RE: [dita-learningspec] instructional content

["France Baril" <France.Baril@ixiasoft.com>]

Isn't this very similar to scenarios? Can't it be handled the same way?

 

France

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From: Bruce Esrig [mailto:esrig-ia@esrig.com]
Sent: Wednesday, October 25, 2006 5:47 PM
To: dita-learningspec@lists.oasis-open.org
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:

• 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.

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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:

• Learning Overview
• Learning Summary
• Learning Practice
• Learning Exercise
• Learning Assessment

b) A single topic type hosts Information objects:

• Learning Content

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

• Learning Objects Information Types
• http://lists.oasis-open.org/archives/dita-learningspec/200610/msg00001.html
• Recyling Knowledge with Learning Objects
• http://www.clarktraining.com/content/articles/LearningObjects.pdf
• Paul Barley's Term Comparison Spreadsheet
• http://lists.oasis-open.org/archives/dita-learningspec/200609/msg00009.html
• A DITA specialization design for learning
• http://www.ibm.com/developerworks/xml/library/x-dita9a/
• Design patterns for information architecture with DITA map domains
• http://www.ibm.com/developerworks/xml/library/x-dita7/