Due to the constant development that Information and Communication Technologies have been having, in distance education the concept of e-learning appears. This is a medium widely used in virtual learning environments supported by different platforms, allowing users to access the educational resources it contains. In addition, there are tools dedicated to developing these Learning Objects that e-learning is responsible for disseminating to people.
For the exchange of content and information between different platforms, so-called e-learning standards arise, created precisely to guarantee that resources are used on different platforms. Standards have become one of the fundamental requirements that must be met by the tools that are used for e-learning.
In this research, he proposes to use the IMS - Learning Design specification to incorporate Instructional Design into the learning objects that are created in the CRODA authoring tool, taking into account the facilities and improvements brought about by the use of standards and specifications.
As a final result, a module is described with the incorporation of the instructional design, allowing a better efficiency in the elaboration of the resources that are created in the authoring tool.
INTRODUCTION
In some institutions where technologies dedicated to the use of e-learning are used, there are often problems with respect to the interest that participants may have about or with the tasks oriented therein, these problems are not solved by e-learning as such, Because this is a concept of teaching based on media and technology, that is, a strategy that has, above all, a didactic alignment, in search of objectives that have been previously defined, is needed to solve these problems. Hence, didactic design is used.
It is understood by didactic design: plan from which the subject of knowledge appropriates the object that he is going to know. Both are the central axis when planning, implementing and evaluating the instructional design of an online course. Hence, didactic and instructional design are closely related. The latter is defined as a systemic and systematic process by means of which, from the analysis of a learning need, the activities and resources are selected and developed to satisfy it, as well as the procedures to evaluate whether said learning has been achieved. (Gil, Ing. 2009)
Instructional design (DI), as well mentioned in the previous concept, is the way to make a learning system according to the needs and particularities of who it will be aimed at. There are also several important questions when it comes to making a tool that implements ID.
Currently, there are not many existing tools or platforms dedicated to automating the activity of performing DI. Several of these use standards with the aim of giving greater flexibility to the solutions they propose. The use of standards allows coherently packaging content and resources, ensuring in the same way to keep clear its main characteristics in terms of accessibility, interoperability, durability, and reuse of didactic and educational materials.
The IMS-LD specification largely complies with the concepts raised about instructional design. The Instructional Management System - Learning Design (IMS-LD), is an educational modeling language that aims to formally define a semantic structure to annotate the teaching and learning processes, thus turning them into reusable entities between different courses and applications. (Berlanga, 2005)
CRODA is a tool created to support the activity of creating reusable teaching resources, using Learning Objects (OA) technology. The didactic resources that are created in this tool follow the norms of the SCORM standard. however, it does not allow creating the instructional design of said LOs to achieve more efficiency in their creation and use.
This work proposes the use of the IMS-LD specification in the CRODA authoring tool for the creation of their OAs. In this way, more complete learning objects are generated, due to the use of the different resources proposed by IMS-LD at its three levels.
D DEVELOPMENT
Initially, a preliminary study was carried out to verify the problem situation and determine the best way to follow to solve the scientific problem, through a bibliographic review about the operation of the specification and authoring tool. With the extracted information it was possible to determine the most adaptable form for CRODA due to its generality and potential. Thanks to the study of the bibliography, an appropriate way of developing a computer system that meets the characteristics of instructional design and what technical support is necessary can be proposed.
Empirical and theoretical methods were used. Observation and interview were used as starting points for the investigation and its subsequent follow-up. The analysis and synthesis helped in the study of the information that is handled during the OA creation process. The modeling allowed us to determine an abstraction from reality to speed up the development of the work. The logical historical method gave the guidelines for the evolution and development of the investigation.
The author tools propose the creation of didactic resources that help the teacher and the student, to understand much better any type of subject or material in which they are interested, because these OA are nothing more than elements for instruction, learning or computer based teaching. So the main process that was analyzed in the authoring tool was nothing more than the creation of these educational resources. Where it was detected that they do not follow an alignment regarding the design proposed by the instructional.
An investigation was carried out to determine which tools were implementing DI globally and even nationally, but not all of them implementing DI with the IMS-LD worldwide and even those who do not achieve it with all the levels proposed by this specification, in addition to those found in its Most are desktop applications. Nationally, there is no one that meets the primary needs for this type of OA creation.
The Reload, is an open source desktop tool that implements DI through the IMS-LD specification, arose from the precise need to create reusable and reliable educational resources in the educational field. It does not meet the expectations of the job because it is precisely a desktop application and only meets level A of the specification.
