ࡱ> 7 ^bjbjUU &7|7|^lzzzzzzztd|9 4m 1333333$ \Wz  W!zzl:!!! "zz1! 1! !+zz eVb =~<<: <!zzzzCETIS EC SIG Minutes Minutes of the sixth meeting of the CETIS EC SIG University of London Library Tuesday 25th February 2003 Participants Nadeem Ahmad, Warwick Bailey, Phil Barker, Phil Beauvoir, Melissa Bowden, Eddie Boyle, Tom Boyle, Shelagh Brumpton, Lorna Campbell, Clive Church, Eddie Clarke, Amanda Closier, Grainne Conole, Gavin Cope, Lisa Corley, Lee Cox, Sarah Currier (Chair), James Dalziel, Andrew Gold, Pierre Gorissen, Paul Groves, Tore Hoel, Roz Horton, Ann Jeffery, Steve Jeyes, Matt Kenny, Wilbert Kraan, Sue Lobb, Vic Lyte, Andrew Middleton, Colin Milligan, Dean Packer, Sarah Pearman, Nigel Peet, Sharon Perry, Chris Poole, Mark Power, Peter Rainger, Judith Ramsay, Mark Robinson, Julie Ryan, Paul Smith, Adrian Stevenson, Juliet Szondi, Amber Thomas, Sue White, Lara Whitelaw, Scott Wilson, Vashti Zarach. Apologies Dick Bacon, Mark Berthelemy, Colin Calder, John Casey, Sophie Clarke, Adam Cooper, Louise Corti, Rowin Cross, Ian Dolphin, Gerry Graham, Fiona Leslie, Oleg Liber, Bill Olivier, George Roberts, Niall Sclater, Sue Tickner. Welcome and round table introductions CETIS Reports Educational Content SIG Sarah Currier, EC SIG Coordinator:  HYPERLINK "mailto:sarah.currier@strath.ac.uk" sarah.currier@strath.ac.uk PowerPoint slides:  HYPERLINK "http://www.cetis.ac.uk/groups/20010809144711/FR20030304181354" http://www.cetis.ac.uk/groups/20010809144711/FR20030304181354 IMS Content Packaging released as Final Draft Spec v.1.1.3 (minor maintenance work being carried out); IMS Simple Sequencing Final Spec v.1 approved; IMS Learning Design Final Spec v.1 approved. All specs available online at:  HYPERLINK "http://imsglobal.org/specifications.cfm" http://imsglobal.org/specifications.cfm. Changes to IMS structure include a new Active Content Working Group. See also Lorna Campbells IMS presentation below for more details on all of these. OUNLs Educational Modelling Language (EML) now obsolete; developments will take place within IMS Learning Design. OUNL has launched a new Learning Networks site with news and discussion forums:  HYPERLINK "http://learningnetworks.org/" http://learningnetworks.org/. See also Lorna Campbells presentation on the Valkenburg Group below. IEEE Learning Technology Standards Committee (LTSC) Computer Managed Instruction Working Group (CMI WG) will be ratifying the ECMAScript for Content to Runtime Services Communication as a standard including the AICC/SCORM derived data model. IEEE LTSC is also looking into ratifying IMS Content Packaging as a formal standard. See  HYPERLINK "http://ltsc.ieee.org/" http://ltsc.ieee.org/ for further information, and the CETIS website for a full report by Wilbert Kraan at:  HYPERLINK "http://www.cetis.ac.uk/content/20030203181028" http://www.cetis.ac.uk/content/20030203181028. The EC SIG has continued to carry out much dissemination and advisory work since the last meeting, including work with new JISC X4L projects. Sarah Currier is on the X4L Strand B project JORUM+ Advisory group and the X4L Strand A SCROLLA project Maps and Learner Guides Advisory Group. The EC SIG supported the CETIS Code Bash in late 2002, and has been working closely with CETIS new X4L support person Mark Power, and the soon-to-be-launched CETIS Pedagogy Forum. See also relevant presentations and reports below, and Wilbert Kraans report on the Code Bash at:  HYPERLINK "http://www.cetis.ac.uk/content/20021120030704" http://www.cetis.ac.uk/content/20021120030704. Scott Wilson and Sarah Currier co-authored the first content-related CETIS Briefing on IMS Content Packaging, intended as an introduction for beginners. To download this PDF document go to:  HYPERLINK "http://www.cetis.ac.uk/lib/media/CPbrief.pdf" http://www.cetis.ac.uk/lib/media/CPbrief.pdf. The SIG hopes to produce similar briefings on IMS Simple Sequencing and IMS Learning Design, as well as possibly one on ADL SCORM. Sarah Currier attended ASCILITE and ICCE conferences (both peer reviewed international e-learning conferences) in Auckland, New Zealand in December 2002, presenting various papers of relevance to the SIG, and attending a variety of workshops and papers on standards and reusable learning objects. Full notes with links will be available on SIG website shortly; taster of papers and workshops in Sarahs