www.cetis.ac.uk Dublin Core Metadata Initiative Conference,3-6 Oct. 2006 Vocabularies for describing pedagogical approach in e- learning: a scoping study Sarah Currier, Intrallect Ltd Sheila MacNeill, CETIS, University of Strathclyde Lisa Corley, CETIS, University of Bolton Lorna Campbell, CETIS, University of Strathclyde Helen Beetham, JISC Consultant
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Www.cetis.ac.ukDublin Core Metadata Initiative Conference,3-6 Oct. 2006 Vocabularies for describing pedagogical approach in e-learning: a scoping study.
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Outline• Acronym soup• Overview of project (2)• Scope of project (2)• Emerging needs in e-learning (5)• Summary of requirements (1)• Current landscape (12)• Developing vocabularies (2)• Recommendations (2)• Since the project finished (1)
• Short review only: Aug.-Dec. 2005• CETIS Project with expert Working Group• Project Manager- Lorna Campbell; Senior Research Fellow- Sarah Currier• 24 Dec. 2005: 2 reports completed with recommendations to JISC
Overview of project (2 of 2)Scoping the potential for development and use of one
or more pedagogical vocabularies for the UK post-16 educational communities:
1. Reviewing existing vocabularies relevant to the UK post-16 and HE education sectors
2. Reviewing technologies for capturing, developing and managing vocabularies, including relevant standards and specifications, tools, and methodologies
3. Making recommendations on:• further development work in this area• how further work could be linked with related JISC work,
- International interest in the sharing, reuse and repurposing of learning objects …- … in describing and sharing information about the sequencing of learning objects, the educational context within which they are used, and the educational purpose that they may fulfil ... - … also from the angle of describing, specifying and sharing interoperable learning activity designs.
2. Learning design and IMS Learning Design (1 of 3)
- ‘Learning design’ has brought focus on learner activities, rather than on content or administrative aspects of e-learning- IMS Learning Design: XML specification for expression of learning activity designs, so that they may be delivered and shared across a range of platforms - A number of systems supporting ‘learning design’ and IMS Learning Design have been in development …-Emergent need for vocabularies to describe designs
2. Learning design and IMS Learning Design (2 of 3)
Vocabularies for ‘learning design’ and IMS LD must:a) Focus on learning activities, rather than on broad approaches to or theories of learning;b) Identify and articulate (at least) the following elements:
- Type of learning activity- Desired learning outcomes - Learning systems or services required in the
activity- Other aspects of the learning environment- Roles of participants in the learning activity.
c) Reflect common usage among those educational practitioners who are likely to be developing and exchanging learning designs.
2. Learning design and IMS Learning Design (3 of 3)
“These requirements make clear the need for new conceptions of learning object meta-data, and new ways of using repositories—not just for search and retrieval, but as a living, growing body of shared practice.” – Philip and Dalziel, 2003.
- … need to describe common practice so that resources can be shared across their communities …- … tools must reflect the real needs of teachers.
However:-The models of practice used by e-learning specialists do not necessarily relate to models used by teachers.-Many teachers do not describe their teaching approaches with the formal terms used by educational researchers.
Summary of requirementsRequirements for pedagogical vocabularies are clearly broader than the need for good quality
metadata:a) Application and tool developmentb) Personalisation - of content, tools, and teaching and learning environments according to pedagogical preferences, styles and principles. c) Articulation – shared pedagogical vocabularies can help teachers and learning technologists to reflect on their practice and discuss it in coherent terms.d) Cross-domain communication –bridge between system developers, learning technologists, educational developers, teachers and learners. e) Resource description and discoveryf) Conceptual modelling for learning design domain
“The 121 pages that comprise the first two survey reports […] seem hardly to justify the tepid seven-page ‘Recommendations’ document that follows. Study study study, disseminate more study, pilot a bit, repeat. Sorry guys, I wish I could be more enthusiastic about this; I want to take succour in the belief we can control the growing chaos, find sense through old patterns and methods, but you know what, I can’t do it any more, I have seen the light, and this is not it.” – Scott Leslie, EdTechPosthttp://www.edtechpost.ca/mt/archive/000738.html
Current landscape (1 of 12)Metadata standards and pedagogical
vocabularies1. IEEE LOM - Has element category: 5. Educational, includes 5.2
Learning Resource Type, which has some pedagogical vocabulary terms such as “lecture”.
- Has element category 9. Classification which supports the use of controlled vocabularies; could be used for pedagogical approach but isn’t much used in this way at present.
2. Dublin Core- DC-Ed AP has element Instructional Method, which
recommends use of a controlled vocabulary; looking at defining GEM educational vocabularies including Teaching Method.
Current landscape (2 of 12)IMS Learning Design and pedagogical
vocabularies
- IMS LD provides elements within which relevant vocabularies could be recommended or specified.
- Some projects have used or adapted existing pedagogic vocabularies, others have set out to develop and test their own.
- Difficulty identifying existing vocabularies that meet the requirements noted previously.
- IMS LD elements focus on learning activity as the basic unit of description; implies a logical structure to the description of learning that differs from the rationale behind many existing vocabularies.
Current landscape (3 of 12)KOSs for education as subject/discipline in UK
- UK DfES simultaneously reviewed controlled vocabularies for the education sector
- British Educational Thesaurus recently carried out strategic development and planning work
- However, it is not yet clear how, or even if, any pedagogical vocabularies developed within e-learning will relate to subject vocabularies covering education as a discipline
- Mutual communication across these groups is already in place.
Current landscape (5 of 12)Inventory of pedagogical vocabularies (2 of 9)
- Vocabularies described using schema derived from Section 4.4: Use of LOM for Describing Vocabularies from CEN Working Agreement 14871 (schema described in paper and in full report);
- Used information immediately available; not much time for in-depth research!;
- Some vocabularies in first section are not KOSs so the schema was not used to describe these (e.g. Bloom’s Taxonomy);
Current landscape (7 of 12)Inventory of pedagogical vocabularies (4 of 9)
1. Models of educational theory and practice
(NB: These are models important in the UK).- Bloom’s Taxonomy- Laurillard- Paulsen- Salmon- Shuell- Patterns and pattern languages+ references to a number of more in-depth
reviews of educational models (including learning styles).
- Support for the use of vocabularies across the JISC community;
- Pedagogical vocabularies and learning designs;- Vocabularies, reference models and the eFramework;- Semantic web technologies;- Usage and mapping of existing controlled vocabularies
within the domain of e-learning;- Community generated vocabularies;- Vocabulary creation resources and guidelines.