learning
• Test models of effective and efficient practices
  in the creation and deployment of learning
  objects among various communities of users
• Improve access to quality on-line educational
  resources

43
Pilot Projects

• Key Activities
• Forster integration of ICT into real-life
  learning settings
• Help create successful models of collaborative
  development of on-line learning
• Test models of effective and efficient practices
  in the creation and deployment of learning
  objects among various communities of users
• Improve access to quality on-line educational
  resources

44
Pilot Projects

• Results-Successes
• Ninety-six (96) learning objects were created or
  found for this project, approximately 36 of these
  objects were uploaded to CAREO. Fifty-four of the
  learning objects (K-12) were deposited in a web
  site or a temporary (LOR- Learning Object
  Repositories)
• Increased level of awareness and knowledge of
  learning objects and meta data tagging
• Promotional collaboration among educators
  developing and using learning objects
• Tested tools and provided opportunities to impact
  further development. Fostered discussions around
  the potential creation of a virtual community of
  practice.

45
Pilot Projects

• Results-Challenges
• Building comprehensive learning objects was
  labour intensive
• Uploading learning objects required considerable
  persistence and motivation retrieval of learning
  objects was not always an efficient process
• Numerous technical difficulties encountered
  during tagging of learning objects metadata
  instructions were too technical and difficult to
  decipher
• Perhaps experts rather than teachers could be
  involved in learning object development and
  tagging

46
EduSpecs Next Steps

• Establishing pan-Canadian network of experts and
  partners in the Canadian e-learning community
• Undertake further pilot projects to explore,
  evaluate, and test use of interoperability
  standards for on-line learning, digital learning
  objects, and learning object repositories among
  educational organizations
• Focus on Aboriginal groups, persons with
  disabilities, and workplace learning
• Training sessions to introduce educators and
  practitioners to standards and learning objects
• Forster the creation of a virtual community of
  users developing and using learning objects in
  education settings

47
A Few Things to Keep In Mind about E-Learning
Standards Specifications

• E-Learning Specifications Standards are
  emerging as important considerations for content
  development.
• Supporting new ways of developing content (e.g.,
  notion of Learning Object, tagged content,
  structured content)
• Benefits of standards are many varied
• Mix and match of content
• Interchangeable content
• Not trapped by a particular proprietary
  learning technology
• Manage track content
• Many e-learning standards and specificationsexis
  t in varying degrees of development.
• Different standards bodies have different roles
  responsibilities.
• Often compliment each other in a holistic way.

48
Resources

• EduSpecs Web Site
• http//eduspecs.ic.gc.ca
• MAISE Centre Report
• http//www.masie.com/standards/S3_Guide.pdf
• Centre for Educational Technology Interoperable
  Standards
• http//www.cetis.ac.uk/
• Learning Objects (David Wiley)
• http//reusability.org/read/

49
Contacts

• Solvig Norman
• Open School British Columbia
• EduSpecs Technical Liaison Office
• 250 356 1313
• Solvig.Norman_at_gems9.gov.bc.ca
• www.openschool.bc.ca

• Mary Da Costa
• Project Officer, EduSpecs Program
• Industry Canada
• 613 954 0157
• DaCosta.Mary_at_ic.gc.ca

Ann Bowering Multimedia Learning Group Industry
Canada Bowering.Ann_at_ic.gc.ca