Barcelona 4febrero Lo Modelado Educativo
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conferencia realizada en la Universidad de Barcelona, invitado por el profesor Mario Barajas del grupo Futurelearning.org
![E-learning: de los objetos de aprendizaje al modelado educativo Baltasar Fernández Manjón Facultad de Informática, Universidad Complutense de Madrid Avda. Complutense s/n, 28040, Madrid, España, [email_address] www.e-ucm.es/](https://image.slidesharecdn.com/barcelona4febrerolomodeladoeducativo-12654202778777-phpapp01/85/Barcelona-4febrero-Lo-Modelado-Educativo-1-320.jpg)
![Indice ... ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]](data:image/gif;base64,R0lGODlhAQABAIAAAAAAAP///yH5BAEAAAAALAAAAAABAAEAAAIBRAA7)
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Barcelona 4febrero Lo Modelado Educativo
- 1. E-learning: de los objetos de aprendizaje al modelado educativo Baltasar Fernández Manjón Facultad de Informática, Universidad Complutense de Madrid Avda. Complutense s/n, 28040, Madrid, España, [email_address] www.e-ucm.es/
- 6. Esquema general del e-learning Esquema obtenido de eduworks Contenido existente Herramientas Creación contenidos Objeto de aprendizaje Crear Adaptación Catálogo de cursos LMS Importación Encontrar Seguimiento Distribución Cursos
- 10. Despliegue de curso empaquetado con IMS content packaging
- 11. El proceso de estandarización AICC IMS ARIADNE IEEE ISO CEN/ISS Ideas Necesidades Tendencias tecnicas ESTANDAR (“de facto”) Labs Testbeds Markets Standards Bodies Spec Consortia Spec Consortia Spec Consortia Especs Labs Testbeds Markets Pruebas, mercado Cuerpo estándar Especifiaciones generales Implementaciones, Modelos de referencia, Requisitos Estandares ADL IEEE
- 12. Estandarización: aspectos e iniciativas Empaquetamiento de Contenidos (IMS) Protocolos de comunicación (TCP/IP, http) Implementación de metadatos (XML, RDF, HTML) Esquema de metadatos (LOM, Dublin Core, CanCore) Estructura de los cursos (SCORM, AICC, IMS) Barreras Culturales, Lingüísticas , Sociales Formato de contenidos (HTML, PDF, FLASH, XML) Usuarios y aspectos pedagógicos (IMS LIP, LD, SS)
- 13. IMS: grupo de especificaciones Trata las diferentes formas de mostrar el flujo de contenidos Simple Sequencing Modelado educativo: contempla los aspectos pedagógicos del proceso de enseñanza Learning Design Gestión de evaluaciones Question&Test Interoperability Estructuración de la información sobre los alumnos Learner Information Prof. Estructuración de la información sobre los datos Metadata Empaquetamiento de contenidos educativos. Content Packaging Propósito Especificación
- 14. IMS Content Packaging: manifiesto empaquetado de los cursos
- 16. IMS Learning Resource Metadata LOM: descripción de contenidos lom general lifecycle Meta-metadata technical educational rights relation annotation clasification
- 17. Edición de metadatos LOM con Reload
- 19. IMS Question&Test Interoperability: gestión de evaluaciones Item
- 20. Almacenes de preguntas Comprueba de la UCM disponible en http :// alamo.sim.ucm.es /comprueba/ intro.htm )
- 22. LD diseño instructivo LAMS Las actividades son arrastradas dentro del espacio de trabajo para crear secuencias
- 23. LAMS (Learning Activity Management System)
- 25. ADL-SCORM. Entorno de ejecución.
- 30. Proyecto AGREGA – almacen de contenidos educativos www.proyectoagrega.es
- 35. Muchas gracias por su atención Baltasar Fernández Manjón Facultad de Informática, Universidad Complutense de Madrid Avda. Complutense s/n, 28040, Madrid, España, [email_address] www.e-ucm.es/
Notes de l'éditeur
- 54 contributing members, from countries around the world including the United States, United Kingdom, Australia, Finland, Italy, the Netherlands and Canada (Industry Canada) IMS has two key goals: 1. Define the technical specifications for interoperability of applications and services in distributed learning, and 2. Support the incorporation of the IMS specifications into products and services worldwide, promoting the widespread adoption of specifications that will allow distributed learning environments and content from multiple authors to work together (in technical parlance, "interoperate"). 54 contributing members, from countries around the world including the United States, United Kingdom, Australia, Finland, Italy, the Netherlands and Canada (Industry Canada) IMS has two key goals: 1. Define the technical specifications for interoperability of applications and services in distributed learning, and 2. Support the incorporation of the IMS specifications into products and services worldwide, promoting the widespread adoption of specifications that will allow distributed learning environments and content from multiple authors to work together (in technical parlance, "interoperate"). IMS The IMS Global Learning Consortium is the most advanced group developing learning technology interoperability specifications. Since its formation as an Educom project in 1997, it has developed a membership that includes almost all the leading technology system suppliers, publishers and many user organisations including leading US universities active in eLearning. It has since become an independent, subscription-based non-profit organisation, and has recently launched a subsidiary, IMS Europe. While it aims to be technology and pedagogy neutral, it inevitably has to represent the interests of its subscribers. This is why the active participation of user organisations is crucial, and why JISC's membership and CETIS' activities have made it possible for UK interests to be represented The most widely recognized North American e-learning interoperability standards are being defined by the IMS Global Learning Consortium (http://www.imsglobal.org/). This group of academic, corporate, non-profit, and government organizations has been working concurrently on a number of educational specifications (Content Packaging, Learner Information Package, Question and Test Interoperability), the most prominent of which is the IMS Metadata Specification, first released in August 1999 and most recently in October 2001 (version 1.2.1). The goal of this latter specification is to establish a standard way to describe digital resources and so enable accurate retrieval and interchange in distributed learning environments. Functionally it extends the Dublin Core Metadata set to the educational domain (cf. http://dublincore.org/). The IMS group helps to inform the IEEE Learning Objects Metadata Working Group (http://ltsc.ieee.org/wg12/index.html) and in turn works with the European ARIADNE Project (http://www.ariadne-eu.org/) to ensure that the specifications these bodies develop will ultimately harmonize through the ISO international standardization process (e.g., http://jtc1sc36.org/).