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Subject: Re: [dita-learningspec] instructional content
- From: john_hunt@us.ibm.com
- To: Bruce Esrig <esrig-ia@esrig.com>
- Date: Thu, 26 Oct 2006 10:34:02 -0400
Bruce,
Do you see instructional content mainly
as part of an information object used for learning (Learning Content type
in the strawman proposals)? Something like instructor notes or instructor
tips that you might include in an instructor guide for a set of classroom
training materials?
>>How do you
write two mutually reinforcing topics such as a basic content topic and
a coordinated commentary?
I can think of a few ways in which you might provide guidance
content as part of the content topic itself.
1) You could specialize two body elements - contentbody
and guidancebody, for example. The advantage here is that you clearly separate
the learning content to present to the learner from the guidance that supplements
it if the learner needs something more. And you can then create specialized
section elements within each body if you want to provide any further structure
for each type of content.
2) You could use specialized section element for guidance,
and make it available as an element (probably last) in the learning topic
body.
3) If you want to be able to sprinkle guidance content
throughout the learning content, you could use a guidance domain. In fact,
you might want a guidance domain in addition to the specialized guidance
body or section. For example, in the DB2 pilot specialization, we had defined
a learning domain with an instructornote, which made instructornote available
for use anywhere in the learning content.
Good topic for an action item, to discuss further and
work out more details.
John Hunt
Bruce Esrig <esrig-ia@esrig.com>
10/25/2006 05:47 PM
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Subject
| Re: [dita-learningspec] instructional
content |
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What is the place of instructional content?
Some instruction conveys content, but some acts as a guide to the student,
pointing out features of the content and an order in which to learn them.
If the Learning overview and Learning summary are focused on describing
the learning objectives, then we have no place where we offer guidance
during the learning.
Offering guidance in a topic-oriented environment presents special challenges,
because so far, the topic-oriented environment provided by DITA at most
supports interlacing (the artful arrangement of topics to convey a message).
It doesn't offer a model for how to weave topics together. The question
of guidance brings this out. How do you write two mutually reinforcing
topics such as a basic content topic and a coordinated commentary? Is it
done as a FAQ-like dialog using conref?
Best wishes,
Bruce
At 05:13 PM 10/25/2006, john_hunt@us.ibm.com wrote:
Hello DITA learning content SC,
Our review of structured designs for learning and how to apply them to
DITA principles and best practices has generated good discussion and input
from all of you.
My sense is that after two months of good discussion and review, we've
come to a point where we can confirm some general directions and identify
the action steps needed to get to our Task 2 goal - "developing a
plan for a DITA specialization for learning content, including the learning
types, map domains, content domains, and processing support needed to support
the design."
To that end, below are a series of proposals and related action items
for our consideration, discussion, and action at the Thursday, 26 Oct 2007
meeting.
Thanks.
John Hunt
WPLC Education Development
Chair, OASIS DITA learning and training content sub-committee
IBM Software Group/Lotus Software
----------------------------------------------------------------------------------------------------------
Strawman proposals for a top-level DITA design for learning content
----------------------------------------------------------------------------------------------------------
Proposal 1. Adopt a top-level design for DITA topic-based learning content
that is based on the Cisco/Clark learning objects approach, augmented by
the IEEE Learning Objects Metadata (specifically the Learning Resource
Types) and SCORM Sharable Content Objects.
Working assumptions:
- A learning object comprises a set of self-contained content
that supports a single learning objective.
- A learning object consists of a) instructional objects,
which provide the structured framework for learning, and b) information
objects, which provide the learning content.
- DITA topics provide the basic building blocks for learning
objects.
- Specialized DITA topic types can define the specific types
of content needed for the instructional and information objects that comprise
a learning object.
----------------------------------------------------------------------------------------------------------
Proposal 2. The specialized DITA topic types described below comprise the
minimum set needed to support a learning object.
a) These topic types provide the content needed for Instructional objects:
- Learning Overview
- Learning Summary
- Learning Practice
- Learning Exercise
- Learning Assessment
b) A single topic type hosts Information objects:
c) Learning Content topics allow for direct nesting of core DITA task,
concept, and reference topics, in addition to other supporting topic content.
d) Action item: Identify and define any additional topic types needed to
support instructional or information content for learning, using as a starting
point the Learning Resource Types identified in the IEEE LOM spec (Section
5.4.5.2).
e) Action item: Identify specific requirements for the Assessment type.
(See related Proposal 6.)
----------------------------------------------------------------------------------------------------------
Proposal 3: Develop a DITA map domain to define a set of specialized DITA
topicref elements, structured and sequenced to represent the specific topic
types used for a learning object.
Using a map domain for defining the structure of a learning object makes
it possible to use this map domain in other DITA maps. For example, you
could include a learning map inside a default DITA map, a specialized DITA
bookmap, or some other specialized DITA map.
----------------------------------------------------------------------------------------------------------
Proposal 4. Use a specialized DITA map type to define the organization
of learning objects into higher-level structures, such as lessons, modules,
and courses.
Action Item: Identify the specific structures and metadata we need to support
in a learning map type.
----------------------------------------------------------------------------------------------------------
Proposal 5. Prioritize SCORM as our primary processing and delivery target.
a) Action Item: Identify and prioritize secondary targets, such as general
e-learning or classroom-based training.
b) Action Item: Identify the specific sub-sets of SCORM to support for
a phase 1 pilot.
c) Action Item: Identify the specific sub-sets of SCORM sequencing and
navigation to support for a phase 1 pilot.
d) Action Item: Identify the specific sub-sets of IEEE LOM (learning metadata)
to support for a phase 1 pilot.
----------------------------------------------------------------------------------------------------------
Proposal 6: Adopt a sub-set of QTI to drive assessments and interactions,
and implement them as a DITA domain specialization.
a) Action Item: Identify the specific sub-set of QTI to support for a phase
1 pilot.
----------------------------------------------------------------------------------------------------------
Action Item: Identify pilot content, starting with training content on
how to use DITA (or some aspect of it), and identify one or two other sets
of training content to pilot.
----------------------------------------------------------------------------------------------------------
References
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