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Sicilia-Aera08

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Miguel-Angel Sicilia
Miguel-Angel Sicilia

The document discusses sharing educational resources and learning objects openly on the internet. It proposes representing instructional design methods and theories using ontologies to allow searching for and comparing learning designs based on the instructional approaches used. Recording more details about learning designs could help link theoretical approaches to practical outcomes, inform future design work, and enable more rigorous comparisons between different instructional techniques. Representing instructional design processes formally may help move the field towards more data-driven, evidence-based practices.

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Reuse, instructional design and learning objects Miguel-Angel Sicilia Information Engineering Research Unit University of Alcalá [email_address]
We live the age of open sharing ,[object Object],[object Object]
A definition for “learning object” ,[object Object],[object Object],[object Object]
Learning designs (IMS LD) ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]
Where is the (instructional) design? ,[object Object],[object Object],[object Object],[object Object]
Where is the design? ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]
What is being shared? Open LMSs and open repositories (e.g. .LRN and Paloma respectively) learning needs instructional design activity structure resources resources use in learning situations IMS LD Unit of Learning activity structure + reference to LO and services metadata
Is it possible to represent ID methods? ,[object Object],[object Object]
Ontologies and rules ,[object Object],[object Object],[object Object],lr:LearningObject(?lo)  lr:hasPart(?lo, ?lo2)  lr:hasPart(?lo, ?lo3)  lr:ExerciseLO(?lo2)  lr:ExerciseLO(?lo3)  hasAbundantExamples(?lo, true) lr:LearningObject(?lo1)  lr:hasPart(?lo1, ?lo2)  lr:hasPart(?lo2, ?lo3)  lr:hasPart(?lo1, ?lo3)
Usage ,[object Object],For each of the concepts identified in the objective s, generate in the IMS LD method an activity to teach the concept, which contains an activity that is specific for exercising, and has in its Environment a KnowledgeObject of type exercise. Check that the “appropriate” number of resources of type exercise are included as part of the Environment of the activities. Contrast that those examples illustrate the same concept expressed in the objective of each activity. “ give abundant examples” generating checking Method
Elaboration theory ,[object Object]
Other models… ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]
What if everything was stored? ,[object Object],[object Object],[object Object],[object Object],[object Object],semester 1’ 05 semester 2’ 05 semester 1’ 06 semester 2’ 08 … ID A ID A ID B ID B … learning outcomes learning outcomes learning outcomes … learning outcomes
Why recording the design is important? ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]
Outlook ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]

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Sicilia-Aera08

  • 1. Reuse, instructional design and learning objects Miguel-Angel Sicilia Information Engineering Research Unit University of Alcalá [email_address]
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  • 7. What is being shared? Open LMSs and open repositories (e.g. .LRN and Paloma respectively) learning needs instructional design activity structure resources resources use in learning situations IMS LD Unit of Learning activity structure + reference to LO and services metadata
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