The scientific novelty of this research is the proposal of a system that favors the creation of reusable teaching resources, with an instructional design using the IMS-LD specification.
During the development of the research, the stages suggested by the Softeware Unified Development Process (RUP) methodology were applied for the development of Web applications and as a notation the Unified Modeling Language (UML). English).
The actor of the proposed system is Instructional Designer, because he is in charge of carrying out the instructional design of the learning strategies. It has a greater active participation in the module, because it has as tasks, most of the design activities. Fig 1.
CUS diagram.
The functionalities that the module proposed in this research will have are also shown in the previous figure.
D
It is the science of imagining and concrete effective, efficient and quality learning solutions, focused on results. The ID basically has the function of finding aspects that are adequate, that add value to real practice and that can also be applied according to different contexts. The practice of DI, can be a great help to both novice designers and to those already a little more experienced, the latter would be much more competent in the realization of their designs, because they allow them to have a much clearer vision about the process. to identify new ways of seeing the world.
F
The DI is made up of phases, thus showing the main structure on which instruction is systematically produced.
The analysis phase constitutes the basis for the other phases of ID, here the problem in question is defined, the sources of the problem are identified and some possible solutions are also determined. The output of this phase is comprised of instructional goals and a list of tasks to be taught. These products become the materials for the design phase.
In the design phase, as mentioned above, the product that provides the analysis phase is used and a strategy is planned to produce the instruction. This phase discusses how to achieve instructional goals. Some elements of it include a description of the audience to be impacted, writing objectives, writing test items, how the instruction will be disclosed, carrying out an instructional analysis and designing the sequence of the instruction. The product determined in this phase is the continuity and beginning of the development phase.
In the development phase, the lesson plans and the materials to be used are developed. In this phase the means to be used in the instruction and any other necessary materials are analyzed.
In the implementation and implementation phase, instruction is efficiently and effectively disclosed. It can be implemented in different environments, whether in the classroom, in laboratories or in settings where computer-related technologies are used. In this phase the understanding of the educational material, the mastery of skills and objectives, and the transfer of knowledge from the instructional environment to the work environment are fostered.
In the last phase, evaluation, the effectiveness and efficiency of the instruction are evaluated. This phase must occur in all phases of the instructional process, this promotes better understanding, as it is analyzed and going through each one of them.
D
Often the standard and specification terms are used interchangeably, however it is important to point out their difference. If a technology, format or method has been ratified by an official standardization body, it is a standard. But if a proposed technology, format or method has not been approved by some official standardization body, it is a specification. Although, in some cases, a specification can be considered a de facto standard if its use is widespread and in the meantime it is ratified as a standard.
There are no strictly e-learning standards, but groups developing specifications. It is not common to make in practice the difference between them, you can perfectly find some e-learning specifications called as standards. Which is not bad at all, because many of them have been adopted by important organizations.
N
To facilitate progressive adoption, the specification proposes three levels of detail, which it simply calls A, B, and C. Thus, the first level is fairly simple to implement and enables simple instructional designs to be created. Levels B and C add functionality and power, always building functionalities on the previous level. This allows organizations to adopt IMS-Learning Design incrementally and if the needs of the organization do not require full adoption of the specification, a partial adoption can be chosen, reaching only the level that is necessary. As mentioned above, this specification proposes 3 levels where each of the elements of this structure are defined. In general, it is posed in this way.
Elements belonging to level A.
Person: This is the person in charge of acquiring a role.
Role: They are defined by defects, apprentice and work group (learner and staff). It is logical to give these roles a proper name depending on the performance they have when creating the learning resource in order to avoid ambiguities.
Activity: There are two types of activities, learning activities and support activities.
Environment (Enviroment): Basically the environment, which is made up of services (services), learning objects (outputs) and outputs or products (autocomes).
- Method: The method is nothing more than the mechanism that allows to relate the roles, activities and environments. It consists of three elements: Work (Play): A method is made up of one or more works and these in turn are one or more acts.
- Act (Act): This is where the different activities are established in appropriate Role Parts. An act involves one participant or several, but each one carries out a single activity.
- Role-Part: Associates only a single role with a single activity, aiming to specify what that role must fulfill in the Act.
Items belonging to Level B.
Conditions: These are conditions that allow personalization as well as more elaborate sequences and interactions, for example, in the student portfolios.
Properties: These are properties and can be used to direct learning activities as well as to record results.
Elements belonging to Level C.
Notification: These are notifications, actions associated with events that are triggered automatically. They originate from the result of an activity and can cause a new activity to become available to the role that is running.
