Abstract
Commentary on: Chapter5: An Architecture for Learning Design Engines. (Vogten, Koper, Martens and Tattersall, 2005) Abstract: Chapter 5 of the Learning Design book describes the operational model of a learning design engine based on the concept of finite automata with output alphabet. We rely on this event concept to include pre-existing learning tools in flexibe and rich learning designs. We sketch an approach for the integration of complex learning environments in learning designs. Interactive learning support environments, such as argumentation or modelling tools are pre-existent and have a high potential when integrated in learning designs. We propose an approach that aims at a clear separation of the learning design engine, the specification of the learning flow (as LD documents) and learning environments. According to its current state, the engine controls the learning environment with events (such as start a new phase), defined as a vocabulary for a set of environments, that are mapped to the environments' existing functionality (such as create new workspace). Thus the engine remotely controls the learning tools while the tools can initiate state transitions in the engine on specific events in the tool. Editors: Colin Tattersall and Rob Koper.
Highlights
Learning Support Environments withoutUp to now complex learning support environments (LSE) and learning design plays are largely unrelated and co-exist, but do not co-operate
We propose an approach that aims at a clear separation of learning design engine, the specification and implementation of the learning flow and learning Journal of Interactive Media in Education, 2005 (05)
Remote Control Component: this component is the mediator between learning design engines (LDE) and LSE; it maps events coming from the LDE to one or more communication primitives, that build the vocabulary for remotely controlling learning support environments, such as Co-Lab or Cool Modes
Summary
Up to now complex learning support environments (LSE) and learning design plays are largely unrelated and co-exist, but do not co-operate. On the one hand learning support environments, such as WISE (2005), Co-Lab (2005) or Belvedere (Suthers, Weiner, Connelly, & Paolucci (1995)), either have a specific ("hard-wired") process model embedded or do not have an explicit learning process model at all. Making the learning processes explicit in a formal specification, such as IMS/LD, offers the possibility to re-use the pedagogical rationale that is reflected within the specification. This makes it attractive for pre-existing learning support environments to utilize the formal character of IMS/LD and the availability of learning design engines (LDE), such as CopperCore (2005), to have an explicit process support within the learning environments without having to implement a process model from scratch for each individual environment. We will present our approach to achieve synergy between both lines of computer-based learning and an architecture supporting this approach
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