dita-learningspec message
[Date Prev]
| [Thread Prev]
| [Thread Next]
| [Date Next]
--
[Date Index]
| [Thread Index]
| [List Home]
Subject: RE: [dita-learningspec] Strawman proposals for a top-level DITA design for learning content
- From: "Gafford, Wayne NAVSEA" <wayne.gafford@navy.mil>
- To: <john_hunt@us.ibm.com>,<dita-learningspec@lists.oasis-open.org>
- Date: Wed, 1 Nov 2006 17:06:45 -0800
Greetings,
I've
been trying to discover constructs other than Gagne that could help entice
the adoption of a top-level design model. One discovery I am reminded
of going back to my graduate school daze is the distinction between
"instruction" and "learning". Gagne is clearly oriented toward instruction. As
is the Dick and Carey Model. See:
After
much reading, ...reviewing the strawman, past minutes and past emails, I am
beginning to question if certain references to the word "learning"
best represents our design goals. This is why: Learning, I would suggest, really
applies to propositions that account for how changes in human performance
come about. Instruction describes conditions and objects that can be
intentionally arranged for the learning to take place. Sprinkling
guidance throughout content is an act of instruction, not learning. If DITA is
seeking to offer a model on how to weave topics together, we are seeking a
solution on the instructional spectrum, not the learning spectrum.
Maybe
its too fine a point, but I wonder if our top-level design should be for
instructional content, rather than learning content. I feel more
comfortable and at ease with designing for instructional objects than for
learning objects. Instructional objects speaks more to its origins in systems
theory. Educators design instruction, not learning (they hope for learning). The
instructional design caters to learning styles.
The
RLO model seems to be based on instruction, not necessarily on
learning theory.
Just
musing.
Wayne
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
- 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/
[Date Prev]
| [Thread Prev]
| [Thread Next]
| [Date Next]
--
[Date Index]
| [Thread Index]
| [List Home]