Learning objects information types and metadata

[john_hunt@us.ibm.com]

Hello DITA learning SC -

I've been reflecting on our recent discussions
about learning objects, information types, metadata, and some of the discussions
about SCORM in our session with Tyde Richards. Here's some thoughts to
consider, and some topics for discussion.

1) First - another good (very short
and concise!) reference on learning objects, this from Dr. Ruth Clark.

        Recyling
Knowledge with Learning Objects, Training & Development magazine October
1998, p. 60-61.
        http://www.clarktraining.com/content/articles/LearningObjects.pdf

2) In this article, Dr. Clark distinguishes
two types of learning objects.

        1)
Information objects contain the learning content, and these follow
the five Cisco types - facts, concepts, processes, procedures, principles.
        2)
Instructional objects are what turn the information objects into
learning; they provide the learning objectives, practice exercises, and
feedback.

3) Here's my depiction of how this looks,
and how it correlates with the DITA learning types from the IBM DB2 pilot.

4) What specific types of instructional
and information objects do we need to support with a DITA specialization
for learning? 

If we accept the above as our starting
point, then the detail question becomes, what are the specific set of instructional
objects and information objects we want to support with specialized DITA
information types?

One source of input is the IEEE LOM
spec - 

        An
intro here - http://www-128.ibm.com/developerworks/xml/library/x-think21.html
       
        And
the full details here - http://ltsc.ieee.org/wg12/files/IEEE_1484_12_03_d8_submitted.pdf

Section 5.4.5.2 identifies these Learning
Resource Types: 
        Exercise,
Simulation, Questionnaire, Diagram, Figure, Graph, Index, Slide, Table,

        Narrative
Text, Exam, Experiment, ProblemStatement, SelfAssesment, Lecture

This offers a troublesome mix of format
and type, but does suggest some potential types to consider:
        Exercise,
Simulation, Questionnaire, Narrative Text, Exam, Experiment, ProblemStatement,
SelfAssesment, Lecture

It also raises the question about format
and delivery, and to what extent we need to account for them. This issue
also comes up in Clark's 2-pager, when she discusses "other characteristic
of content," such as text vs pictures (still and moving), sounds,
simulations.

-----------------------------------
John Hunt
WPLC Education Development
Chair, OASIS DITA learning and training
content sub-committee
IBM Software Group/Lotus Software
john_hunt@us.ibm.com