Model-Driven Instructional Engineering to Generate Adaptable Learning Materials

1
Model-Driven Instructional Engineering to
Generate Adaptable Learning Materials

• Juan Manuel Dodero
• Universidad Carlos III de Madrid
• ICALT 2006, ADALE Workshop

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Introduction

• Objective
• Analyze model-driven software engineering
  approach for
• Customizing high-level generation of LDs
• Adapting LDs
• Agenda
• Related work
• Systematic Instructional Design
• Instructional Engineering
• Issues
• Exploring Model-Driven approach
• Conclusions

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Systematic Instructional Design

• Instructional Design and Technology (IDT)
• IDT encloses the analysis of learning problems,
  as well as design, development, assessment and
  management of processes and resources intended to
  improve learning. IDT professionals often use
  systematic ID procedures and employ a variety of
  instructional media to accomplish their goals
  Reiser Dempsey, 2002
• Related work on systematic IDT
• R.D. Tennyson, A. E. Barro (1995) Automating
  instructional design Computer-based development
  and delivery tools, Springer, 1995.
• Paquette et al. (1999) MISA A knowledge-based
  method for the engineering of learning systems.
  Journal of Courseware Engineering, 2.
• R. A. Reiser, J. V. Dempsey (2002) Trends and
  issues in instructional design and technology,
  Merrill/Prentice Hall.
• Sloep, Hummel Manderveld (2005) Basic Design
  Procedures for E-learning Courses, in Koper
  Tattersall (Eds.) Learning Design.

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Instructional Engineering (IE)

• Definition of IE
• A method that supports the analysis, the design
  and the delivery of a learning system,
  integrating the concepts, the processes and the
  principles of instructional design, software
  engineering and cognitive engineering Paquette,
  2002
• Related work
• CEM method ? L. Uden An engineering approach
  for online learning, Journal of Distance
  Engineering Education, 1(1)
• MISA Method ? Paquette et al. (2005) An
  Instructional Engineering Method and Tool for the
  Design of Units of Learning, in Koper
  Tattersall (Eds.) Learning Design
• CPM profile ? Nodenot et al. (2003) A UML
  profile incorporating separate viewpoints when
  modeling co-operative learning situations, Int.
  Conf. on Information Technology Research and
  Education.

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Some IE Issues

• Issue 1 Different models
• Different roles provide design specifications
  pertaining to different models
• Issue 2 Different levels of abstraction
• Any role can provide design specifications with
  different levels of abstraction
• Issue 3 Different contexts
• Learning objects and services are useful for
  specific learning contexts (they are not
  instructionally universal)
• Issue 4 Different concerns
• Pedagogy is the same, but learning topic is
  different
• Learning topic is the same, but pedagogy is
  different

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Exploring MDA
mappings and transforms
CIMComputation-Independent Model
PIMPlatform-Independent Model
PSMPlatform-Specific Model
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Model mappings and transforms
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Model-Driven IE
CIMComputation-Independent Model
Pedagogical model
Security
Navigation
Etc.
PIMPlatform-Independent Model
E-learning model
SCORM
IMS LD
Etc.
PSMPlatform-Specific Model
LMS-specific
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MDIE current approaches

• Adaptive hypermedia (applied to e-learning
  scenario)
• S. Ceri, P. Dolog, M. Matera W. Nejdl (2004)
  Model-driven design of Web Applications with
  Client-Side Adaptation, ICWE04.
• PSM level
• Grob, Bensberg, Dewanto (2005) Model Driven
  Architecture (MDA) Integration and Model Reuse
  for Open Source eLearning Platforms, e-Learning
  and Education Journal, 1, feb 2005.
• Wang Zhang (2003), MDA-based Development of
  E-Learning System, ICSA03
• PIM level
• Nodenot et al. (2004) Model-based Engineering of
  Learning Situations for Adaptive Web Based
  Educational Systems, Proc. of WWW04 Conference,
  New York, USA.
• Upper levels
• Díez et al. (2006) Towards An Effective
  Instructional Engineering Analysis Method, Proc.
  of EC-TEL06, Crete, Greece.

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MDD Generative approach
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Model merge
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Example multiple models
Model Dimension Experts Meta-models
X0 Subject-specific e.g. mathematicians (if developing a course on mathematics) e.g. mathematical ontologies Gruber and Olsen, 1994, MathML Carlisle et al., 2003, etc.
X1 Technical LT experts, software engineers, etc. SCORM, IMS LD, IMS QTI, etc.
X2 Pedagogical Pedagogues, instructors, etc. Educational ontologiese.g. Leidig, 2001, Mizoguchi, 1996
X3 Usability Usability engineers, cognitive scientists, etc. Usability modele.g. García-Barriocanal, 2003
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Conclusion

• The machine has been delegated a problem which
  is and remains primarily a teaching problem,
  interview with Prof. R. Maragliano,
  elearningeuropa.info, 23 Aug 2004.
• MD instructional engineering
• It is not about (fully) automated instructional
  design
• It deals with different levels of automation
• Model-driven considers
• different levels of abstraction of specifications
• different models/domains
• separate context-specific issues
• separate pedagogical issues