slides. CETIS - TechDis Accessibility SIG - Sharon Perry, Accessibility SIG Coordinator:  HYPERLINK "mailto:s.perry@bangor.ac.uk" s.perry@bangor.ac.uk Standards and Specifications. Accessibility issues cut across most of the IMS specifications, including Metadata, LIP, Simple Sequencing, Learning Design and QTI. The SIG focuses on the IMS Accessibility Guidelines, which may be found at:  HYPERLINK "http://www.imsglobal.org/accessibility/index.cfm" http://www.imsglobal.org/accessibility/index.cfm Aims. The SIG aims to: make implementers of e-learning content and systems in UK HE/FE aware of accessibility issues; give guidance on accessibility to those developing or implementing learning technologies or creating e-learning content; promote communication between UK FE/HE and specification producers; act as a discussion and dissemination forum, focusing on good practice in making learning technology accessible to all; track issues of accessibility across the relevant IMS specifications and those of other standards bodies as appropriate; work with other CETIS SIGs to support any accessibility specific extensions to the IMS specifications. Activities. Meets quarterly; members and non-members welcome. The meetings include presentations, demonstrations and discussions relating to accessibility and e-learning. The website acts as a resource for items relating to accessibility and learning technology and includes details of other accessibility specifications, relevant documents and links:  HYPERLINK "http://www.cetis.ac.uk/accessibility" http://www.cetis.ac.uk/accessibility. There is also a discussion list at:  HYPERLINK "http://www.jiscmail.ac.uk/lists/cetis-accessiblity.html" http://www.jiscmail.ac.uk/lists/cetis-accessiblity.html. Next meeting: Friday March 7th 2003 at Manchester Metropolitan University. The agenda included: Issues in Developing Accessible Online Assessment and How Standards can Help; Overview of Making Web-Based Content Accessible; and Metadata for Accessibility. The minutes will be available soon. Assessment SIG Rowin Cross, Assessment SIG Coordinator ( HYPERLINK "mailto:rowin.cross@strath.ac.uk" rowin.cross@strath.ac.uk), sent apologies on the day due to illness. She submitted her report after the meeting; it is included here for convenience. It is also online at:  HYPERLINK "http://www.cetis.ac.uk/groups/20010809144711/FR20030304182000" http://www.cetis.ac.uk/groups/20010809144711/FR20030304182000 The most recent SIG meeting was at the University of Surrey in Guildford in January, with four main speakers: Steve Lay, of IMS, who gave a detailed update on recent and forthcoming IMS activity; Dick Bacon, University of Surrey, who demonstrated a QTI test which had been developed and administered within the University, and outlined some of the interoperability issues which arose, particularly in relation to random variables; Graham Smith, consultant based at the University of Leeds, who demonstrated his QTI interoperability testing engine; Niall Barr, University of Strathclyde, who demonstrated a series of questions for micro testing QTI interoperability. There was also some useful discussion on the future development of the SIG. The next meeting will be on 29th April at the University of Southampton - all welcome! For further info:  HYPERLINK "http://www.cetis.ac.uk/groups/20010801132906/20030127111413" http://www.cetis.ac.uk/groups/20010801132906/20030127111413. The specification itself should have received approval for its 1.2.1 incarnation at Vancouver, 20/21 February (see:  HYPERLINK "http://imsglobal.org/question/index.cfm" http://imsglobal.org/question/index.cfm). Steve confirmed that 1.3 would not be forthcoming for some time, which raises the issue of dealing with incomplete or missing topics in the implementations that are already underway. We therefore have a proposal in development to produce a detailed analysis of the IMS specification with a hierarchy of priorities for action. This will be placed on the website, together with known workarounds identified and suggestions as to common practice. Part of this will include the gathering of case studies and implementation examples for dissemination through the site, an activity that is already underway to some extent. The SIG website itself is under development. We hope to gain funding for a development server to host tools