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![Page 1: Standards and Specifications and Medical Learning Technologies in Scotland Rachel Ellaway E-Learning Manager College of Medicine and Veterinary Medicine.](https://reader030.fdocuments.us/reader030/viewer/2022032723/56649d085503460f949da2fb/html5/thumbnails/1.jpg)
Standards and Specifications and Medical Learning Technologies in Scotland
Rachel EllawayE-Learning ManagerCollege of Medicine and Veterinary MedicineThe University of Edinburgh
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Common and shared specifications and standards for e-learning:
• Metadata
• Repository operations
• Content packaging
• Content sequencing
• Content runtime behaviour
• Assessment
• Student and course data
• Learner information
What are e-learning specifications?
• Learner competencies
• Logistics
• Messaging/Web services
• Accessible content
• Accessibility preferences - learners
• Learning design
• Collaboration
• Learner support
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Common and shared specifications and standards for e-learning:
• Transport: XML, SOAP
• Search/query: OpenURL, SQL
• Harvesting: OAI
• Vocabularies: VDEX, ZThes
• Authentication: X509, ATHENS, Shibboleth
… and related specifications?
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• IMS Global
• ADL/SCORM
• CETIS
• RELOAD
• MedBiquitous
• IVIMEDS
• JISC IE
• SDMCG
… and some activities
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Shared models for describing and exchanging information
Adoption and implementation of these models - integration and adaptation
Ability to input and output using agreed formats and protocols
Internal capacity for representing interop components - not necessarily the same as the shared formats
What does it take?
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Like HTML, XML is a subset of SGML
Tagged markup in text files - w3.org/xml
But the tags are specified by the user:
<?xml version="1.0" encoding="UTF-8"?><presentation> <slide> <slidenumber value="c"/> <slidetitle value="What is XML"/> <theme> <colour value="purple"/> </theme> <content><![CDATA[What is XML?]]></content> </slide></presentation>
XML: extensible markup language
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XML should be created by machines for machines
Bindings, DTDs, schemas, application profiles
Encoding and strict formatting - XHTML
Static or dynamically generated
Stored as XML or disaggregated in databases
How do you use XML?
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Exchange - packets
Exposing information - feeds
Assembling and packaging - IMSCP
Encoding and storing
Decoding and parsing
Stylesheets - XSLT
When do you use XML?
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Set of data elements and relationships between them
Data types, cardinality, vocabularies
Bindings, best practice, use cases
Development cycles
Scope and versioning
Structure
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Process starts with user needs and/or input from a research community active in a related area
specification work, defining how interoperability can be achieved in the field under consideration
specifications are tested for their validity by user organisations.
if a specification is deemed to be valid and widely accepted, it is submitted to a formal standards body
Standards and Specifications
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The IMS Global Learning Consortium - “the most advanced group developing learning technology interoperability specifications”
Formed in 1997, membership includes almost all the leading technology system suppliers, publishers and user organisations
Active participation of user organisations is crucial: JISC is a member through CETIS making it possible for UK interests to be represented
IMS Global: www.imsglobal.org
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AccessibilityCompetency DefinitionsContent Packaging Digital Repositories EnterpriseEnterprise ServicesLearner InformationLearning DesignMeta-dataQuestion and Test InteroperabilityShareable State PersistenceSimple SequencingVocabulary Definition Exchange
IMS Specifications
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Metadata: synchronised with the IEEE LOM
Content Packaging (IMSCP): transport format that retains content, metadata and organisation. Zip file containing XML manifest(s), objects and other metadata
Learner Information (IMSLIP): information about a learner (individual or group learners) or a producer of learning content (creators, providers or vendors)
Learning Design (IMSLD): pedagogical meta-model for describing and providing run-time controls and structures for learning processes
Question and Test Interoperability (IMSQTI): assessment meta-model
Vocabulary Definition Exchange (IMSVDEX): defines a grammar for the exchange of value lists of various classes: collections often denoted "vocabulary"
IMS Specifications
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Many metadata specifications: e.g. Dublin Core. IEEE Learning Object Metadata (LOM) is an ISO standard - others now converging on the LOM
1. General: title, description, contributors, language …2. Lifecycle: version, status …3. Meta-metadata: who and when metadata created/edited …4. Technical: location, format, size, requirements …5. Educational: educational level, context of use …6. Rights: who owns it and who can do what with it …7. Relation: is it part of something, does it have parts …8. Annotation: notes from developers, users etc …9. Classification: source, taxonomy, purpose …
Example 1: IEEE LOM
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ObjectID = 08DAE810-126D-4B8F-BBC6-3F5FE7B1CF65Name: UracilDescription:Uracil diagramKeywords: uracil,pyrimidines,biochem,structure,pathway,pettigrewLocation: (WEB) http://www.eevec.vet.ed.ac.uk/resource/biostruc/uracil.swfSize (bytes): 1133MIME: SWFApplication type: diagramContext:non-specificFormat:SWFLanguage: EN-GBSource: UracilCode: n/aVersion: 1.0Catalogue: UOE_MVM_ResManagerRestrictions?: yRestrictions: University of Edinburgh
Metametadata, annotation & classification also supported
"Uracil"
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IEEE LOM binding all elements are optional - an empty record is a valid LOM record!
