Pedagogical standards and blended learning Rodolphe Borer 31.5.2005 14.6.05 During the last years a number of standards have been defined for e-learning material (LO, LOM, Scorm, simple sequencing, and others - see further down). The main goal of these standards is to facilitate the combination and reuse of exsisting material. In the same time the use of ICT in public schools (as elsewhere) has become more and more widespread and led to a situation of "blended learning" in those institutions.
This rises the question of compatibility of the pedagogical approches used in presential schools and the material offered by the means of the new media. The goal of this work is to
1. Give an overview of existing and emerging e-standards in the pedagogical domain
2. Analyse these standards in view of their vision of what is learning and in view of their limits brought about by technical constraints
3. Compare the standards with the current pedagogical approaches as used in public secondary school in Switzerland
4. Define a number of criteria and concepts which help to optimize the use of e-learning material for the performance in a "blended learning" situation.
1. Standards:

During the last years a number of standards concerning metadata and interoperability have been proposed in the field of learning technologies, whose main goals are
- to facilitate the exchange and recombination of e-learning content created by multiple sources
- to define a set of parameters which unambigiously describe the nature and content of learning objects:
- to define a set of parameters, which - based on pedagogiccal principles - give guidelines ffor the production of pedagogical material.

IMS Specification	Purpose
Learning Object Metadata	Caltaloging scheme for learning objects
Learning Resource Metadata	Same purpose as IEEE LOM and contains identical elements
Content packaging	Allowws LO to be paackaged into interoperable content packages
Simple Sequencing	Allows sequencing of LO's within a content package
Question and Test interoperability (QTI)	Allows the interoperability of test and eassessment data between LCMS's and others
Sharable Content Object reference Model(SCORM)	Standard for e-learning content developed by different federal agencies of US
Alliance of remote Instructional Authoring and Distribution Network for Europe(ARIADNE)	Metadata Standard emerging from a European project, which aims at an easy and efficient indexing of LO's and an easy exploitation of metadata by users looking for relevaant pedagocial material
Aviation Industry CBT Committee(AICC)	Metadata standard, which aims at a modeling of content structure

Documents describing details and implications of the SCORM standard
Scorm documentation
SCORM

Documents describing the simple sequencing standard
Simple sequencing information and behaviourial model
Simple sequencing best practice

Documents describing the LOM standard
LOM-standard
LOM best practice guide

2. Implications of e-staandards:
The pedagogical and structural implications of these standards are subject to intense discussion.
Greenagel etal.
In this paper FL Greenagel argues, that the current developments of standardisation in e-learning are based on wrong or suboptimal pedagogical models

EML and learning design
This paper addresses the topic of the pedagogical design of learning units. It also analyses pedagogical models used in e-learning and desfribes the EML-language (Educational Modelling Language), whose aim is to define parameters for the description of the pedagogical approaches of LO's.

Presenting Complex e-Learning Content on the Web: A Didactical Reference Model
This paper adresses the issue of pedagogicalimplementations of e-learning material.

Second Generation Instructional Design
The article (quite old) addresses the question og wheether current ID theory provide the guidance necessary to take advantage of the new interactive technologies available for instruction.

LO's and instructional design
Instructional Roles and Instructional Qualities of Learning Objects
Both articles propose a way to include didactic/instructional information about LO's in the LOM.

E-Learning Standards
Document which, as part of the SeLeNe research project presents an overview and comparison of existing standardisation efforts for metadata associated with LO - with a focus on semantics and granularity

Implications of SCORM and Emerging E-learning Standards On Engineering Education
This paper discusses the implication of SCORM and other e-learning standards on engeneering education.

Use and Abuse of Reusable Learning Objects
This paper tries to articulate foundational principles and guidelines for the development of LO's.

Report on learning technology standards
General article about e-learning standards and their purpose.

Reusable Learning Objects: Current Status and Future Directions
The paper provides an overview of the current status of Lo's and identifies some important issues for their future development

TOWARDS INTEROPERABLE LEARNING OBJECT REPOSITORIES: THE ARIADNE EXPERIENCE
This paper maps the Ariadne metadata structure into the LOM structure to discusss the possibilities of produciong interoperable metadata.


3. Implications of ICT for classroom-teaching
On the other hand, the implications of ICT for teaching in classroom are studied as well: The Challenges for Computer Supported Collaborative Learning in Elementary and Secondary Level: Finnish Perspectives
The paper discusses the impact of CSCL on learning and teaching in finnish primary and secondary schools in a "blended learning" setting. It is based on a number of case studies and reveals a series of recurring challenges in pedagogical and other fields.

The papers
tries to give an overview of the topic of theroretical, practical and technical aspects of CSCL.

Analysis
of differnet models of blended learning

Article dealing with the term of blended learning.


Working paper on the Conception and implementation of rich pedagogical scenarios through collaborative portal sites
This paper discusses a socio-constructivistic approach to learning and argues that this modern approach to learning can get much profit from the use of ICT. It also shows an approach based on the reuse and recombination of existing "modules" by teachers.

4. Pedagogical approaches for teaching in Swiss public secondary Schools
In the new MAR (Maturitaetsanerkennungsreglement) for Swiss secondary Schools ICT are attributed an important role in the formation of students:
Rahmenlehrplan MAR

Maturitaetsanerkennungsreglement

ICT und Bildung in der Schweiz

Von der Mittelschule von morgen zur Maturitaetsreform 1995

Education et formation: développements actuels

A case study of ICT adoption within a teacher community at a Finnish lower secondary school
The purpose of the study was to investigate how teachers adopt information and communication technology (ICT) as a pedagogical tool, what consequences the intensive use of ICT has for teaching practices, and how the use of ICT diffuses in a teacher community.

E-learning standards have been created to facilitate the exchange and recombination of exsisting material. At the same time the standards are claimed to comply with a need for quality. I will try to answer the question, on which pedagogical approaches these norms are based and whether there are limits or contradictory aspects connected with them. With the new MAR the use of ICT in teaching has become an obligation for public secondary schools in Switzerland. This "blended learning situation" is based on newly developing pedagogical approaches, which I will try to characterise. In the main part of my work I will try to juxtapose the two upmentioned pedagogical models and analyse their compatibility. I will define criteria for a optimal use of e-learning material in blended learning and try to evaluate the usefulness of e-standards. I also will propose some additions to the existing standards, that may optimize the use of material in blended learning. The methological approach of this work consists in a stepwise analysis and categorisation of the pedagogical approaches and standards in e-learning and public secondary schools of Switzerland.
I will first try to assign the different e-standards to one or more of the existing pedagogical models. In a second step I will outline the current pedagogical developments in Swiss public secondary schools and define the role for e-learning material in these concepts.
In a third step I will juxtapose the two domains and show convergences aand contradictions emerging from the differences of the two domains.
In a final part I will give some propositions for an optimal integration of e-learning material in the "blended learning" environment of Swiss public secondary schools. 26.5.2005 3.6.2005 3 100 fill in XML project http://tecfaseed.unige.ch/staf18/modules/ePBL/uploads/proj3/projectx.xml XML-file 1.6.2005 9.6.2005 6 100 read the literature covering the topic XML-file 1.6.2005 9.7.2005 6 80 find and the literature covering the topic XML-file 1.6.2005 9.6.2005 3 60 define and develop a feasible research or development question emerging from the topic. XML-file 9.6.2005 23.6.2005 15 20 write chapters XML-file designing a methodological and practical approach for the research/development part doing the work 23.6.2005 30.6.2005 6 30 writing paper XML-file