1998-05-21 LTSA 4.00 Overview, Frank Farance 1
Learning Technology Systems Architecture -- Overview
LTSA 4.00
Frank FaranceFarance/Edutool
[email protected], +1 212 486 4700
Slides and Document: http://www.edutool.com/ltsa
1998-05-21 LTSA 4.00 Overview, Frank Farance 2
Overview
• Review of goals• Abstraction-Implementation Layers• Review of each layer• Demonstration of perspectives• What does conformance mean?• Open issues
1998-05-21 LTSA 4.00 Overview, Frank Farance 3
Review of goals
• Identify common components• Identify critical interfaces• Widespread applicability:
– platform-neutral– content-neutral– pedagogically-neutral
1998-05-21 LTSA 4.00 Overview, Frank Farance 4
Architecture DefinitionAnd Purpose
• LTSA 4.0 specification:http://www.edutool.com/ltsa
• [Excerpt:] “In general, the purpose of developing systems architectures is to discover high-level frameworks for understanding certain kinds of systems, their subsystems, and their interactions with related systems. ...”
1998-05-21 LTSA 4.00 Overview, Frank Farance 5
Architecture DefinitionAnd Purpose (cont’d)
• [Excerpt cont’d:] “… An architecture isn't a blue print for designing a single system, but a framework for designing a range of systems over time, and for the analysis and comparison of these systems. …”
1998-05-21 LTSA 4.00 Overview, Frank Farance 6
Architecture DefinitionAnd Purpose (cont’d)
• [Excerpt cont’d:] “… By revealing the shared components of different systems at the right level of generality, an architecture promotes the design and implementation of components and subsystems that are reusable, cost-effective, and adaptable.”
1998-05-21 LTSA 4.00 Overview, Frank Farance 7
Abstraction-Implementation Layers
• The Groupings -- abstractions vs. implementations• The Priorities -- ordering• The Notations -- text, system, bus• The LTSA Layers -- five layers
1998-05-21 LTSA 4.00 Overview, Frank Farance 8
Abstraction-Implementation Layers:The Groupings
• Organize engineering details into several groupings from high-level (coarse granularity) to low-level (fine granularity)
• Groupings are called layers• Layers above are called abstractions• Layers below are called implementations
1998-05-21 LTSA 4.00 Overview, Frank Farance 9
Information InclusionOrganize raw details as: good, borderline, and bad examples
Raw Details Bad
Good
Borderline
1998-05-21 LTSA 4.00 Overview, Frank Farance 10
Information ExclusionEssential vs. Non-Essential Details: Depends on Context
Browser ServerWeb Content
Browser ServerWeb Content
User Request(“Pull”)
Browser ServerWeb Content
Server Initiated(“Push”)
Browser ServerWeb Content
HTMLCGI
#1: Minimal Details, Only Data Flow
#3: (Again) More Details, Control Flow
#2: More Details, Control Flow
#4: More Details, Related Subsystems
1998-05-21 LTSA 4.00 Overview, Frank Farance 11
Architecture Abstraction Hierarchy Reference Model (Belz, Suthers, Wheeler)
Application Model
Abstract System Model
- Interaction Model
- Conceptual Model
Abstract Implementation Model
Resource Model
LTSA Layer 1; IEEE 1484.1
LTSA Layer 2; IEEE 1484.1; AICC
LTSA Layer 4; IEEE 1484.1; IMS; AICC
LTSA Layer 5; IEEE 1484.1, 1484.2, 1484.4, 1484.6, 1484.7, 1484.10, 1484.11, 1484.12, 1484.13; IMS; AICC, ARIADNE
No category:IEEE 1484.3, 1484.9
LTSA Layer 3; IEEE 1484.1; IMS
1998-05-21 LTSA 4.00 Overview, Frank Farance 12
Abstraction-Implementation Layers:The Priorities
• High-level design issues have most pervasive effect on design: first priority
• Low-level design issues are localized: consider these issues later
• Example: building a house– High-level (higher design priority): layout and number of rooms– Low-level (leave till later): choosing wallpaper
1998-05-21 LTSA 4.00 Overview, Frank Farance 13
Iterative AbstractionDesign Priorities: Colors (high), Shapes (medium), Raw Details
Raw Details
Abstraction of Raw Details:Shapes (Arrow, Box, Star)
Abstraction of Shapes:Colored Polygons (Red, Green, Blue)
1998-05-21 LTSA 4.00 Overview, Frank Farance 14
Iterative ImplementationDesign Priorities: Colors (high), Shapes (medium), Raw Details
Implementation of Colored Shapes: Constraints: Arrows Connected to Polygons
Implementation of Shapes withConstraints: Red, Green, Blue
Implementation of Colored Polygons with Constraints:Eight or fewer sides
1998-05-21 LTSA 4.00 Overview, Frank Farance 15
Abstraction-Implementation Layers:The Notations
• High-level: systems (Yourdon) diagrams– Process (oval), store (box), flow (arrow)– Static connections (flows) identify functional decomposition
• Low-level: bus diagrams– Bus (bar), connector (line), system (box)– Dynamic, point-to-point connections for on-demand, arbitrary
component communication
1998-05-21 LTSA 4.00 Overview, Frank Farance 16
Systems Notation:Processes, Stores, Flows
DataProcess
DataProcess
ControlProcess
One-Way Control Flow
One-WayData Flow
Two-Way Control Flow
Two-Way Data Flow
DataStore
ControlStore
1998-05-21 LTSA 4.00 Overview, Frank Farance 17
Bus Notation
• Common naming• Common control flow (initiating transactions)• Non-homogeneous data flow (different transactions)• Dynamic, on-demand connections
1998-05-21 LTSA 4.00 Overview, Frank Farance 18
Bus Notation:General Concepts
- Common naming
- Common control flow
- Non-homogeneous data flow
- Dynamic, on-demand connections
P
Q
R
S
Each member of bus has
unique name and shares namespace
1998-05-21 LTSA 4.00 Overview, Frank Farance 19
Bus Notation:General Concepts
- Common naming
- Common control flow
- Non-homogeneous data flow
- Dynamic, on-demand connections
P
Q
R
S
Each member uses same protocol to
request or respond to transactions
1998-05-21 LTSA 4.00 Overview, Frank Farance 20
Bus Notation:General Concepts
- Common naming
- Common control flow
- Non-homogeneous data flow
- Dynamic, on-demand connections
P
Q
R
S
Common control protocol, but different
data protocols
Example:PQ uses FTP, but
PR uses HTTP
FTP overTCP/IP bus
HTTP overTCP/IP bus
1998-05-21 LTSA 4.00 Overview, Frank Farance 21
Bus Notation:General Concepts
- Common naming
- Common control flow
- Non-homogeneous data flow
- Dynamic, on-demand connections
P
Q
R
S
No permanent connections among members of bus; each transaction is a connection
Examples:1. Q sends to P2. P broadcasts to all3. R sends to Q
1998-05-21 LTSA 4.00 Overview, Frank Farance 22
Systems vs. Bus Notation
• Systems notation useful for:– Small number of components– Dedicated functions for each component– Useful for LTSA layers 1, 3, and 4
• Bus notation useful for:– Large number of components– Dynamic, on-demand connections between components– Useful for LTSA layer 5
1998-05-21 LTSA 4.00 Overview, Frank Farance 23
Abstraction-Implementation Layers:The LTSA Layers
• LTSA from high-level to low-level:– Layer 1: Learner and environment interactions– Layer 2: Human-centered features– Layer 3: System components– Layer 4: Stakeholder perspectives– Layer 5: Operational components
1998-05-21 LTSA 4.00 Overview, Frank Farance 24
Layer 1: Learner AndEnvironment Interactions
• Learner interacts with “environment” as part of a “learning experience”
Learner
Teacher
Other Students*Books
Library
CoachMentorCollaboration*
School
Other Employees*
Internet/Web
Television
Lab Parent
Computers
EmployerNewspaper
Multimedia
* See later slide: collaboration is internal to Learner
1998-05-21 LTSA 4.00 Overview, Frank Farance 25
Layer 1: Learner and Environment:How Environment Effects Learner
• Primary Focus: the effect of environment on the learner, not the effect of learner on the environment
• Learner can have important effects on environment (research, teaching teachers, etc.), but is not primary technical focus of learning technology
1998-05-21 LTSA 4.00 Overview, Frank Farance 26
Layer 1: Learner and Environment:Collaboration: Internal to Learner
• LTSA “learner” (abstraction) can represent one or more “students” (humans).
• Collaboration among students is internal to learner• Thus, from an information technology perspective, all
learner interaction is from the environment to the learner, i.e., inbound information
1998-05-21 LTSA 4.00 Overview, Frank Farance 27
Layer 1: Learner and EnvironmentLearning Interactions: Input to Learner
• Primary Focus: technology issues, i.e., the flow of information, not pedagogy
Environment Student
Student
Student
Learner
CollaborationLearning
Interactions
1998-05-21 LTSA 4.00 Overview, Frank Farance 28
Layer 2: Human-Centered Features Limitations => Effect on Design
• Humans receive the learning experience (human learning), not computers (machine learning)
• Human communication: fundamental limitations has pervasive effect on design
Environment LearningInteractions
LearnerLearner is not a computer.Human learners havelimitations -- complicatesreceiving information fromlearning interactions.