Application profiles: specifications for how a specification is used:
• Cardinality
• Vocabulary
• Data type
• Binding
UK LOM Core
Example 1: IEEE LOM
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Transport mechanism for object(s) and metadata:
Zip file with XML IMS manifest and objects
May also have sub objects and sub-manifests
May also have organisation or even multiple organisations
Either use/build IMSCP tools, use RELOAD or process manually
Success of any of these depends on complexity of the CP and the specificity of the source and target contexts
Example 2: IMS Content Package
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Meta language for any pedagogical activity
Developed from EML from the OUNL
UK and Dutch orientation - CETIS
No IMSLD tools extant yet but much activity
LAMS close but RELOAD developing tool
ACETS SSLD …
Example 3: Learning Design
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In order to attain the following learning objective(s): (includes minimal and optimum success scenarios)
With prerequisite(s): (prior knowledge, skills, educational level etc)
Trigger(s): start and end
The following persons/roles:(student and staff roles)
ACETS SSLD: context
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ACETS SSLD: activities
Perform: Which roles? Do what? How?
Learning activity(s): (including implicit forms such as reflection and consolidation)
Support activity(s):
Using environment(s) or scenario(s):
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ACETS SSLD: objects & services
Using: Which roles? Do what? How?
Tool object(s): (able to act on other objects)
Knowledge object(s):(content/information etc)
Test object(s): (various forms of evaluation and assessment)
Search service(s):
Communicate service(s):
Announce service(s):
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ADLNet (Advanced Distributed Learning Network)
Sponsored by the US federal government to "accelerate large-scale development of dynamic and cost-effective learning software and to stimulate an efficient market for these products in order to meet the education and training needs of the military and the nation's workforce of the future”
ADL produce SCORM (Sharable Content Object Reference Model), a specification for reusable learning content
Good runtime rules but single learners - instructional heuristic
Strong North American buy-in
ADL/SCORM: www.adlnet.org
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Centre for Educational Technology Interoperability Standards
Funded as a JISC service
Participates in IMS and other S&S bodies on behalf of UK tertiary education
Runs SIGS - regular meetings, all welcome
Creates and sustains user-adopter communities
Participates in key projects and programmes - X4L, UK Metadata Core, Pedagogies and e-Learning etc
CETIS - www.cetis.ac.uk
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Dynamically Enhancing VLEs with information from the library (UoE and OU)
Middleware XML agent processing outgoing search and incoming returns into specification-compliant XML
Local systems parse into specific uses
Metadata alchemy - MARC-LOM, community of practice issues
2nd funding round …
DEVIL Project
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EROS (Edinburgh Reusable Object Sequencer)
Online CAL authoring, delivery and analysis suite - implementing IMSQTI and IMSSS compliance - ? IMSLD
ResManager: Metadata manager and brokerage for all core MVM e-learning platforms. Uses LOM profile for metadata, developing OAI harvesting compatibility and IMS Repositories compliance
EROS & ResManager
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Collaboration between all 5 Scottish medical schools
Common and agreed med-ed outcomes
GMC ‘Tomorrow’s Doctors’
Large outcome-interoperability project
IMSRDCEO and IMSVDEX
Fuzzy and probabilistic interoperability
Tolerance, partiality, locality - ?interop
The Scottish Doctor
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JISC funded project (X4L strand B) developing tools to facilitate the use of emerging Learning Technology Interoperability specifications such as those produced by ADL and IMS
Free and open-source tools (SourceForge):
• Metadata and Content Packaging Editor
• SCORM Player
• Learning Design Editor (soon)
RELOAD: www.reload.ac.uk
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Different and competing standards
Different application profiles
Fuzzy interoperability
Vendor lock-in
S&S development and change
S&S don’t address all users’ needs
Adoption and change management
Issues
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Strategy and policy - knowledge management, collaboration, reuse etc
Federated vs centralised systems architectures
Integration within institution - ‘golden copies’ and data protection issues
Politics, control, change management - the University is always somewhere else
Integration with external developments:SDMCG, JISC IE, IVIMEDS etc
Developments
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Systems can talk to each other already
But technical interop ≠ semantic interop
Standards and specifications are emerging
Opportunities for connections, reuse, data protection, quality assurance
It’s not hard but it requires a change from closed and centralised architectures to open and federated ones
Issues of stability, risk and semantic integrity
Now is the time!
Interoperability is the new Internet!
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Roadmap
We need SDMCG-wide involvement in S&S
All current infrastructure and future developments need to be evaluated in terms of S&S
Use funding opportunities to drive development
Engage with MLE and other S&S activity and advice - JISC/CETIS etc
Move away from 1-1 non-compliant joins to a common S&S structure for a common Scottish MedEd information environment
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Metadata: IEEE LOM - with agreed binding: UK LOM Core, IVIMEDS
Content transport: IMSCP
Assessment: QTI
Learners: IMSLIP (e.g. portfolios and transcripts)
Plus new developments: CaseML, RDCEO etc
SDMCG not passive but active participants in S&S and interop in med-ed
Roadmap
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S&S provides a scalable and longitudinally robust way of working in the emerging LO economies
It just takes commitment and mutual support
Our schools want it
It’s not as hard as it looks
Core of the SHEFC bid
… so how about it?
… and then
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Standards and Specifications and Medical Learning Technologies in Scotland
Rachel EllawayE-Learning ManagerCollege of Medicine and Veterinary MedicineThe University of Edinburgh