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(2) What content is needed? (3) How is the activity conducted? (tool/sequence)$gigi4    A Learning Activity Sequence  f(1) Students individually consider  What is greatness ? 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Ph$(  hr h S $VP   r h S VP`  H h 0޽h ? r0  WJ7L30kHUBp#N5H( / 0LDTimes New Roman0ܳܳ 0  @n?" dd@  @@`` x3ZRoot EntrydO) [N@Picturesz`Current User85SummaryInformation(   !"#$%&'()*+,-./023456789:;<=>?@ABCDEFGHIJKLMNOPQRSTUVWXt\]^_`abcdefghijklmnopuvwxyz{|}~`` x3Z .  > ?b$/8ʓJ+@}q-yCb$gH?q.IN,ф?yCr$B]"I<9k_i`c $@g4:d:d 0B fppp@ <4BdBdyB  ? %ZIntroducing LAMS: An EML/LD  inspired system-   James Dalziel Executive Director, WebMCQ Pty Ltd Adjunct Professor, Macquarie University E-learning Centre of Excellence Representative, Educational Technology Standards Australia (formerly IMS Australia) Honorary Lecturer, Department of Psychology, University of Sydney( 44COLIS Global Use Case: COLIS Launch Version (Oct 02)"54 5 5  3Describing Learning Activities  Based on  Educational Modelling Language (EML), developed by OUNL Three parts to a learning activity (1) Who is involved? (2) What content is needed? (3) How is the activity conducted? 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(2) What content is needed? (3) How is the activity conducted? (tool/sequence)$gigi4    A Learning Activity Sequence  f(1) Students individually consider  What is greatness ? Enter a few sentences of initial thoughts (2) All students then see all responses (anonymous) Enter personal reflections on all responses (not made public) (3) Students asked to consider 3-5  great people Enter 3-5 people (individually), system collates responses (4) All students see list of responses and ranking Enter personal reflections on all responses (not made public) (5) Students divided into 4 groups of 5 to consider an aspect of greatness Discussion board environment for each group for a week8*4>2;3>K78*4>2;3>K7 4 A Learning Activity Sequence  \(6) While in discussion group, each group is given content about greatness to consider (Learning Objects) (7) Before final class, each group meets for 20 minutes in a chat room to finalise thoughts Once finalised, the group writes brief summary (8) Summaries posted to class noticeboard Personal reflections on all responses (not made public) [Possible classroom (or chat room) general discussion] (9) Each student writes report on initial question, using personal reflections and group discussions Reports submitted to teacher via system Teacher grades reports and provides feedback, returned to studentx/*oej/*oej ] 6Issues/Problems (1) Need for more tools (services), and descriptions of tools (and potentially too[s  !"#$%&'(*+,-./012345679:;<_4CurrierCurrierA798-457B-8178-65670DB4DAED}|f9[Fwd: Re: [CETIS-ECSIG] 6th CETIS EC SIG Meeting slides]James Dalziel&Gy& --yH-- Times New RomanSw\w .  > ?b$/8ʓJ+@}q-yCb$gH?q.IN,ф?yCr$B]"I<9k_i`c $@g4:d:d 0B fppp@ <4BdBdyB  ? %yZIntroducing LAMS: An EML/LD  inspired system-   James Dalziel Executive Director, WebMCQ Pty Ltd Adjunct Professor, Macquarie University E-learning Centre of Excellence Member, Educational Technology Standards Australia( 44COLIS Global Use Case: COLIS Launch Version (Oct 02)"54 5 5  3Describing Learning Activities  Based on  Educational Modelling Language (EML), developed by OUNL Three parts to a learning activity (1) Who is involved? (2) What content is needed? (3) How is the activity conducted? (tool/sequence)$gigi4    A Learning Activity Sequence  f(1) Students individually consider  What is greatness ? Enter a few sentences of initial thoughts (2) All students then see all responses (anonymous) Enter personal reflections on all responses (not made public) (3) Students asked to consider 3-5  great people Enter 3-5 people (individually), system collates responses (4) All students see list of responses and ranking Enter personal reflections on all responses (not made public) (5) Students divided into 4 groups of 5 to consider an aspect of greatness Discussion board environment for each group for a week8*4>2;3>K78*4>2;3>K7 4 A Learning Activity Sequence  \(6) While in discussion group, each group is