ࡱ> egd7 )bjbjUU &F7|7|%lNNNNjL]12^       0000000$2 4p1     1  1   0 0B.0  b H2NRL/0<-10]1f/:550CETIS EC SIG Minutes Minutes of the first meeting of the CETIS EC SIG University of Strathclyde Friday 21st September 2001 Attendees Wilma Alexander, Tim Barrett, Eddie Boyle, Denise Breckenridge, Gayle J Calverley, Lorna Campbell, John Casey, Bala Chandramohan, Noel Chidwick, Clive Church, Ed Clarke, Tracy Connell, Derek Copland, Jim Corrigan, Steve Draper, Charles Duncan, Susan M Eales, Rachel Ellaway, Stan Frost, Ronnie Gibson, Craig Green, Liz Gunn, Bob Kemp, Boon Kee Low, Allison Littlejohn, Mary MacDonald, Mhairi McAlpine, Erica McAteer, Bill McNeill, Colin Milligan, Chris Norrie, Sean Nugent, Bill Olivier, Susi Peacock, Christine Robertson, Niall Sclater, Nick Short, Mark Stiles, Angela Taylor, Sue Tickner, Steve Walmsley. Apologies Evelyn Adams, Paul Bailey, Andy Beharrell, Brian Canavan, Neil Ferguson, Mike Glaire, Elizabeth Goodall, Neil Hamilton, Paul Helm, Kwansuree Jiamton, Steve Jeyes, Paul Lefrere, Neil Macfarlane, Alan Masson, Sarah Price, Roger Quin, Andy Ramsden, Kevin Swindin, Patricia Wallace, Dave Whittington, Mark Williams, Joe Wilson. Welcome and round table introductions All Presentations Introduction to CETIS and the LC SIG - Lorna M. Campbell  HYPERLINK "http://www.sesdl.scotcit.ac.uk/ec_sig/lcsig1.html" http://www.sesdl.scotcit.ac.uk/ec_sig/lcsig1.html The FE Perspective: south of the border - Clive Church fe_perspective.ppt attached. Introduction to Learning Content Standards and specifications Charles Duncan lc_standards.ppt attached. Discussion S.Draper opened the discussion with the question What is an educational model? E.McAteer asked about educational modelling languages and how they are being developer. B.Olivier explained the Open Universiteit Nederland conducted a wide-ranging pedagogical study prior to developing its EML. This EML is composed of learning objects, roles, environments and sequencing. EML allows the development of course models. L. Campbell referenced a presentation given by Peter Sloep of the Open Universiteit Nederland at the recent ALT Conference during which he mentioned that the first version of EML developed by OUN was rejected, as it did not meet requirements. For further information on OUNs EML please visit  HYPERLINK "http://eml.ou.nl/introduction/index.htm" http://eml.ou.nl/introduction/index.htm Rob Kopers paper on the Pedagogical meta-model behind EML is particularly recommended. For further information on CEN/ISSS Survey of Educational Modelling Languages visit  HYPERLINK "http://www.ni.din.de/sixcms/list.php3?page=test&rubrik_id=422EML" http://www.ni.din.de/sixcms/list.php3?page=test&rubrik_id=422EML E. McAteer asked if the implementation of EML could be learner driven, B. Olivier replied yes. E. McAteer suggested that the definition of an educational model could be a lesson plan with rationale. C. Duncan agreed with this definition. M. Stiles noted that we are stumbling over vocabulary and need to define commonly used terms such as course. He also added that European input into the development of standards and definition of terms is very important. C. Duncan explained that the IMS has made no attempt to define a common vocabulary for all its working groups. L. Campbell: CEN/ISSS WSLT has recently established a project team to focus on the development a central repository of taxonomies and vocabularies relevant to a European Learning Society. S Draper: Learning depends on mental activity and to be able to ensure that mental processing is taking place. We need to be able to talk about and describe overt teaching activities and covert mental activities. C. Duncan: EML can be used to specify different levels of interactions. J. Casey: Despite considerable research there are no definitive models of how people learn. Abstracting pedagogies is scary because it involves making the process of teaching practice and the pedagogic strategies used explicit. C. Duncan: EML facilitates the exchange of pedagogies. A Littlejohn: Technology allows a wide range of different pedagogies to be implemented. One pedagogy doesnt fit all but through appropriate use of technology we can cater for different needs. The discussion then shifted to focus on the activities of the SIG. C. Church: The SIGs allow people to bring different implementations together. We need to get to grips with standards and vocabularies to enable us it make rich use of VLEs. N. Short: How do we implement standards and interface with the private sector? And how does the sector engage with the E-University? The group should provide examples of high level implementations of the specifications. S. Eales: The DNER will also be looking at potential commercial partnerships. S. Nugent: