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Subject: Re: [dita-learningspec] instructional content


All,
Just a question - may already have been discussed.
Assume Topic1, Topic2, Topic3.

We want to create a module or lesson using Topic1, Topic2, and Topic3.
And another module or lesson using Topic1 and Topic3.

In each case, how would we provide/maintain context from one topic to another?
It could very well be that the context in which Topic3 is used in the first instance might be quite different then when used in the second instance.

Do we maintain context of use in metadata, or some other way?


Regards,

Bob Bernard
Sr. Education Specialist
bbernard@us.ibm.com
Inactive hide details for John Hunt/Cambridge/IBM@LotusJohn Hunt/Cambridge/IBM@Lotus


          John Hunt/Cambridge/IBM@Lotus

          10/26/2006 10:34 AM


To

Bruce Esrig <esrig-ia@esrig.com>

cc

dita-learningspec@lists.oasis-open.org

Subject

Re: [dita-learningspec] instructional content


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

To
dita-learningspec@lists.oasis-open.org
cc
Subject
Re: [dita-learningspec] instructional content




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

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Strawman proposals for a top-level DITA design for learning content
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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:


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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:
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.)

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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.

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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.

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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.

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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.


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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.

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References

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