1998-05-21 LTSA 4.00 Overview, Frank Farance 29
Layer 2: Human-Centered Features Why humans aren’t computers
• Humans aren’t reliable receivers of information:– Humans mishear or don’t hear at all– Retransmission is necessary
• Humans aren’t predictable receivers of information:– Humans hear different than desired– Different strategies are necessary
1998-05-21 LTSA 4.00 Overview, Frank Farance 30
Layer 2: Human-Centered Features Why humans aren’t computers (cont’d)
• Humans learn differently (and over time):– Humans differently from each other– Same human may learn differently over time– Need intelligent customization, configuration– Need rich knowledge library for diverse humans
• Negotiate learner styles:– Learner alone or system coach alone cannot determine best
learning style
1998-05-21 LTSA 4.00 Overview, Frank Farance 31
Layer 2: Human-Centered Features Constructing LTSA System Components
• #1: Start with human sensory input: multimedia delivery to learner (similar to entertainment)
• #2: Add feedback loop for human unreliability• #3: Add records database for varying teachers, infer
intelligently about student capability• #4: Add rich knowledge library, search, and lookup for
diversity of humans• #5: Add negotiated learning styles
1998-05-21 LTSA 4.00 Overview, Frank Farance 32
Step #1: Transferring Information
• Transfer information to Learner• Sensory input/interactions for humans• Delivery of Multimedia: same as entertainment
Delivery
LearnerMultimedia
1998-05-21 LTSA 4.00 Overview, Frank Farance 33
Step #2: Feedback/Coaching Loop
• Feedback necessary, humans are unreliable receivers, e.g., they don’t hear what you tell them
• Current state of feedback loop: Behavior, Evaluation, Assessment
Delivery
Learner
Evaluation
SystemCoach
Multimedia Behavior
A s s e s s m e n tL o c a t o r I n d e x
1998-05-21 LTSA 4.00 Overview, Frank Farance 34
Step #2: Feedback/Coaching Loop (cont’d)
• System Coach: determines corrective actions• Locator Index:
– e.g., next lesson (Learning Content) towards objective– directs Delivery of Multimedia to Learner
• Loop recovers from errors, focuses on target
Delivery
Learner
Evaluation
SystemCoach
Multimedia Behavior
A s s e s s m e n tL o c a t o r I n d e x
1998-05-21 LTSA 4.00 Overview, Frank Farance 35
Step #3: Records Database
• Performance information– helps infer corrective action over long periods of time– nomadic students: allows student migration (handoff) to different
teachers (e.g, grade promotion) and different institutions • Records Database: Learner’s history, objectives
Delivery
Learner
Evaluation
SystemCoach
Performance (new)
Multimedia Behavior
RecordsDatabase
Performance (current)Performance
(history)
A s s e s s m e n tL o c a t o r I n d e x
1998-05-21 LTSA 4.00 Overview, Frank Farance 36
Step #4: Knowledge Library
• Humans are unpredictable and diverse• Knowledge libraries necessary to match human diversity• System Coach:
– directs different learning styles and strategies– based on Learner’s history, objectives, and Assessment– supported via queries to Knowledge Library for appropriate Learning
Content
Delivery
Learner
Evaluation
SystemCoachKnowledge
Library
Content Index(metadata)
Query Index
LearningContent
Performance (new)
Multimedia Behavior
RecordsDatabase
Learning Content
Performance (current)Performance
(history)
A s s e s s m e n tL o c a t o r I n d e x
1998-05-21 LTSA 4.00 Overview, Frank Farance 37
Step #5: Advice from the Learner
• Humans are self-aware: can give advice on learner styles• Learning Styles:
– interaction between Learner and system to negotiate different learning styles
– negotiation might actually be assertion: Learner may assert (e.g., experimentation), or system coach may assert (e.g., primary school might dictate learning style)
Delivery
Learner
Evaluation
SystemCoachKnowledge
Library
Content Index(metadata)
Query Index
LearningContent
Performance (new)
Multimedia Behavior
LearningStyle
RecordsDatabase
Learning Content
Performance (current)Performance
(history)
A s s e s s m e n tL o c a t o r I n d e x
1998-05-21 LTSA 4.00 Overview, Frank Farance 38
Review: System Generated SolelyBy Human-Centered Features
• #1: Transferring Information• #2: Feedback loop: unreliable Learners• #3: Records Database: history supports intelligent inferences, history
allows Learner migration• #4: Knowledge Library: varying/diverse student capabilities• #5: Learning Style: negotiate between Learner/system
Delivery
Learner
Evaluation
SystemCoachKnowledge
Library
Content Index(metadata)
Query Index
LearningContent
Performance (new)
Multimedia Behavior
LearningStyle
RecordsDatabase
Learning Content
Performance (current)Performance
(history)
A s s e s s m e n tL o c a t o r I n d e x
1998-05-21 LTSA 4.00 Overview, Frank Farance 39
Review: System Generated SolelyBy Human-Centered Features
• #1: Transferring Information• #2: Feedback loop: unreliable Learners• #3: Records Database: history supports intelligent inferences, history
allows Learner migration• #4: Knowledge Library: varying student capabilities• #5: Learning Style: negotiate between Learner/system
Delivery
Learner
Evaluation
SystemCoachKnowledge
Library
Content Index(metadata)
Query Index
LearningContent
Performance (new)
Multimedia Behavior
LearningStyle
RecordsDatabase
Learning Content
Performance (current)Performance
(history)
A s s e s s m e n tL o c a t o r I n d e x
1998-05-21 LTSA 4.00 Overview, Frank Farance 40
Review: System Generated SolelyBy Human-Centered Features
• #1: Transferring Information• #2: Feedback loop: unreliable Learners• #3: Records Database: history supports intelligent inferences,
history allows Learner migration• #4: Knowledge Library: varying student capabilities• #5: Learning Style: negotiate between Learner/system
Delivery
Learner
Evaluation
SystemCoachKnowledge
Library
Content Index(metadata)
Query Index
LearningContent
Performance (new)
Multimedia Behavior
LearningStyle
RecordsDatabase
Learning Content
Performance (current)Performance
(history)
A s s e s s m e n tL o c a t o r I n d e x
1998-05-21 LTSA 4.00 Overview, Frank Farance 41
Review: System Generated SolelyBy Human-Centered Features
• #1: Transferring Information• #2: Feedback loop: unreliable Learners• #3: Records Database: history supports intelligent inferences, history
allows Learner migration• #4: Knowledge Library: varying student capabilities• #5: Learning Style: negotiate between Learner/system
Delivery
Learner
Evaluation
SystemCoachKnowledge
Library
Content Index(metadata)
Query Index
LearningContent
Performance (new)
Multimedia Behavior
LearningStyle
RecordsDatabase
Learning Content
Performance (current)Performance
(history)
A s s e s s m e n tL o c a t o r I n d e x
1998-05-21 LTSA 4.00 Overview, Frank Farance 42
Review: System Generated SolelyBy Human-Centered Features
• #1: Transferring Information• #2: Feedback loop: unreliable Learners• #3: Records Database: history supports intelligent inferences, history
allows Learner migration• #4: Knowledge Library: varying student capabilities• #5: Learning Style: negotiate between Learner/system
Delivery
Learner
Evaluation
SystemCoachKnowledge
Library
Content Index(metadata)
Query Index
LearningContent
Performance (new)
Multimedia Behavior
LearningStyle
RecordsDatabase
Learning Content
Performance (current)Performance
(history)
A s s e s s m e n tL o c a t o r I n d e x
1998-05-21 LTSA 4.00 Overview, Frank Farance 43
Layer 3: System Components
• Processes: Learner, Evaluation, System Coach, Delivery• Stores: Records Database, Knowledge Library• Flows: Behavior, Assessment, Performance (past, present, future), Indexes
(query, content, and locator), Learning Content, Multimedia, Learning Style
Delivery
Learner
Evaluation
SystemCoachKnowledge
Library
Content Index(metadata)
Query Index
LearningContent
Performance (new)
Multimedia Behavior
LearningStyle
RecordsDatabase
Learning Content
Performance (current)Performance
(history)
A s s e s s m e n tL o c a t o r I n d e x
1998-05-21 LTSA 4.00 Overview, Frank Farance 44
Learner(process, human)
• Abstraction of student• Can represent more than one student• Learner:
– Receives Multimedia– Emits Behavior– Negotiates Learning Style
Delivery
Learner
Evaluation
SystemCoachKnowledge
Library
Content Index(metadata)
Query Index
LearningContent
Performance (new)
Multimedia Behavior
LearningStyle
RecordsDatabase
Learning Content
Performance (current)Performance
(history)
A s s e s s m e n tL o c a t o r I n d e x
1998-05-21 LTSA 4.00 Overview, Frank Farance 45
Learning Styles(data flow)
• Learner’s preference as input to system• System Coach can negotiate and/or restrict Learner’s preferences• Surrogates: e.g., parentlearner, teacher system• Other possible surrogates: e.g., parentsystem, student system,
mentorlearner
Delivery
Learner
Evaluation
SystemCoachKnowledge
Library
Content Index(metadata)