The groups should also support active testing and provide examples of technical implementations. Need to know how to apply specifications to current projects and to learn from others who have already implemented these specifications. M. Stiles: The range of the group is very wide and we need to focus carefully Identify constituencies and split into groups In order to facilitate more in depth discussion of issues and requirements the group was split into temporary constituencies. C. Duncan suggested that group members could identify themselves by role (eg. academic, technical developer, staff developer etc) or by how they may relate to the specifications (eg. technical implementer, end user, etc.) but recognised that people will have multiple roles and ways of approaching the specifications. After considerable inconclusive discussion the group split broadly into technical implementers (those responsible for developing tools that implement the specifications) and non-technical users (those who might use the tools developed by the other group). Group discussions: Issues and requirements The non-technical group identified the following issues and requirements: Commissioning case studies Identifying criteria for describing case studies. Report on existing implementation activities, including VLEs Identify methods for dissemination of best practice. Encourage fruitful partnerships between FE and HE Influence IMS and track the development of specifications Promote harmonisation of different groups, specifications and vocabularies. Produce user-guides and best practice guides for UK FE/HE a short working document Bring together work by other parties eg CISCO grounded into a knowledge base on SIG website. Establish closed discussion list for distribution of pre-publication specifications and scope documents to UK FE/HE group members. Disseminate experiences of activity with commercial vendors especially in relation to VLEs Call together commercial vendors and non-commercial enterprises (eg SCRAN, museums, broadcasting companies) for one off dissemination event. Group must focus closely on interoperability specifications but should flag up issues outwith its scope to JISC and CETIS. The technical group identified the following issues and requirements: Exchange content between members Review content outside a VLE Packaging Runtime Repositories Reviewing tools Testing tool Higher Level Skills for Industry Project S. Walmsley gave a short presentation on the Higher Level Skills for Industry project. See  HYPERLINK "http://www.hud.ac.uk/lic/pages/projects/hlsfi.htm" http://www.hud.ac.uk/lic/pages/projects/hlsfi.htm for further details. Terms of Reference and Activities The following terms of reference and activities were agreed for the group. In addition it was agreed that the name of the group should be changed from the Learning Content SIG to the Educational Content SIG. Terms of Reference To gather and disseminate good practice and challenging examples in implementing educational interoperability specifications in UK FE and HE and feed this expertise into the specification development process through relevant international and national bodies. Activities Define and commission case studies Report on existing implementation activity Influencing IMS and other LT specification bodies and tracking their developments Promote harmonisation of SIGs, and terminology, cross-representation Produce user guides, idiot guides, better practice guides in HE and FE and reference implementations Create knowledge-base and enable annotation/discussion of resources Form closed SIG discussion group as well as open Dissemination of information and experiences with commercial providers and/or publicly-available content e.g. dissemination event allowing presentation by vendors and by users of products Focus on educational content interoperability but flag other issues (both external to this SIG and/or not currently covered by LT specifications) to CETIS/JISC Enable the exchange of content Test repositories - storage and retrieval interoperability Review various available tools (packaging, runtime, viewing content without a VLE) Test interoperability between tools, e.g. plugfest First consultancy tasks Create knowledge-base and enable annotation/discussion of resources. Produce user guides, idiot guides, best practice guides in HE and FE and to make reference to implementations. Tasks for group coordinators Produce introductory guide Gather vocabulary information and produce glossary. L.Campbell will contact group members for definitions of selected terms. It was suggested that the group could begin by compiling FAQs on the relevant specifications. Lorna M. 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