QTI and Learning Design

Colin Tattersall

Educational Technology Expertise Centre

When might we want to use LD+QTI together?

­ Quite­often­ IMS­Learning­Design­is­used­to­model­units­of­

learning­ A­unit­of­learning­(UoL)­is­any­delimited­piece­of­education­or­

training,­such­as­a­course,­a­module,­a­lesson,­etc.

­ more­than­just­a­collection­of­ordered­resources­to­learn

­ activities,­assessments,­services­and­support­facilities­provided­by­teachers,­trainers­and­other­staff­members.

­ Model­who­does­what,­when,­with­whom­and­using­which­learning­objects­and­services

Using­LD+QTI­together

­ When­are­tests/assessments­used­in­learning­designs?

­ Formative­and­summative­assessment­ “summative­assessment­summarises­the­quality­and­

characteristics­of­the­student.­­ formative­assessment­relates­to­students’­learning­

processes,­helping­to­guide­them­in­their­studies,­providing­feedback­on­areas­of­learning­requiring­further­work,­….”From “The Handbook for Economics Lecturers”

Some­LD+QTI­learning­scenarios­(1)

­ Single­learner­scenarios:­ Want­to­check­the­learner’s­level­of­understanding­

before­sending­him/her­down­a­particular­learning­path­(intake­assessment);

­ Want­to­check­whether­a­concept­has­been­learned­before­allowing­the­learner­to­progress;

­ Want­to­provide­a­high­level­of­feedback­in­a­module­to­keep­motivation­high;

­ Want­to­end­a­course­with­an­examination;

Some­LD+QTI­learning­scenarios­(2)

­ Multi­learner­scenarios:­ Want­to­have­individuals’­answers­be­revealed­to­a­

group­to­promote­discussion­and­learning;­ Want­to­arrange­for­peer­assessment;­ Want­to­divide­a­set­of­students­into­several­groups­of­

more-or-less­equally­able­students;­ Want­to­divide­a­group­of­students­into­groups­with­

individuals­of­differing­levels­of­ability;­ Want­to­give­the­best/worst­performer­in­a­group­a­

particular­role­in­a­learning­design;

How­was­this­type­of­thing­done­in­EML?­ The­EML­DTD­provides­interactions­

­ An­EML-aware­player­takes­EML­content­perhaps­including­interactions­and­plays­it.­So­….

An­example­EML­question

Moving­from­EML­to­IMS­LD

­ EML­complete/monolithic­­ Moving­to­IMS­LD­meant­taking­other­IMS­specs­

into­account—integrating­LD­and­CP,­stripping­out­the­content­model,­interaction­types­etc

­ Moving­from­EML­to­IMS­LD­is­really­moving­from­EML­to­IMS­CP+MD+LD+QTI+….+XHTML

Orchestrating­learning­with­LD

­ Learning­Design­orchestratesthe­availability­of­variousactivities­&­their­resources,including­assessments;

­ In­certain­conditions,­particularactions­are­taken;

­ Properties­available­forgetting­and­setting;

­ Expression­language­usedto­express­conditions

Expression­language

Example­conditions

But­where­is­P-intake-score­set?

­ The­actual­intake­test­would­be­QTI­content­ Maybe­have­an­LD+QTI­aware­engine­ More­likely­an­LD-aware­engine­uses­a­QTI-

engine­ Need­QTI­and­LD­to­‘share’­P-intake-score

­ Declared­by­both­ Set­by­QTI­engine­ Read­by­LD­engine

QTI­intake­test

Where­does­the­QTI­go­in­the­UoL?

­ Either­in­the­environment/learning-object­as­a­separate­schema.­Tests­can­then­be­connected­to­learning-activities.

­ Or­in­IMS­Content­Package­(specific­resource­types?)­as­separate­files/links

LD­and­QTIv2

­ OUNL­participating­in­QTIv2­ to­create­a­new­version­of­the­QTI­specification­to­address­

relevant­issues­deferred­from­v1.0,

­ to­describe­best­practice­for­putting­QTI­into­content­packages

­ to­describe­bindings­for­QTI­outcomes­to­Learning­Design­properties,­to­Simple­Sequencing­objectives,­and­into­the­CMI­datamodel.

­ Best­practices­ Using­LD­and­QTI­together­ Variable­naming­and­typing­ Pre-processing­error­checking­recommendations­for­

content­packages?