Query Index
LearningContent
Performance (new)
Multimedia Behavior
LearningStyle
RecordsDatabase
Learning Content
Performance (current)Performance
(history)
A s s e s s m e n tL o c a t o r I n d e x
1998-05-21 LTSA 4.00 Overview, Frank Farance 46
Behavior(data flow)
• Observable Behavior of the Learner, coded, and sent to the Evaluation process
Delivery
Learner
Evaluation
SystemCoachKnowledge
Library
Content Index(metadata)
Query Index
LearningContent
Performance (new)
Multimedia Behavior
LearningStyle
RecordsDatabase
Learning Content
Performance (current)Performance
(history)
A s s e s s m e n tL o c a t o r I n d e x
1998-05-21 LTSA 4.00 Overview, Frank Farance 47
Evaluation(process)
• Evaluation:– Receives Behavior– Receives Learning Content (context of Learner’s Behavior)– Stores Performance info based on Evaluation of Behavior– Produces Assessment given to System Coach
Delivery
Learner
Evaluation
SystemCoachKnowledge
Library
Content Index(metadata)
Query Index
LearningContent
Performance (new)
Multimedia Behavior
LearningStyle
RecordsDatabase
Learning Content
Performance (current)Performance
(history)
A s s e s s m e n tL o c a t o r I n d e x
1998-05-21 LTSA 4.00 Overview, Frank Farance 48
Performance Information Stored By Evaluation (data flow)
• Evaluation of Behavior: can emit Performance info• Stored in Records Database
Delivery
Learner
Evaluation
SystemCoachKnowledge
Library
Content Index(metadata)
Query Index
LearningContent
Performance (new)
Multimedia Behavior
LearningStyle
RecordsDatabase
Learning Content
Performance (current)Performance
(history)
A s s e s s m e n tL o c a t o r I n d e x
1998-05-21 LTSA 4.00 Overview, Frank Farance 49
Records Database(data store)
• Stores Performance information as Learner history• Retrieves and stores Learner history records for System Coach
Delivery
Learner
Evaluation
SystemCoachKnowledge
Library
Content Index(metadata)
Query Index
LearningContent
Performance (new)
Multimedia Behavior
LearningStyle
RecordsDatabase
Learning Content
Performance (current)Performance
(history)
A s s e s s m e n tL o c a t o r I n d e x
1998-05-21 LTSA 4.00 Overview, Frank Farance 50
Performance Information Received BySystem Coach (data flow)
• System Coach gets Learner history by retrieving Performance information from Learner’s Records Database
• Can select strategies based on history
Delivery
Learner
Evaluation
SystemCoachKnowledge
Library
Content Index(metadata)
Query Index
LearningContent
Performance (new)
Multimedia Behavior
LearningStyle
RecordsDatabase
Learning Content
Performance (current)Performance
(history)
A s s e s s m e n tL o c a t o r I n d e x
1998-05-21 LTSA 4.00 Overview, Frank Farance 51
Performance Information Stored BySystem Coach (data flow)
• System Coach can store Performance information, too:– “bookmarks” (incomplete sessions)– certifications (milestones, completion of module)– objectives (outlines for future sessions)
Delivery
Learner
Evaluation
SystemCoachKnowledge
Library
Content Index(metadata)
Query Index
LearningContent
Performance (new)
Multimedia Behavior
LearningStyle
RecordsDatabase
Learning Content
Performance (current)Performance
(history)
A s s e s s m e n tL o c a t o r I n d e x
1998-05-21 LTSA 4.00 Overview, Frank Farance 52
Assessment Information(data flow)
• Evaluation process can emit Assessments: “where there student is at”• System Coach can use Assessment information, along with other
information, to select appropriate learning experience
Delivery
Learner
Evaluation
SystemCoachKnowledge
Library
Content Index(metadata)
Query Index
LearningContent
Performance (new)
Multimedia Behavior
LearningStyle
RecordsDatabase
Learning Content
Performance (current)Performance
(history)
A s s e s s m e n tL o c a t o r I n d e x
1998-05-21 LTSA 4.00 Overview, Frank Farance 53
System Coach(process)
• Sends, receives, and negotiates Learning Style with Learner
Delivery
Learner
Evaluation
SystemCoachKnowledge
Library
Content Index(metadata)
Query Index
LearningContent
Performance (new)
Multimedia Behavior
LearningStyle
RecordsDatabase
Learning Content
Performance (current)Performance
(history)
A s s e s s m e n tL o c a t o r I n d e x
1
1
1998-05-21 LTSA 4.00 Overview, Frank Farance 54
System Coach(process)
• Receives current Assessment information and Performance information (history and objectives) for future learning experiences
Delivery
Learner
Evaluation
SystemCoachKnowledge
Library
Content Index(metadata)
Query Index
LearningContent
Performance (new)
Multimedia Behavior
LearningStyle
RecordsDatabase
Learning Content
Performance (current)Performance
(history)
A s s e s s m e n tL o c a t o r I n d e x
2 3
2
3
1998-05-21 LTSA 4.00 Overview, Frank Farance 55
System Coach(process)
• Queries to the Knowledge Library:– Query Indexes sent to search for appropriate material– Content Indexes (metadata) returned as “found” Learning Content– Extracts the Locator Indexes (e.g., URLs) from the returned Content
Indexes (metadata)
Delivery
Learner
Evaluation
SystemCoachKnowledge
Library
Content Index(metadata)
Query Index
LearningContent
Performance (new)
Multimedia Behavior
LearningStyle
RecordsDatabase
Learning Content
Performance (current)Performance
(history)
A s s e s s m e n tL o c a t o r I n d e x
4
4
1998-05-21 LTSA 4.00 Overview, Frank Farance 56
System Coach(process)
• Locator Indexes (similar to web URLs) are sent to Delivery process to identify (not transfer) Learning Content
• Note: Delivery is responsible for retrieving and Knowledge Library is responsible for transferring Learning Content
Delivery
Learner
Evaluation
SystemCoachKnowledge
Library
Content Index(metadata)
Query Index
LearningContent
Performance (new)
Multimedia Behavior
LearningStyle
RecordsDatabase
Learning Content
Performance (current)Performance
(history)
A s s e s s m e n tL o c a t o r I n d e x
5
5
1998-05-21 LTSA 4.00 Overview, Frank Farance 57
Query Indexes(data flow)
• Query Index specifies “what to search for” in Knowledge Library • System Coach sends Query Indexes to search the Knowledge Library
for appropriate Learning Content, based on Assessment info and Performance info from Records Database
Delivery
Learner
Evaluation
SystemCoachKnowledge
Library
Content Index(metadata)
Query Index
LearningContent
Performance (new)
Multimedia Behavior
LearningStyle
RecordsDatabase
Learning Content
Performance (current)Performance
(history)
A s s e s s m e n tL o c a t o r I n d e x
1998-05-21 LTSA 4.00 Overview, Frank Farance 58
Knowledge Library(data store)
• Database searched via Query Index• Returns Content Indexes (metadata) of Learning Content that matches
the Query Index• Emits Learning Content based on Locator Index from Delivery
process
Delivery
Learner
Evaluation
SystemCoachKnowledge
Library
Content Index(metadata)
Query Index
LearningContent
Performance (new)
Multimedia Behavior
LearningStyle
RecordsDatabase
Learning Content
Performance (current)Performance
(history)
A s s e s s m e n tL o c a t o r I n d e x
1998-05-21 LTSA 4.00 Overview, Frank Farance 59
Content Index -- Metadata(data flow)
• Search of Knowledge Library returns Content Indexes (metadata) for Learning Content that matches Query Index
• Content Indexes (metadata) are similar to card catalog entries in a library
• Locator Indexes (e.g., URLs) can be extracted from Content Indexes (metadata)
Delivery
Learner
Evaluation
SystemCoachKnowledge
Library
Content Index(metadata)
Query Index
LearningContent
Performance (new)
Multimedia Behavior
LearningStyle
RecordsDatabase
Learning Content
Performance (current)Performance
(history)
A s s e s s m e n tL o c a t o r I n d e x
1998-05-21 LTSA 4.00 Overview, Frank Farance 60
Locator Index(data flow)
• System Coach extracts Locator Index from the Content Index for appropriate learning experience
• Locator Index is similar to call number in a library, and similar to URL of the World Wide Web
Delivery
Learner
Evaluation
SystemCoachKnowledge
Library
Content Index(metadata)
Query Index
LearningContent
Performance (new)
Multimedia Behavior
LearningStyle
RecordsDatabase
Learning Content
Performance (current)Performance
(history)
A s s e s s m e n tL o c a t o r I n d e x
1998-05-21 LTSA 4.00 Overview, Frank Farance 61
Learning Content Received ByDelivery (data flow)
• Delivery Process sends a Locator Index to the Knowledge Library pointing to Learning Content
• Knowledge Library returns Learning Content to Delivery process
Delivery
Learner
Evaluation
SystemCoachKnowledge
Library
Content Index(metadata)
Query Index
LearningContent
Performance (new)
Multimedia Behavior
LearningStyle
RecordsDatabase
Learning Content
Performance (current)Performance
(history)
A s s e s s m e n tL o c a t o r I n d e x
1998-05-21 LTSA 4.00 Overview, Frank Farance 62
Delivery(process)
• Receives Locator Index (e.g., URLs) that identify learning experiences desired by the System Coach