given content about greatness to consider (Learning Objects) (7) Before final class, each group meets for 20 minutes in a chat room to finalise thoughts Once finalised, the group writes brief summary (8) Summaries posted to class noticeboard Personal reflections on all responses (not made public) [Possible classroom (or chat room) general discussion] (9) Each student writes report on initial question, using personal reflections and group discussions Reports submitted to teacher via system Teacher grades reports and provides feedback, returned to studentx/*oej/*oej ] 6Issues/Problems (1) Need for more tools (services), and descriptions of tools (and potentially tool instantiation/setup XML description); (2) Need for ways of one tool passing information to another tool (with possible processing of information in between tools); (3) Need for a user grouping concept, not just a role concept; (4) More detailed concepts of sequencing within "Acts , including within-Act multi-learner synchronisation, and SS (5) More development of how a teacher monitors and approves actions in real-time during a complex, multi-task (including dependencies) activity sequence.FEE  (  l  C (P   l  C $(  !"#$%&'(*+,-./01234567  H  0޽h ? rN6fp[Nh6( / 0LDTimes New Roman0ܳܳ 0  @n?" dd@  @@ _4jdalziel--- !---&G&r}w@ ASw\w0- &Gy& --yH-- Times New RomanSw\wOh+'0 `h  No Slide Title IEC_PHD1Tit jdalzielTit25lMicrosoft PowerPointP@m(@VI&@ ~GoM  cR& &&#TNPPp0 & TNPP &&TNPP    --- !---&G&r}w@ ASw\w0- &Gy& --yH-- Times New RomanSw\w0- .02 WIntroducing LAMS: An EML/LD$+4 +$4$$*. .!2 inspired system..--H-- Times New RomanSw\w0- .2 oy James Dalziel!    .Times New RomanSw\w0- .:2 "Executive Director, WebMCQ Pty Ltd      . .R2 2Adjunct Professor, Macquarie University E-learning            . .%2 jCentre of Excellence   . .R2 )2Member, Educational Technology Standards Australia         .--"System 0-&TNPP &՜.+,D՜.+,    $ XOn-screen ShowIEC Macquarie UniversityssuXj  Times New RomanDefault Design.Introducing LAMS: An EML/LD inspiredl instantiation/setup XML description); (2) Need for ways of one tool passing information to another tool (with possible processing of information in between tools); (3) Need for a user grouping concept, not just a role concept; (4) More detailed concepts of sequencing within "Acts , including within-Act multi-learner synchronisation, and SS (5) More development of how a teacher monitors and approves actions in real-time during a complex, multi-task (including dependencies) activity sequence.FEErӁp,6Q( / 0LDTimes New Roman0ܳܳ 0  @n?" dd@  @@`` x3Z .  > ?b$/8ʓJ+@}q-yCb$gH?q.IN,ф?yCr$B]"I<9k_i`c $@g4:d:d 0B fppp@ <4BdBdyB  ? %ZIntroducing LAMS: An EML/LD  inspired system-   James Dalziel Executive Director, WebMCQ Pty Ltd Adjunct Professor, Macquarie University E-learning Centre of Excellence Representative, Educational Technology Standards Australia ( 44COLIS Global Use Case: COLIS Launch Version (Oct 02)"54 5 5  3Describing Learning Activities  Based on  Educational Modelling Language (EML), developed by OUNL Three parts to a learning activity (1) Who is involved? (2) What content is needed? (3) How is the activity conducted? (tool/sequence)$gigi4    A Learning Activity Sequence  f(1) Students individually consider  What is greatness ? Enter a few sentences of initial thoughts (2) All students then see all responses (anonymous) Enter personal reflections on all responses (not made public) (3) Students asked to consider 3-5  great people Enter 3-5 people (individually), system collates responses (4) All students see list of responses and ranking Enter personal reflections on all responses (not made public) (5) Students divided into 4 groups of 5 to consider an aspect of greatness Discussion board environment for each group for a week8*4>2;3>K78*4>2;3>K7 4 A Learning Activity Sequence  \(6) While in discussion group, each group is given content about greatness to consider (Learning Objects) (7) Before final class, each group meets for 20 minutes in a chat room to finalise thoughts Once finalised, the group writes brief summary (8) Summaries posted to class noticeboard Personal reflections on all responses (not made public) [Possible classroom (or chat