Subject: re: Learning objects: sequencing, wrappers and interactivity
From: Albert Ip (albert@dls.au.com)
Date: Wed 23 Feb 2000 - 23:44:52 MET
From: "Albert Ip" <albert@dls.au.com> Subject: re: Learning objects: sequencing, wrappers and interactivity Date: Thu, 24 Feb 2000 09:44:52 +1100
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On Tue, 22 Feb 2000 14:31:27 -0000 Crispin Weston Wrote:
>On educational wrappers. My view is that the educational wrapper will very
>often add interactivity to an essentially expositive resource. By
>interactivity, I refer to the ability to interact with the software in what
>Ariadne calls a 'semantically meaningful' way, rather than software which
>facilitates interactivity between humans (i.e. communications or
>collaborative learning software). While interactivity is not essential to
>educational content, it sure as hell helps, especially when you are dealing
>with less experienced learners, say at secondary level. An experienced
>learner generates their own interactivity by interrogating an otherwise
>passive resource, while with less experienced learners, learner and
>expositive resource sit and look at each other in stupefied silence (in my
>experience, anyway). Furthermore, interactive objects have the potential to
>produce results data which can form the basis for intelligent progression.
I am still struggling with an operating definition of LO re: wrapper and
content and the packaging. But let's put this aside and try to terse out
the issues related to creating a course with interactivity and content.
I know I tend to over-use "divide and conquer" strategy. Please bear with
me. When we talk about "sequencing", we implies things are going/coming to
the learners in blocks and hence we can arrange the order of the blocks (or
build these blocks on the fly basing on something else). Each of these
blocks may be composed of contents/interactivities drawn from different
software modules. (see Fritze & IP (1998) "Learning Engines - a Functional
Object Model for Developing Learning Resources for the WWW") I have taken
some diagrams from this paper and posted on the web with the following urls.
It may be useful to look at these diagrams as I continue to describe our
views.
http://www.dls.au.com/albert/le1.gif, http://www.dls.au.com/albert/le2.gif
and http://www.dls.au.com/albert/le3.gif These figures are screen capture
of web pages running within a browser.
The first figure shows a "tutorial shell" - interactivity. This shell takes
content (via the web).
The second figure shows the same shell used with an animation input/output
device (showing
the bones of a leg at an angle). The learners are asked a question and is
expected to manipulate the image to set the angle. The value will
automatically get into the tutorial shell and being checked against a set of
criteria. Further response is possible.
The third figure shows the same shell (again) with another input/output
device (a graphing device). Like the tutorial shell, the graphic device
also takes content (which controls how lines are shown, what type and shape
etc.)
One of the reason why I been struggling so much in having an operating
definition of LO is reflected here. Is LO the software modules which
provided the interactivity (in this case, without content, the interactivity
is pedagogically meaningless). Is LO the content? In this case, without
the interactivity devices, the content is very dull. Is LO content +
interactivity or LO a specific page?
In the examples quoted, the "sequencing" is pretty linear and is controlled
by other factors (typically navigation design).
>Embedding interactive resources into a sequence will normally require the
>objects to comply to a protocol such as IMS or AICC.
Can anyone assure me IMS or AICC specifications can support the work we did
as described in the cited paper above?
Our work also leads us to rethink re-use. More on that on a later post.
Albert
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