• Transforms Learning Content to Multimedia• Sends Learning Content to Evaluation to give context of Learner’s
Behavior• Sends interactive Multimedia to the Learner
Delivery
Learner
Evaluation
SystemCoachKnowledge
Library
Content Index(metadata)
Query Index
LearningContent
Performance (new)
Multimedia Behavior
LearningStyle
RecordsDatabase
Learning Content
Performance (current)Performance
(history)
A s s e s s m e n tL o c a t o r I n d e x
1998-05-21 LTSA 4.00 Overview, Frank Farance 63
Learning Content Sent ByDelivery (data flow)
• Delivery process sends Learning Content to Evaluation to give context of Learner’s Behavior
Delivery
Learner
Evaluation
SystemCoachKnowledge
Library
Content Index(metadata)
Query Index
LearningContent
Performance (new)
Multimedia Behavior
LearningStyle
RecordsDatabase
Learning Content
Performance (current)Performance
(history)
A s s e s s m e n tL o c a t o r I n d e x
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Multimedia(data flow)
• Delivery process generates Multimedia learning experience based on Learning Content
Delivery
Learner
Evaluation
SystemCoachKnowledge
Library
Content Index(metadata)
Query Index
LearningContent
Performance (new)
Multimedia Behavior
LearningStyle
RecordsDatabase
Learning Content
Performance (current)Performance
(history)
A s s e s s m e n tL o c a t o r I n d e x
1998-05-21 LTSA 4.00 Overview, Frank Farance 65
Functional vs. Actual Learning Technology Systems
• LTSA components identify functional boundaries and critical interfaces
• Actual systems integrate several components into individual products
• Functionality exists in actual systems but may be embedded within larger system (several components combined) or single component spread across several systems
1998-05-21 LTSA 4.00 Overview, Frank Farance 66
Actual Implementation Example #1:Web-Based Learning
Delivery
Learner
Evaluation
SystemCoachKnowledge
Library
Content Index(metadata)
Query Index
LearningContent
Performance (new)
Multimedia Behavior
LearningStyle
RecordsDatabase
Learning Content
Performance (current)Performance
(history)
A s s e s s m e n tL o c a t o r I n d e x
Human
HumanInterface
(e.g., X WindowsWin95)
PresentationTool
(browser)CoursewareDatabase
(web servers)
StudentRecords
(database)
AbstractionImplementation
1998-05-21 LTSA 4.00 Overview, Frank Farance 67
Actual Implementation Example #1:Web-Based Learning
Delivery
Learner
Evaluation
SystemCoachKnowledge
Library
Content Index(metadata)
Query Index
LearningContent
Performance (new)
Multimedia Behavior
LearningStyle
RecordsDatabase
Learning Content
Performance (current)Performance
(history)
A s s e s s m e n tL o c a t o r I n d e x
Human
HumanInterface
(e.g., X WindowsWin95)
PresentationTool
(browser)CoursewareDatabase
(web servers)
StudentRecords
(database)
AbstractionImplementation
1998-05-21 LTSA 4.00 Overview, Frank Farance 68
Actual Implementation Example #2:Flight Simulator, Flight Instructor
Delivery
Learner
Evaluation
SystemCoachKnowledge
Library
Content Index(metadata)
Query Index
LearningContent
Performance (new)
Multimedia Behavior
LearningStyle
RecordsDatabase
Learning Content
Performance (current)Performance
(history)
A s s e s s m e n tL o c a t o r I n d e x
FlightInstructor
FlightSimulator
Pilot’sLogbook
AbstractionImplementation
Pilot
1998-05-21 LTSA 4.00 Overview, Frank Farance 69
Actual Implementation Example #3:Non-Electronic, Traditional Classroom
Delivery
Learner
Evaluation
SystemCoachKnowledge
Library
Content Index(metadata)
Query Index
LearningContent
Performance (new)
Multimedia Behavior
LearningStyle
RecordsDatabase
Learning Content
Performance (current)Performance
(history)
A s s e s s m e n tL o c a t o r I n d e x
Teacher ReportCards,
Transcript
AbstractionImplementation
Student
SchoolLibrary
Student UsesLibrary Teacher Points Student To
Books (A Locator Index)
Retrieves Teaching Materials
Grades
1998-05-21 LTSA 4.00 Overview, Frank Farance 70
Actual Implementation Example #4:Home Study Course
Delivery
Learner
Evaluation
SystemCoachKnowledge
Library
Content Index(metadata)
Query Index
LearningContent
Performance (new)
Multimedia Behavior
LearningStyle
RecordsDatabase
Learning Content
Performance (current)Performance
(history)
A s s e s s m e n tL o c a t o r I n d e x
SchoolHomeStudy
CourseStudent
AbstractionImplementation
1998-05-21 LTSA 4.00 Overview, Frank Farance 71
Layer 4: Stakeholder Perspectives
• Each stakeholder has a view, but not complete picture• Show each stakeholder perspective within LTSA• Stakeholder perspectives used to validate views and
subsets of LTSA components• “It’s in there!” (if not, let us know!)
1998-05-21 LTSA 4.00 Overview, Frank Farance 72
Layer 4: Stakeholder Perspectives (cont’d)
• Stakeholder perspectives analyzed by:– Primary design issues: LTSA components that greatly affect
design and implementation for stake holder (shown as red/bold)– Secondary design issues: LTSA components that affect design
and implementation of stake-holder, but not critical (shown as blue/dash ---)
– Other LTSA components: insignificant design issue or not applicable (no highlight/green fill)
1998-05-21 LTSA 4.00 Overview, Frank Farance 73
Layer 4: Stakeholder Perspectives (cont’d)
• Stakeholders, typically, have different and/or incompatible priorities
• Differing priorities: obstacles to consensus• Non-technical (political, business) issues just as important
as technical issues• Cataloging stakeholder perspectives is critical for building
consensus
1998-05-21 LTSA 4.00 Overview, Frank Farance 74
Abstraction-Implementation:System Components ==> Stakeholder/Design Perspectives
Delivery
Learner
Evaluation
SystemCoachKnowledge
Library
Content Index(metadata)
Query Index
LearningContent
Performance (new)
Multimedia Behavior
LearningStyle
RecordsDatabase
Learning Content
Performance (current)Performance
(history)
A s s e s s m e n tL o c a t o r I n d e x
AbstractionImplementation
Various Stakeholder/Design PerspectivesLearner, Assessment, Institution, Metadata, Intelligent Tutor, Mentoring, Collaboration, Ontology, Task, etc.
1998-05-21 LTSA 4.00 Overview, Frank Farance 75
“Isolated” LTSA Stakeholders
• Isolated LTSA subsets -- little interaction with neighboring LTSA components
• Little overlap with other “isolated” stakeholders• Relatively “simple” integration• Can make use of isolated component standards• Best stakeholder examples: “Records”, “Metadata”,
“Multimedia”
1998-05-21 LTSA 4.00 Overview, Frank Farance 76
Learner-Centered
• Primary: learner keeps his/her records, learner has influence on negotiated learning style
• Secondary: assessment and performance info
Delivery
Learner
Evaluation
SystemCoachKnowledge
Library
Content Index(metadata)
Query Index
LearningContent
Performance (new)
Multimedia Behavior
LearningStyle
RecordsDatabase
Learning Content
Performance (current)Performance
(history)
A s s e s s m e n tL o c a t o r I n d e x
1998-05-21 LTSA 4.00 Overview, Frank Farance 77
Assessment-Centered
• Primary: educational standards, behavior, evaluation, assessment records, records database reporting
• Secondary: learning style, learner, system control (adaptive administration)
Delivery
Learner
Evaluation
SystemCoachKnowledge
Library
Content Index(metadata)
Query Index
LearningContent
Performance (new)
Multimedia Behavior
LearningStyle
RecordsDatabase
Learning Content
Performance (current)Performance
(history)
A s s e s s m e n tL o c a t o r I n d e x
1998-05-21 LTSA 4.00 Overview, Frank Farance 78
Records, Certifications
• Primary: records database, performance info• Secondary: evaluation, assessment info, system coach
Delivery
Learner
Evaluation
SystemCoachKnowledge
Library
Content Index(metadata)
Query Index
LearningContent
Performance (new)
Multimedia Behavior
LearningStyle
RecordsDatabase
Learning Content
Performance (current)Performance
(history)
A s s e s s m e n tL o c a t o r I n d e x
1998-05-21 LTSA 4.00 Overview, Frank Farance 79
Task Model, School-To-Work
• Primary: records database• Secondary: performance info
Delivery
Learner
Evaluation
SystemCoachKnowledge
Library
Content Index(metadata)
Query Index
LearningContent
Performance (new)
Multimedia Behavior
LearningStyle
RecordsDatabase
Learning Content
Performance (current)Performance
(history)
A s s e s s m e n tL o c a t o r I n d e x
1998-05-21 LTSA 4.00 Overview, Frank Farance 80
Institution-Centered
• Primary: system control, administration, records, reporting, negotiating (many times: asserting) learning style
• Secondary: learner collaboration, teachers, evaluation (grading), delivery infrastructure (including multimedia and behavior observation correlated by learning content)
Delivery
Learner
Evaluation
SystemCoachKnowledge
Library
Content Index(metadata)
Query Index
LearningContent
Performance (new)
Multimedia Behavior
LearningStyle
RecordsDatabase
Learning Content