The general structure works as follows, according to this specification a learning is designed representing the following idea: a person acquires a role in the teaching-learning process, usually this role will be that of a student or member of the teaching team, such as a tutor, mentor. Within the role, people will develop activities to achieve certain outputs or products. Activities under this specification may be learning or supportive.
The activities are developed within an environment that consists of the services and OAs necessary or appropriate for the roles to develop the activities. Thus, then the OAs created under the SCORM or IMS specification could be part of a learning design. Then the specification has Level B, which adds Properties and Conditions to Level A, allows customization as well as more elaborate sequences and interactions based on student portfolios. Properties can be used to direct learning activities as well as to record results.
The last level known as Level C adds notifications to Level B. A notification originates from a result of an activity and can make a new activity available to the role that is running.
Proposed Solution
When it comes to going beyond theoretical thinking to apply pedagogical foundations to practice, the teacher faces various problems that transcend the educational process. In this sense, even talented teachers and researchers have difficulties in communicating knowledge to their students. This is due to deficiencies in the structure of the interfaces between the learning subject and what must be learned.
The proposal of this work is to carry out a module for the authoring tool, which is capable of designing the DI or learning design according to the characteristics of the tool. These designs can then be used by other users of the system. This module will seek to implement all the levels proposed by the IMS-LD, thus it is not only possible to define the method and way of carrying out a learning design, but also properties and conditions can be incorporated into the activities that are within the design itself, in addition to achieve notifications regarding the quality or compliance of the activities carried out by the students or other people interested in fulfilling the activities of the design.
V
Socially, the work or its implementation in the authoring tool, facilitates the interest of the participants. Because any of the learning objects available and created to teach a subject is specific, it will be particularly directed to the needs of the audience itself. On the other hand, it helps the most complete preparation of the participants themselves; Currently, a little more emphasis should be placed on the interaction of both parties, that is, teacher, student, in this way the student is given confidence and they can acquire better knowledge of the objectives set.
Currently the authoring tool has its first version of the DI implementation, reaching only up to its A level, where all the processes that this level proposes and causes have been satisfactory.
C ONCLUSIONS
The word learning is a very broad term that covers different phases of the same complex process. Each of the existing models and theories approaches learning from different angles.
With the completion of this research, some aspects related to e-learning and the need to incorporate instructional design in the CRODA authoring tool were analyzed, to enjoy the benefit it provides.
- The IMS - LD specification was investigated to define how to adapt to the maximum of its levels in the CRODA authoring tool.
- A module that integrates the specification into the CRODA authoring tool for instructional design of OAs was proposed.
- Socially, the proposal will facilitate the teaching and learning process supported by the characteristics of the audience.
- Due to the flexibility with which the proposal was designed, it may be incorporated into other authoring tools.
B I B LIOGRAPHY
- Collective of authors. 2010. Virtual public health campus. Virtual public health campus. May 2011. https://www.campusvirtualsp.org/esADL. 2009. eLearnign WORKSHOPS. ELearning community. eLearnign WORKSHOPS. ELearning community. July 2009.Aretio, Dtor. Lorenzo García. 1999. History of distance education. 1999 Arriaga, Eneko. 2004. E-learning community. E-learning community. 2010.Berlanga, Adriana J. 2005. IMS Learning Design: Towards the Standardized Description of the Teaching Processes. 2005.Bray, Tim. 2008. Extensible Markup Language (XML). 2009. Cazabán, Dr. Alejandro. Lic. Alberto Gurruchaga. 2010. Virtual Classroom. Virtual classroom. 2010. http: //aulavirtual.mendoza.gov.ar.2010. Inter-American Center for Knowledge Development. Inter-American Center for Knowledge Development. 2010. http: // www.oitcinterfor.org/entidad/centro-interamericano-desarrollo-del-conocimiento-formaci%C3%B3n-profesionalConde, Dra. Sylvia Gil. 2009. Computer tools to support teaching. Computer tools to support teaching. 2009. http://sites.google.com/site/formaciondocentederecho/moodle.Corley, L. 2008. Learning Technology Standards. 2008. Dave Raggett, Arnaud Le Hors, Ian Jacobs. 2009. html.conclase.net. html.conclase.net. 2009. http://html.conclase.net/w3c/html401-es/struct/dirlang.html.Arnaud Le Hors, Ian Jacobs. 2009. html.conclase.net. html.conclase.net. 2009. http://html.conclase.net/w3c/html401-es/struct/dirlang.html.Arnaud Le Hors, Ian Jacobs. 2009. html.conclase.net. html.conclase.net. 2009.
