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Welcome to P2V project!
1. Problem’s Description
For the first P2V visit in Vilnius on June 18-20, 2006, Lithuanian partners (ITC) has chosen the theme „Digital resources“ and more narrow topic „Usage of Digital Methodical Material (or „Pedagogical Use of Units of Learning”)“.
Current Lithuanian experience in this field is based mainly on creation and usage of Microsoft „Virtual Classroom Tour“ (VCT) templates for preparation of digital methodical material [more information is available in the file P2V_VCT_LT.doc].
This technologic decision has a number of advantages and shortages. Lithuanian P2V team consider that one of these shortages is that it’s very difficult to describe such kind of methodical material in conformity with international standards and specifications suitable for description of pedagogical methods / scenarios / learning designs (such as IMS Learning Design). Therefore it is very difficult to reuse this kind of methodical material with different learning objects on different subjects.
Lithuanian research in the field shows clearly that usability of learning objects and specifically methodical material is low [more information is available in the files CALIBRATE_guestionnaires_P2V and SITES_research_data.doc]. For example, questionnaire of teachers – VCT creators on the usability of the main components of VCT had shown that only about 40% of them use VCT’s project description, 50% use learning resources, 60% use teachers’ plans, and 80% use examples of works.
Therefore the main problem to be solved is „What kind of decisions have to be chosen for creation and delivery of methodical material to improve its usability“.
2. Probable Decisions (Proposals for the Future)
Lithuanian P2V team proposes the innovative decision in the field based on new vision of Digital Library of Educational Resources and Services (DLE) [for more information look the file Article_IVUS_Kurilovas_final.doc which was already sent earlier].
DLEs are considered to be the aggregates of knowledge repositories, and services, organized as complex information systems. The requirements for such systems and proposed framework for systems’ architecture design are based on components’ reusability, quality and efficiency principles, and the last are based on proposed scientific and technologic decisions (such as implementation of IMS Learning Design (LD)-compliant Units of Learning (UoLs) and appropriate tools) and aimed to ensure interoperability of the main system’s components and learning customization possibilities for its users.
Therefore this DLE design seems to be one of the best possible e-learning solutions from technologic, educational and socioeconomic points of view. The detailed evidence of this statement is out of scope of the topic, but shortly it is ensured by better financial and economic efficiency indicators such as less investment into resources for one probable user, more financial benefit, less time to buy off, etc.
The main factor here is the idea of reusability of learning objects (LOs) and UoLs, where LOs are considered to be reusable pedagogically decontextualised digital learning resources (‚content‘), which are not directly interconnected with particular pedagogical methods / scenarios / designs, and therefore it’s possible to reuse the same LOs to implement different learning designs. UoLs here are conversely considered to contain learning designs reusable for different subjects and different LOs. It this context UoLs could be considered as VCT improvement or alternative.
Therefore in this case better reusability of main DLEs components is achieved, more users appear, content and learning design creators have the possibility not to reinvent the wheel, and better conditions are created for teachers and content / design creators to improve the quality of existing LOs and UoLs by permanent (collaborative) modification.
In IMS LD the idea has been to reuse the elements representing learning processes in different ways. Using IMS–LD it is possible both to take an existing learning design and use it with new content resources (for example applying a learning design for Problem–Based Learning to different subjects) or have existing content resources be used with different learning designs.
This statement reflects much of the current work done on reuse of IMS LD’s UoL:
• Ready made templates where the teacher fills in desired elements of an “empty” UoL.
• Reusable UoL’s where the whole unit can be exchanged between repositories and modified on a detailed level.
• Reusable elements of a UoL where specific components (like an act or activity structure) are exchanged between repositories and modified [for more information look the file Article_IVUS_Kurilovas_final.doc which was already sent earlier].
Therefore one of the probable topic-related improvements could be presentation of usable ready made templates where the teacher fills in desired elements of an “empty” UoL, and international experience in creation / modification of learning designs.
06/20/07 - Svetlana Kubilinskienė
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