Performance (current)Performance
(history)
A s s e s s m e n tL o c a t o r I n d e x
1998-05-21 LTSA 4.00 Overview, Frank Farance 81
Content-Centered
• Primary: delivery, multimedia, invocation via locator index (e.g., URLs), learning content format
• Secondary: assessment, content search (query index, content index), knowledge library, learner’s user interface
Delivery
Learner
Evaluation
SystemCoachKnowledge
Library
Content Index(metadata)
Query Index
LearningContent
Performance (new)
Multimedia Behavior
LearningStyle
RecordsDatabase
Learning Content
Performance (current)Performance
(history)
A s s e s s m e n tL o c a t o r I n d e x
1998-05-21 LTSA 4.00 Overview, Frank Farance 82
Metadata
• Primary: query index (search), content index (metadata), locator index (e.g., URLs), and associating locator indexes with content indexes
• Secondary: knowledge organization, learning content (presentation)
Delivery
Learner
Evaluation
SystemCoachKnowledge
Library
Content Index(metadata)
Query Index
LearningContent
Performance (new)
Multimedia Behavior
LearningStyle
RecordsDatabase
Learning Content
Performance (current)Performance
(history)
A s s e s s m e n tL o c a t o r I n d e x
1998-05-21 LTSA 4.00 Overview, Frank Farance 83
Ontologies, Expert Systems
• Primary: knowledge design and knowledge representation in knowledge library, learning content (presentation)
• Secondary: query index (search), content index (metadata), and locator index (e.g., URLs)
Delivery
Learner
Evaluation
SystemCoachKnowledge
Library
Content Index(metadata)
Query Index
LearningContent
Performance (new)
Multimedia Behavior
LearningStyle
RecordsDatabase
Learning Content
Performance (current)Performance
(history)
A s s e s s m e n tL o c a t o r I n d e x
1998-05-21 LTSA 4.00 Overview, Frank Farance 84
Learning Objects
• Primary: knowledge library, query index (search), content index (metadata), learning content (presentation)
• Secondary: evaluation, performance info and database, assessment info, system coach, locator index (e.g., URLs)
Delivery
Learner
Evaluation
SystemCoachKnowledge
Library
Content Index(metadata)
Query Index
LearningContent
Performance (new)
Multimedia Behavior
LearningStyle
RecordsDatabase
Learning Content
Performance (current)Performance
(history)
A s s e s s m e n tL o c a t o r I n d e x
1998-05-21 LTSA 4.00 Overview, Frank Farance 85
Multimedia
• Primary: delivery, multimedia, query index (search), content index (metadata), locator index (e.g., URLs), hardware limitations
• Secondary: system coach, knowledge library, learning content format, behavior
Delivery
Learner
Evaluation
SystemCoachKnowledge
Library
Content Index(metadata)
Query Index
LearningContent
Performance (new)
Multimedia Behavior
LearningStyle
RecordsDatabase
Learning Content
Performance (current)Performance
(history)
A s s e s s m e n tL o c a t o r I n d e x
1998-05-21 LTSA 4.00 Overview, Frank Farance 86
Collaboration, Asynchronous Learning
• Primary: communication among students with same roles (collective learner), communication modes (multimedia), delivery tools, and differing “time zones”
• Secondary: system control by coordinator/moderator, learning style negotiated among participants and coordinator/moderator
Delivery
Learner
Evaluation
SystemCoachKnowledge
Library
Content Index(metadata)
Query Index
LearningContent
Performance (new)
Multimedia Behavior
LearningStyle
RecordsDatabase
Learning Content
Performance (current)Performance
(history)
A s s e s s m e n tL o c a t o r I n d e x
1998-05-21 LTSA 4.00 Overview, Frank Farance 87
Multiple Role, Team Learning
• Primary: communication among students, but different roles (collective learner), communication modes (multimedia), delivery tools, and differing “time zones”
• Secondary: system control by coordinator/moderator, learning style negotiated among participants and coordinator/moderator
Delivery
Learner
Evaluation
SystemCoachKnowledge
Library
Content Index(metadata)
Query Index
LearningContent
Performance (new)
Multimedia Behavior
LearningStyle
RecordsDatabase
Learning Content
Performance (current)Performance
(history)
A s s e s s m e n tL o c a t o r I n d e x
1998-05-21 LTSA 4.00 Overview, Frank Farance 88
“Overlapping” LTSA Stakeholders
• Concerns many, most, or all LTSA components• Overlaps with other stakeholders• Differing, conflicting designs priorities• Relatively “complex” integration• Potential non-technical, political, or business obstacles to
consensus and interoperability• Best stakeholder examples: “Experimentation”,
“Intelligent Tutoring Tools”, “Distance Learning”
1998-05-21 LTSA 4.00 Overview, Frank Farance 89
Mentoring, Coaching
• Primary: learner and mentor/coach jointly perform evaluation and jointly choose direction
• Secondary: tools and delivery support mentoring, coaching, experimentation, recordkeeping
Delivery
Learner
Evaluation
SystemCoachKnowledge
Library
Content Index(metadata)
Query Index
LearningContent
Performance (new)
Multimedia Behavior
LearningStyle
RecordsDatabase
Learning Content
Performance (current)Performance
(history)
A s s e s s m e n tL o c a t o r I n d e x
1998-05-21 LTSA 4.00 Overview, Frank Farance 90
Interactive Environment
• Primary: learner directs style, learner is observed, delivery is responsive to evaluation
• Secondary: assessment info, system coach, locator index (e.g., URLs)
Delivery
Learner
Evaluation
SystemCoachKnowledge
Library
Content Index(metadata)
Query Index
LearningContent
Performance (new)
Multimedia Behavior
LearningStyle
RecordsDatabase
Learning Content
Performance (current)Performance
(history)
A s s e s s m e n tL o c a t o r I n d e x
1998-05-21 LTSA 4.00 Overview, Frank Farance 91
Simulation
• Primary: delivery, multimedia, learning content to correlate multimedia and behavior, assessment info, system coach, locator index
• Secondary: behavior, performance info, records database
Delivery
Learner
Evaluation
SystemCoachKnowledge
Library
Content Index(metadata)
Query Index
LearningContent
Performance (new)
Multimedia Behavior
LearningStyle
RecordsDatabase
Learning Content
Performance (current)Performance
(history)
A s s e s s m e n tL o c a t o r I n d e x
1998-05-21 LTSA 4.00 Overview, Frank Farance 92
Learning Tool-To-Tool Communication
• Primary: system coach, evaluation, assessment info, query index (search), content index (metadata), locator index (e.g., URLs), delivery, invocation
• Secondary: multimedia, learning style, performance info, records database, knowledge library, learning content
Delivery
Learner
Evaluation
SystemCoachKnowledge
Library
Content Index(metadata)
Query Index
LearningContent
Performance (new)
Multimedia Behavior
LearningStyle
RecordsDatabase
Learning Content
Performance (current)Performance
(history)
A s s e s s m e n tL o c a t o r I n d e x
1998-05-21 LTSA 4.00 Overview, Frank Farance 93
Sequencing, Pre-Requisites, Co-Requisites
• Primary: system coach, evaluation, assessment info, query index (search), content index (metadata), locator index (e.g., URLs), delivery, invocation
• Secondary: multimedia, learning style, performance info, records database, knowledge library, learning content
Delivery
Learner
Evaluation
SystemCoachKnowledge
Library
Content Index(metadata)
Query Index
LearningContent
Performance (new)
Multimedia Behavior
LearningStyle
RecordsDatabase
Learning Content
Performance (current)Performance
(history)
A s s e s s m e n tL o c a t o r I n d e x
1998-05-21 LTSA 4.00 Overview, Frank Farance 94
Experimentation, Discovery
• Primary: learner chooses direction, acquires knowledge during experimentation, learner, system coach, query index (search), content index (metadata)
• Secondary: learner does self evaluation, tools and delivery support experimentation, behavior, assessment info, locator index (e.g., URLs), delivery, multimedia
Delivery
Learner
Evaluation
SystemCoachKnowledge
Library
Content Index(metadata)
Query Index
LearningContent
Performance (new)
Multimedia Behavior
LearningStyle
RecordsDatabase
Learning Content
Performance (current)Performance
(history)
A s s e s s m e n tL o c a t o r I n d e x
1998-05-21 LTSA 4.00 Overview, Frank Farance 95
Intelligent Tutoring Tools
• Primary: learner chooses direction, acquires knowledge during use of tutoring tool, knowledge library may be implicit (not explicitly defined) in tutor
• Secondary: tutor does evaluation, tools and delivery support experimentation
Delivery
Learner
Evaluation
SystemCoachKnowledge
Library
Content Index(metadata)
Query Index
LearningContent
Performance (new)
Multimedia Behavior
LearningStyle
RecordsDatabase
Learning Content
Performance (current)Performance
(history)
A s s e s s m e n tL o c a t o r I n d e x
1998-05-21 LTSA 4.00 Overview, Frank Farance 96
Distance Learning, Distributed Learning
• Primary: distributed and nomadic communication of all “flows” (behavior, performance, multimedia, etc.)
