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Propelling Standards-based Sharing and Reuse in Instructional Modeling Communities– The Open Graphical Learning Modeler (OpenGLM)M. Derntl1, S. Neumann2, P. Oberhuemer21 Information Systems & Databases, RWTH Aachen University, Germany2 Center for Teaching and Learning, University of Vienna, Austriaderntl@dbis.rwth-aachen.de…
ContextAdoption ofstandards & specs	Technical interoperability in TELHere: focus on instructionalmodeling		Future gazing				Mapping androadmappingfor TEL
InstructionalmodelingProcess of producing instructional models (IM)IM can be teaching method, assessment method, conrete teaching and assessment units.Involves different artifacts and toolsMany available standards and specs for different artifacts, e.g. SCORM or IMS LD for activities, IMS QTI for assessments, IMS CP for content packaging, LOM or DC for metadata, IEEE RCD for outcome definition …
Objective: Standards-based SharingFormal abstractdescriptionsofteachingand/orlearningsituations – interoperabilityandreuse!Manytoolsthatimplement a standardmodelinglanguage(Reload, ReCourse, MOT+, ASK-LDT, etc)Manytoolsenableintegratedcommnuityfeatures(egCompendiumLD, LAMS etc)The intersectionisverysmallObjective: Standards-basedimplementationofcommunityusecasesseamlesslywithinthemodelingtool
Instrucitonalmodelingcommunityusecases		SearchRetrieveAnnotateEnrich		Share
Implementation: OpenGLMPROLIX GLM – modelingonly; based on ReloadcodebaseOpenGLMimplemented on top of PROLIX GLMSharing space: Open ICOPER Content Space
Open ICOPER Content Space (OICS)
Open ICOPER Content Space (OICS)
Artifacts
“Intelligent” LOM record construction“Electronic forms must die!” Title (1.2), general description (1.4) from IMS LD manifestLifecycle (2.*), meta-metadata (3.*) from OICS/OpenGLM user dataEducational description (5.10) from activity descriptionsResource type (5.2) is LD if content objects attached, otherwise TMRelations (7.*) extracted from OICS learning objects used and TMs implementedIntended learning outcomes (ext. 5.12) from IEEE RCD compliant outcome definitions
ApplicationExamplescenario:Reuse existing instructional models to develop a new LD for an “Academic writing” course
Search andimportsomethingtobuild on
Editinggeneralinfo
Adaptingintendedoutcomes
Definingactivities
Add content
Upload torepositoryCouldbe a personal repository, an open/publicrepository, an institutionalrepository, a program-specificrepository, …
End-user evaluation2 universities, 11 usersPerformdesgintask, thenstructured interviewFindings:Work integration: real-liferelevance?  portfolios, workloadcalculationTraining: helprequired  stafftrainingTerminology: sometimesconfusing  adapttoinstitutionContent quality: unsure, lack ofinfo  qualitycontrolledrepositoriesSharing & development: wellreceived  discourse on teaching
BenefitsReuse of IMs, LODs, content – building on goodpracticeShared LOD poolInstitutionalcontrolOutcome-basedcommunitiesInstitutionalrepositoriesWorkflow supportat different managementlayersDocumentation, interoperability and visibility of teachingpractices
LimitationsIT literacyObstaclestosharingLack ofmotivation, Lack ofcriticalmass, Lack ofqualitycontrolIPR$$$
ConclusionStrong opportunities of supporting instructional modeling CoPs, personal and organizational What’s needed?Institutionalized provision and quality controlHigher impact of teaching on academic careerEffective spaces for sharing of good practiceJoin the conversation on shaping TEL futureshttp://learningfrontiers.eu- “TEL-Future” tab

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Propelling Standards-based Sharing and Reuse in Instructional Modeling Communities – The Open Graphical Learning Modeler (OpenGLM)