room) general discussion] (9) Each student writes report on initial question, using personal reflections and group discussions Reports submitted to teacher via system Teacher grades reports and provides feedback, returned to studentx/*oej/*oej ] 6Issues/Problems (1) Need for more tools (services), and descriptions of tools (and potentially tool instantiation/setup XML description); (2) Need for ways of one tool passing information to another tool (with possible processing of information in between tools); (3) Need for a user grouping concept, not just a role concept; (4) More detailed concepts of sequencing within "Acts , including within-Act multi-learner synchronisation, and SS (5) More development of how a teacher monitors and approves actions in real-time during a complex, multi-task (including dependencies) activity sequence.FEE  (  l  C (P   l  C $(  H  0޽h ? r`6p<6_( / 0LDTimes New Roman0ܳܳ 0  @n?" dd@  @@`` 4]  .  >  ?b$/8ʓJ+@}q-yCb$gH?q.IN,ф?yCr$B]"I<9k_i`c $@g4:d:d 0B fppp@ <4BdBdyB  ? %ZIntroducing LAMS: An EML/LD  inspired system-   James Dalziel Executive Director, WebMCQ Pty Ltd Adjunct Professor, Macquarie University E-learning Centre of Excellence Representative, Educational Technology Standards Australia ( 44COLIS Global Use Case: COLIS Launch Version (Oct 02)"54 5 5  3Describing Learning Activities  Based on  Educational Modelling Language (EML), developed by OUNL Three parts to a learning activity (1) Who is involved? (2) What content is needed? (3) How is the activity conducted? (tool/sequence)$gigi4    A Learning Activity Sequence  f(1) Students individually consider  What is greatness ? Enter a few sentences of initial thoughts (2) All students then see all responses (anonymous) Enter personal reflections on all responses (not made public) (3) Students asked to consider 3-5  great people Enter 3-5 people (individually), system collates responses (4) All students see list of responses and ranking Enter personal reflections on all responses (not made public) (5) Students divided into 4 groups of 5 to consider an aspect of greatness Discussion board environment for each group for a week8*4>2;3>K78*4>2;3>K7 4 A Learning Activity Sequence  \(6) While in discussion group, each group is given content about greatness to consider (Learning Objects) (7) Before final class, each group meets for 20 minutes in a chat room to finalise thoughts Once finalised, the group writes brief summary (8) Summaries posted to class noticeboard Personal reflections on all responses (not made public) [Possible classroom (or chat room) general discussion] (9) Each student writes report on initial question, using personal reflections and group discussions Reports submitted to teacher via system Teacher grades reports and provides feedback, returned to studentx/*oej/*oej ] 7 LAMS Demo YWhat is Greatness? Student perspective Teacher/monitor perspective Authoring perspective$GGY6Issues/Problems (1) Need for more tools (services), and descriptions of tools (and potentially tool instantiation/setup XML description); (2) Need for ways of one tool passing information to another tool (with possible processing of information in between tools); (3) Need for a user grouping concept, not just a role concept; (4) More detailed concepts of sequencing within "Acts , including within-Act multi-learner synchronisation, and SS (5) More development of how a teacher monitors and approves actions in real-time during a complex, multi-task (including dependencies) activity sequence.FEE  (  l  C (P   l  C (  H  0޽h ? rմ7<p7Root EntrydO)(@Picturesz`Current User8(SummaryInformation( [  !"#$%&'()*+,-./023456789:;<=>?@ABCDEFGHIJKLMNOPQRSTUVWXt\]^_`abcdefghijklmnopuvwxyz{|}~  !"#$%&'(*+,-./012345679:;<PowerPoint Document(1XDocumentSummaryInformation8)՜.+,D՜.+,    $ XOn-screen ShowIEC Macquarie UniversityssuXj  Times New RomanDefault Design.Introducing LAMS: An EML/LD inspired system5COLIS Global Use Case: COLIS Launch Version (Oct 02)No Slide TitleDescribing Learning ActivitiesA Learning Activity SequenceA Learning Activity Sequence LAMS DemoIssues/Problems  Fonts UsedDesign Template Slide Titles8 _PID_GUID_AdHocReviewCycleID_EmailSubject_AuthorEmailDisplayNameAN{46BA78D6-