• Secondary: processes and stores components• NOTE: Take note of primary design issues (red/bold)
– How does this slide differ from all others?– Answer: All flows are primary, everything else is secondary
Delivery
Learner
Evaluation
SystemCoachKnowledge
Library
Content Index(metadata)
Query Index
LearningContent
Performance (new)
Multimedia Behavior
LearningStyle
RecordsDatabase
Learning Content
Performance (current)Performance
(history)
A s s e s s m e n tL o c a t o r I n d e x
1998-05-21 LTSA 4.00 Overview, Frank Farance 97
“Parallel” LTSA Stakeholders
• Integration of multiple sessions, each with differing learning experiences and interactions
• Synchronization of multiple sessions: starting, stopping, coaching, learner interfacing
• Integration, collaboration, and synchronization of feedback and coaching strategies
• Best stakeholder example: “Student Teacher”
1998-05-21 LTSA 4.00 Overview, Frank Farance 98
Parallel Sessions for Same Learner
• Primary: multiple, simultaneous learning experiences; multiple flows of behavior, learning style, multimedia
• Secondary: multiple evaluation, system coach, and delivery processes• Example: flight simulator -- simultaneous training of flying skills, navigation
skills, communication skills, cockpit resource management
1998-05-21 LTSA 4.00 Overview, Frank Farance 99
Student Teacher
• Primary: student teacher as a teacher• Secondary: student teacher as a student
Student
Teacher
1998-05-21 LTSA 4.00 Overview, Frank Farance 100
Multi-Tiered Process Improvement
• Student is evaluated by teacher, teacher coaches student• Teacher is evaluated by principal, principal coaches teacher • Principal is evaluated by school board, school board coaches principal• Teacher is also evaluated by performance of his/her students• Principal is also evaluated by performance of his/her students
Student
Teacher
Principal
1998-05-21 LTSA 4.00 Overview, Frank Farance 101
Standards and Specification Development Organizations
ISOANSIIEEE
(LTSC)1484
AICC ARIADNEIMSADL
Requirements
Specs FromConsortia
IEEE, ANSI, ISO: Accredited Standards
Requirements
Specs
SpecsSpecs
Liaising
1998-05-21 LTSA 4.00 Overview, Frank Farance 102
IEEE 1484 As A Stakeholder(IEEE 1484 Roadmap)
• IEEE 1484 working groups (WGs) and study groups (SGs) each involve certain areas of LTSA
• Some LTSA components should not be standardized, e.g., evaluation methods, delivery systems
• Some LTSA components should be standardized outside 1484, e.g., multimedia, education standards, cultural adaptation
• More info: http://www.manta.ieee.org/p1484
1998-05-21 LTSA 4.00 Overview, Frank Farance 103
IEEE 1484.1:Architecture and Reference Model WG
• Primary: all components• Secondary: none
Delivery
Learner
Evaluation
SystemCoachKnowledge
Library
Content Index(metadata)
Query Index
LearningContent
Performance (new)
Multimedia Behavior
LearningStyle
RecordsDatabase
Learning Content
Performance (current)Performance
(history)
A s s e s s m e n tL o c a t o r I n d e x
1998-05-21 LTSA 4.00 Overview, Frank Farance 104
IEEE 1484.2:Learner Model WG
• Primary: learner, negotiated learning style, evaluation, performance info, assessment info, system coach
• Secondary: behavior
Delivery
Learner
Evaluation
SystemCoachKnowledge
Library
Content Index(metadata)
Query Index
LearningContent
Performance (new)
Multimedia Behavior
LearningStyle
RecordsDatabase
Learning Content
Performance (current)Performance
(history)
A s s e s s m e n tL o c a t o r I n d e x
1998-05-21 LTSA 4.00 Overview, Frank Farance 105
IEEE 1484.3:Glossary WG
• Primary: none• Secondary: all components
Delivery
Learner
Evaluation
SystemCoachKnowledge
Library
Content Index(metadata)
Query Index
LearningContent
Performance (new)
Multimedia Behavior
LearningStyle
RecordsDatabase
Learning Content
Performance (current)Performance
(history)
A s s e s s m e n tL o c a t o r I n d e x
1998-05-21 LTSA 4.00 Overview, Frank Farance 106
IEEE 1484.4:Task Model WG
• Primary: records database• Secondary: performance info
Delivery
Learner
Evaluation
SystemCoachKnowledge
Library
Content Index(metadata)
Query Index
LearningContent
Performance (new)
Multimedia Behavior
LearningStyle
RecordsDatabase
Learning Content
Performance (current)Performance
(history)
A s s e s s m e n tL o c a t o r I n d e x
1998-05-21 LTSA 4.00 Overview, Frank Farance 107
IEEE 1484.6:Course Sequencing WG
• Primary: system coach, performance info, assessment info, query index (search), content index (metadata), locator index (e.g., URLs), invocation of learning content
• Secondary: learning style, records database, knowledge library, delivery, learning content
Delivery
Learner
Evaluation
SystemCoachKnowledge
Library
Content Index(metadata)
Query Index
LearningContent
Performance (new)
Multimedia Behavior
LearningStyle
RecordsDatabase
Learning Content
Performance (current)Performance
(history)
A s s e s s m e n tL o c a t o r I n d e x
1998-05-21 LTSA 4.00 Overview, Frank Farance 108
IEEE 1484.7:Tool/Agent Communication WG
• Primary: system coach, behavior, evaluation, assessment info, performance info, records database, query index (search), content index (metadata), locator index (e.g., URLs)
• Secondary: query index (search), content index (metadata), knowledge library, delivery
Delivery
Learner
Evaluation
SystemCoachKnowledge
Library
Content Index(metadata)
Query Index
LearningContent
Performance (new)
Multimedia Behavior
LearningStyle
RecordsDatabase
Learning Content
Performance (current)Performance
(history)
A s s e s s m e n tL o c a t o r I n d e x
1998-05-21 LTSA 4.00 Overview, Frank Farance 109
IEEE 1484.9:Task Ontology WG
• Primary: knowledge library, learning content (presentation)• Secondary: query index (search), content index (metadata), locator
index (e.g., URLs)
Delivery
Learner
Evaluation
SystemCoachKnowledge
Library
Content Index(metadata)
Query Index
LearningContent
Performance (new)
Multimedia Behavior
LearningStyle
RecordsDatabase
Learning Content
Performance (current)Performance
(history)
A s s e s s m e n tL o c a t o r I n d e x
1998-05-21 LTSA 4.00 Overview, Frank Farance 110
IEEE 1484.10:CBT Data Interchange WG
• Primary: system coach, performance info, assessment info, query index (search), content index (metadata), locator index (e.g., URLs), invocation of learning content
• Secondary: learning style, behavior, records database, knowledge library, learning content, delivery
Delivery
Learner
Evaluation
SystemCoachKnowledge
Library
Content Index(metadata)
Query Index
LearningContent
Performance (new)
Multimedia Behavior
LearningStyle
RecordsDatabase
Learning Content
Performance (current)Performance
(history)
A s s e s s m e n tL o c a t o r I n d e x
1998-05-21 LTSA 4.00 Overview, Frank Farance 111
IEEE 1484.11:Computer Managed Instruction WG
• Primary: performance info, assessment info, query index (search), content index (metadata), locator index (e.g., URLs), invocation of learning content
• Secondary: behavior, records database, system coach, knowledge library, learning content, delivery
Delivery
Learner
Evaluation
SystemCoachKnowledge
Library
Content Index(metadata)
Query Index
LearningContent
Performance (new)
Multimedia Behavior
LearningStyle
RecordsDatabase
Learning Content
Performance (current)Performance
(history)
A s s e s s m e n tL o c a t o r I n d e x
1998-05-21 LTSA 4.00 Overview, Frank Farance 112
IEEE 1484.12:Learning Objects Metadata WG
• Primary: query index (search), content index (metadata), locator index (e.g., URLs)
• Secondary: system coach, knowledge library, learning content, delivery
Delivery
Learner
Evaluation
SystemCoachKnowledge
Library
Content Index(metadata)
Query Index
LearningContent
Performance (new)
Multimedia Behavior
LearningStyle
RecordsDatabase
Learning Content
Performance (current)Performance
(history)
A s s e s s m e n tL o c a t o r I n d e x
1998-05-21 LTSA 4.00 Overview, Frank Farance 113
IEEE 1484.13:Student Identifiers SG
• Primary: performance info, records database• Secondary: learner, system coach
Delivery
Learner
Evaluation
SystemCoachKnowledge
Library
Content Index(metadata)
Query Index
LearningContent
Performance (new)
Multimedia Behavior
LearningStyle
RecordsDatabase
Learning Content
Performance (current)Performance
(history)
A s s e s s m e n tL o c a t o r I n d e x
1998-05-21 LTSA 4.00 Overview, Frank Farance 114
Other Specification Development Organizations As Stakeholders
• Educom’s Instructional Management Systems (IMS) Projecthttp://www.imsproject.org
• Aviation Industry CBT Committeehttp://www.aicc.org
• DoD Advanced Distributed Learninghttp://www.adlnet.com
• European Union ARIADNE Project
1998-05-21 LTSA 4.00 Overview, Frank Farance 115
Educom’s Instructional Management Systems (IMS) Project
• Main areas of development:– Metadata: learning technology metadata– Content objects: learning content, course structure– Management systems: collaboration, reporting– Profiles: student records– External services: interface to institution
• More info: http://www.imsproject.org
1998-05-21 LTSA 4.00 Overview, Frank Farance 116
IMS Metadata
• Primary: content index (metadata) and associating locator indexes with content indexes
• Secondary: query index (search), locator index (e.g., URLs), knowledge organization in knowledge library
Delivery
Learner
Evaluation
SystemCoachKnowledge
Library
Content Index(metadata)
Query Index
LearningContent
Performance (new)
Multimedia Behavior
LearningStyle
RecordsDatabase
Learning Content
Performance (current)Performance
(history)
A s s e s s m e n tL o c a t o r I n d e x
1998-05-21 LTSA 4.00 Overview, Frank Farance 117
IMS Content Objects
• Primary: knowledge library, content index (metadata), learning content (presentation)
• Secondary: evaluation, performance info, assessment info, system coach, locator index (e.g., URLs), delivery
Delivery
Learner
Evaluation
SystemCoachKnowledge
Library
Content Index(metadata)
Query Index
LearningContent
Performance (new)
Multimedia Behavior
LearningStyle
RecordsDatabase
Learning Content
Performance (current)Performance
(history)
A s s e s s m e n tL o c a t o r I n d e x
1998-05-21 LTSA 4.00 Overview, Frank Farance 118
IMS Management System
• Primary: learner, system coach, performance info, locator index (e.g., URLs)
• Secondary: negotiated learning style, records database, content index (metadata), knowledge library, delivery
Delivery
Learner
Evaluation
SystemCoachKnowledge
Library
Content Index(metadata)
Query Index
LearningContent
Performance (new)
Multimedia Behavior
LearningStyle
RecordsDatabase
Learning Content
Performance (current)Performance
(history)
A s s e s s m e n tL o c a t o r I n d e x
1998-05-21 LTSA 4.00 Overview, Frank Farance 119
IMS Profiles
• Primary: records database, performance info• Secondary: evaluation, assessment info, system coach
Delivery
Learner
Evaluation
SystemCoachKnowledge
Library
Content Index(metadata)
Query Index
LearningContent
Performance (new)
Multimedia Behavior
LearningStyle
RecordsDatabase
Learning Content
Performance (current)Performance
(history)
A s s e s s m e n tL o c a t o r I n d e x
1998-05-21 LTSA 4.00 Overview, Frank Farance 120
IMS External Services
• Primary: records database, student registration, institution back office• Secondary: performance info
Delivery
Learner
Evaluation
SystemCoachKnowledge
Library
Content Index(metadata)
Query Index
LearningContent
Performance (new)
Multimedia Behavior
LearningStyle
RecordsDatabase
Learning Content
Performance (current)Performance
(history)
A s s e s s m e n tL o c a t o r I n d e x
1998-05-21 LTSA 4.00 Overview, Frank Farance 121
Aviation Industry CBT Committee (AICC)
• Develops guidelines and recommendations for CBT in aviation applications
• Subject areas: Courseware Delivery Stations, Digital Audio, Operating Windowing System, CBT Peripheral Devices, Computer Managed Instruction (CMI), Courseware Interchange, Digital Video, Icon Standards
• More info: http://www.aicc.org
1998-05-21 LTSA 4.00 Overview, Frank Farance 122
AICC AGR003:Digital Audio
• Primary: multimedia• Secondary: delivery
Delivery
Learner
Evaluation
SystemCoachKnowledge
Library
Content Index(metadata)
Query Index
LearningContent
Performance (new)
Multimedia Behavior
LearningStyle
RecordsDatabase
Learning Content
Performance (current)Performance
(history)
A s s e s s m e n tL o c a t o r I n d e x
1998-05-21 LTSA 4.00 Overview, Frank Farance 123
AICC AGR005:CBT Peripheral Devices
• Primary: behavior, delivery, multimedia• Secondary: learner
Delivery
Learner
Evaluation
SystemCoachKnowledge
Library
Content Index(metadata)
Query Index
LearningContent
Performance (new)
Multimedia Behavior
LearningStyle
RecordsDatabase
Learning Content
Performance (current)Performance
(history)
A s s e s s m e n tL o c a t o r I n d e x
1998-05-21 LTSA 4.00 Overview, Frank Farance 124
AICC AGR006:Computer Managed Instruction
• Primary: performance info, assessment info, query index (search), content index (metadata), locator index (e.g., URLs), invocation of learning content
• Secondary: behavior, records database, system coach, knowledge library, learning content, delivery
Delivery
Learner
Evaluation
SystemCoachKnowledge
Library
Content Index(metadata)
Query Index
LearningContent
Performance (new)
Multimedia Behavior
LearningStyle
RecordsDatabase
Learning Content
Performance (current)Performance
(history)
A s s e s s m e n tL o c a t o r I n d e x
1998-05-21 LTSA 4.00 Overview, Frank Farance 125
AICC AGR007:Courseware Interchange
• Primary: system coach, performance info, assessment info, query index (search), content index (metadata), locator index (e.g., URLs), invocation of learning content
• Secondary: learning style, behavior, records database, knowledge library, learning content, delivery
Delivery
Learner
Evaluation
SystemCoachKnowledge
Library
Content Index(metadata)
Query Index
LearningContent
Performance (new)
Multimedia Behavior
LearningStyle
RecordsDatabase
Learning Content
Performance (current)Performance
(history)
A s s e s s m e n tL o c a t o r I n d e x
1998-05-21 LTSA 4.00 Overview, Frank Farance 126
AICC AGR008:Digital Video
• Primary: multimedia• Secondary: delivery
Delivery
Learner
Evaluation
SystemCoachKnowledge
Library
Content Index(metadata)
Query Index
LearningContent
Performance (new)
Multimedia Behavior
LearningStyle
RecordsDatabase
Learning Content
Performance (current)Performance
(history)
A s s e s s m e n tL o c a t o r I n d e x
1998-05-21 LTSA 4.00 Overview, Frank Farance 127
AICC AGR009:Icon Standards
• Primary: learner, learning content• Secondary: delivery, multimedia
Delivery
Learner
Evaluation
SystemCoachKnowledge
Library
Content Index(metadata)
Query Index
LearningContent
Performance (new)
Multimedia Behavior
LearningStyle
RecordsDatabase
Learning Content
Performance (current)Performance
(history)
A s s e s s m e n tL o c a t o r I n d e x
1998-05-21 LTSA 4.00 Overview, Frank Farance 128
AICC CRS002:Glossary of Terms Related to CBT
• Primary: none• Secondary: all components
Delivery
Learner
Evaluation
SystemCoachKnowledge
Library
Content Index(metadata)
Query Index
LearningContent
Performance (new)
Multimedia Behavior
LearningStyle
RecordsDatabase
Learning Content
Performance (current)Performance
(history)
A s s e s s m e n tL o c a t o r I n d e x
1998-05-21 LTSA 4.00 Overview, Frank Farance 129
DoD Advanced DistributedLearning (ADL)
• Research and development areas:– Promote widespread collaboration. – Exploit Internet technologies. – Develop next generation learning technologies. – Create reusable content, and lower costs, with object-based tools.
• Supplies requirements to IMS• More info: http://www.adlnet.org
1998-05-21 LTSA 4.00 Overview, Frank Farance 130
ADL Collaboration
• Primary: all components, ADL addresses collaboration of learning technologies and learning technology requirements
• Secondary: none
Delivery
Learner
Evaluation
SystemCoachKnowledge
Library
Content Index(metadata)
Query Index
LearningContent
Performance (new)
Multimedia Behavior
LearningStyle
RecordsDatabase
Learning Content
Performance (current)Performance
(history)
A s s e s s m e n tL o c a t o r I n d e x
1998-05-21 LTSA 4.00 Overview, Frank Farance 131
European Union - ARIADNE
• Collaborative browsing• Learning technology metadata• Working with IMS• More info:
http://tina.lancs.ac.uk/computing/research/cseg/projects/ariadne/
1998-05-21 LTSA 4.00 Overview, Frank Farance 132
ARIADNE Metadata
• Primary: content index (metadata) and associating locator indexes with content indexes
• Secondary: query index (search), locator index (e.g., URLs), knowledge organization in knowledge library
Delivery
Learner
Evaluation
SystemCoachKnowledge
Library
Content Index(metadata)
Query Index
LearningContent
Performance (new)
Multimedia Behavior
LearningStyle
RecordsDatabase
Learning Content
Performance (current)Performance
(history)
A s s e s s m e n tL o c a t o r I n d e x
1998-05-21 LTSA 4.00 Overview, Frank Farance 133
Layer 5: Operational Components
• Common components that build the system• Operational components may serve several functions• Several system components may be implemented via the
same operational components, e.g., performance info and learning content both coded as XML (an operational component)
1998-05-21 LTSA 4.00 Overview, Frank Farance 134
Layer 5: Operational Components(cont’d)
• Operational components are identified by:– Systems, e.g., clients and servers– Connectors (interface protocols), e.g., HTTP, PPP– Busses (namespaces), e.g., URLs, telephone numbers
• Components (systems) on a bus can “talk” to each other via interface protocols
1998-05-21 LTSA 4.00 Overview, Frank Farance 135
Abstraction-Implementation:Stakeholder/Design Perspective => Operational Components
Various Stakeholder/Design PerspectivesLearner, Assessment, Intelligent Tutor, Distance Learning, Mentoring, Collaboration, Ontology, Task, etc.
Protocols
Interchange DataStorage
Processes
HumanInterface
Control Flow
AbstractionImplementation
1998-05-21 LTSA 4.00 Overview, Frank Farance 136
Information Busses:Example: Internet Client-Server Bus, Client Perspective
- Client connects to many servers
- On-demand connections
- Several servers may have same purpose, but varied resources; like libraries: same interface, but varied collections of books
Server
Server
Server
Client
1998-05-21 LTSA 4.00 Overview, Frank Farance 137
Information Busses:Example: Internet Client-Server Bus, Server Perspective
- Server handles requests from multiple clients
- On-demand connections
- Clients may appear homogenous, but have different identities
Client
Client
Client
Server
1998-05-21 LTSA 4.00 Overview, Frank Farance 138
Information Busses:Example: Combining/bridging two busses
User
WebClient
WebServer 1
WebServer 2
WebServer 3
GUIApp 1
GUIApp 2
GUIApp 3
Window ManagerApplication “Bus”
Examples:X Windows, Win95
World Wide Web“Bus” of Browsersand Web Servers
Web Browser: “sits” on two busses: both window manager application & web application
1998-05-21 LTSA 4.00 Overview, Frank Farance 139
Information Busses:Example: Combining/bridging three busses
User
WebClient
WebServer 1
WebServer 2
GUIApp 1
GUIApp 2
WindowManager
Application“Bus”
World Wide Web“Bus” of Browsersand Web Servers
Web Browser:GUI<->Web
ChatClient 1
ChatClient 2
ChatServer
Chat Session:GUI<->Chat
Chat “Bus”of Sessions
1998-05-21 LTSA 4.00 Overview, Frank Farance 140
Information Busses:Commonly Used Busses/Protocols
• Layer 5 is: collection of common bus protocols, no specific requirements
• Examples:– Transport, Network, Data Link: TCP, UDP, IP, Ethernet,
telephone– Application, Presentation, Session: X11, HTTP, IRC, SMTP,
NNTP, FTP, TELNET– Data, Control, Security: HTML, XML, RDF, RPC, CORBA,
DCOM, HLA, Kerberos, HTTPS, SSL, HLA
1998-05-21 LTSA 4.00 Overview, Frank Farance 141
Summary of Five LTSA Abstraction-Implementation Layers
Environment
Interactions
Learner
Five Human-Centered Features
40+ Stakeholder Perspectives
Layer 3
Layer 4
Layer 5
Layer 2
Layer 1Learner
EnvironmentInteractions
SystemComponents
Protocol & Interface
Busses
LICILC
LS
BM
P PA
DL
E
SCKL RD
LC
QI
1998-05-21 LTSA 4.00 Overview, Frank Farance 142
LTSA Layer Summary (cont’d)
• Layer 1:– Learning experience: learners interacting with the environment– A learner (abstract) may represent several students (humans)– From information technology perspective, flow is one-way:
environment ==> learner– Collaboration is within the learner abstraction
1998-05-21 LTSA 4.00 Overview, Frank Farance 143
LTSA Layer Summary (cont’d)
• Layer 2:– Because the learner abstraction is “implemented” with “humans”
(human learner), rather “implemented” with “computers” (machine learning), the “nature of humans” has pervasive effect on system design
– Fundamental limits of human communication
1998-05-21 LTSA 4.00 Overview, Frank Farance 144
LTSA Layer Summary (cont’d)
• Layer 2 (cont’d):– Humans aren’t reliable receivers of information: retransmission– Humans aren’t predictable receivers of information: different
strategies– Humans learn differently (and over time): customizable,
configurable
1998-05-21 LTSA 4.00 Overview, Frank Farance 145
LTSA Layer Summary (cont’d)
• Layer 3:– System notation: process, store, flow– Human-centered feedback loop: learner, behavior, evaluation,
assessment, system coach, delivery, multimedia– More “intelligence” from learning content: need records database
and performance records– Learner has different “teachers” during his/her lifetime: records
database facilitates “hand-off”
1998-05-21 LTSA 4.00 Overview, Frank Farance 146
LTSA Layer Summary (cont’d)
• Layer 3 (cont’d):– Humans each learn differently (and learn differently over time):
rich knowledge library required; query indexes and content indexes (metadata) make best use of knowledge library
– Learners and their surrogates (e.g, parent, mentor) negotiate learning styles with system coaches and their surrogates (e.g., institution, teacher, courseware developer)
1998-05-21 LTSA 4.00 Overview, Frank Farance 147
LTSA Layer Summary (cont’d)
• Layer 4:– Stakeholders each have own, incomplete perspectives– All stakeholders’ perspectives are incorporated in LTSA system
components diagram– IEEE 1484: working groups specifying critical interfaces; some
technical standards outside of 1484; “education standards” are necessary but outside scope of 1484 and “technical standards”
1998-05-21 LTSA 4.00 Overview, Frank Farance 148
LTSA Layer Summary (cont’d)
• Layer 5:– Bus notation: bus, connector, system– Operational components: actual implementation– One operational component (e.g., HTTP) might be used by several
system components (e.g., records database, knowledge library)– One system component (e.g., delivery) might use several
operational components (e.g., HTTP, HTML, MPEG)
1998-05-21 LTSA 4.00 Overview, Frank Farance 149
LTSA Layer Summary (cont’d)
• Layer 5 (cont’d):– Bus may be used for several purposes– Systems on bus share common namespace, e.g., URLs, process
IDs, object IDs– Systems may be connected, simultaneously, to several busses
1998-05-21 LTSA 4.00 Overview, Frank Farance 150
LTSA Layer Summary (cont’d)
• Layer 5 (cont’d):– Systems dynamically connect, on-demand to other systems (e.g.,
clients to servers)– System connectivity is not pre-arranged– Connections (protocols) may serve several purposes (e.g., XML
used for performance records and learning content; MIDI used for behavior and multimedia)
1998-05-21 LTSA 4.00 Overview, Frank Farance 151
LTSA Conformance
• LTSA conforming products/services– provide the critical interfaces (functionality) that conform to one
or more components of LTSA: Learner (Collaboration), Behavior, Evaluation, Performance, Records Database, System Coach, Query Index (search), Content Index (metadata), Locator Index (e.g., URLs), Knowledge Library, Delivery, Multimedia
– identify the protocols that describe the bus interface– identify the interface point
1998-05-21 LTSA 4.00 Overview, Frank Farance 152
LTSA Conformance
• LTSA conforming products/services• Measuring conformance: the system under test is called the
“implementation under test”• A system that conforms to the LTSA specification is called
a “conforming implementation”• “A conforming implementation shall conform to all five
layers.”
1998-05-21 LTSA 4.00 Overview, Frank Farance 153
LTSA Layer 1 Conformance
• Validating Learner-Environment interactions• “The implementation under test shall identify the
boundaries of the Environment, the flows of Interactions, and the Learner.”
• “The implementation under test shall identify the Learner's relationship to human students.”
• Examples of Learner/Student relationship:– Is the Learner represented by more than one Student?– Is there collaboration among the Students?
1998-05-21 LTSA 4.00 Overview, Frank Farance 154
LTSA Layer 2 Conformance
• Validating human-centered features• “The implementation under test shall identify the methods
for addressing the human-centered features:”– unreliable learners– unpredictable and diverse learners– nomadic learners– influence on learning style
1998-05-21 LTSA 4.00 Overview, Frank Farance 155
LTSA Layer 3 Conformance
• Validating decomposition into LTSA system components• “The implementation under test shall identify the available
LTSA system components: Learner, Learning Style, Behavior, Evaluation, Performance, Records Database, Assessment, System Coach, Query Index, Content Index, Locator Index, Knowledge Library, Learning Content, Delivery, Multimedia.”
1998-05-21 LTSA 4.00 Overview, Frank Farance 156
LTSA Layer 4 Conformance
• Identifying which LTSA subset (stakeholder) is applicable -- stakeholders can be any subset, not limited to the examples in the LTSA specification
• Mapping conceptual to actual system components• “The implementation under test shall identify the subset of
applicable LTSA system components.”• “The implementation under test shall identify the
boundaries and mapping of LTSA system components.”
1998-05-21 LTSA 4.00 Overview, Frank Farance 157
LTSA Layer 5 Conformance
• Identifying the information busses -- bus protocols and topology not limited to examples in LTSA specification
• “The implementation under test shall identify the information busses in use, their namespace, control protocols, and mapping to LTSA system components.”
1998-05-21 LTSA 4.00 Overview, Frank Farance 158
Open Issues
• Verifying stakeholders perspectives• Identifying and refining operating components: protocols,
interfaces• Public review in IEEE 1484.1 and other fora
1998-05-21 LTSA 4.00 Overview, Frank Farance 159
Summary
• Yourdon (systems notation): tried and true• Bus notation used for larger number of component• Five abstraction-implementation layers:
– Learner and environment interactions– Human-centered features– System components– Stakeholder perspectives– Operational components
1998-05-21 LTSA 4.00 Overview, Frank Farance 160
Summary (cont’d)
• Wide range of implementations supported• All stakeholders’ perspectives identified• Reflects commercial systems