developed by members - at the moment these are on various university servers and at least one member is concerned that his university is likely to withdraw this in the near future. We have a test MS Server 2000 server running to test migration and assess requirements, and will use the information from this to develop a formal proposal. Sarah Currier (EC SIG) and Lisa Corley (Pedagogy Forum) were kind enough to give me feedback on a survey I have been developing on the relevance of interoperability in the CAA field; we are hoping that this will be circulated as part of a more general CAA survey being developed at Strathclyde in order both to gain a broader picture than one reflecting only the views of SIG members and - hopefully! - to raise the issue of interoperability with those who may not have considered it in the past. Membership of the SIG is already growing, which suggests that interoperability is becoming more of an issue with developers. HYPERLINK "http://www.cetis.ac.uk/assessment/"http://www.cetis.ac.uk/assessment/ Metadata & Digital Repositories SIG - Phil Barker, Metadata SIG Coordinator:  HYPERLINK "mailto:philb@icbl.hw.ac.uk" philb@icbl.hw.ac.uk. For further details see also Lorna Campbells IMS presentation below. IEEE LOM & IMS Meta-data. Used to be pretty much the same, but now that LOM is a standard they are different. The LOM XML binding is simpler (langstring is used less), but also more sophisticated: attempt to make it as validate-able as possible. Also: there are three bindings: one strict, with LOM vocabs; one more loose for use with your own vocab; one for when you have defined extension elements. Is being voted on now, results expected in the summer. At IMS, SIGs can now set charters and a project groups do work. There is now an IMS Metadata SIG: highest priority: bringing IMS Metadata in line with LOM; both the new data model and the new XML binding. Plus some tools to get from current to new standard. Problem: new IEEE standard won't be available until the end of the summer. Use statement of intent, because we need to move ASAP. Other IMS groups of interest: Vocabularies Exchange SIG, Digital Libraries SIG. CETIS Metadata SIG: the UKCMF (UK Common Metadata Framework) profile of the LOM, developed by Lorna Campbell of CETIS and Gerry Graham from Learning & Teaching Scotland, is up on the CETIS Metadata SIG site as a draft discussion document with some extensions specific to X4L:  HYPERLINK "http://metadata.cetis.ac.uk/guides/" http://metadata.cetis.ac.uk/guides/. The next SIG meeting planned for Glasgow, March 18th. Minutes available soon. Details at:  HYPERLINK "http://metadata.cetis.ac.uk/sig_meetings/" http://metadata.cetis.ac.uk/sig_meetings/. Questions re Phils report: Q (Eddie Clarke): Does the UKCMF have IMS binding? A (Phil Barker): It is just a data model at the moment. Data model is closer to IEEE LOM. Use that when it is there. Q (Eddie Clarke): Any news on a transform? A (Phil Barker): NETg have done one recently. FE Focus Group - Clive Church, FE Focus Group Coordinator:  HYPERLINK "mailto:cchurch@newark.ac.uk" cchurch@newark.ac.uk Due to transport difficulties, Clive was late for the meeting and gave a short report. A full report by Clive, Steve Jeyes and Shelagh Brumpton is available at:  HYPERLINK "http://www.cetis.ac.uk/groups/20010809144711/FR20030304181744" http://www.cetis.ac.uk/groups/20010809144711/FR20030304181744 NLN Materials update: the initiative is continuing to lead the focus away from e-learning = distance learning. Round 3 materials, just commissioned, will add significantly more resources across a wider curriculum range. Being standards compliant, these objects will provide, for the sector, a pool of usable content for evolving sector wide repositories. New slogan adopted by FE Focus Group to promote interoperability in FE: Interoperability Facilitates Learning. Significant funding has been allocated to the FE/ Adult and Continuing Learning sectors to build on the successes and lessons of Curriculum Online in the schools. The FE Focus Group will be holding two large meetings to bring together FE and the different CETIS SIGs, as there are now too many CETIS meetings for FE people to get to. One meeting will be in England, one in Scotland. Enterprise SIG Vashti Zarach, Enterprise SIG Coordinator:  HYPERLINK "mailto:v.zarach@bangor.ac.uk" v.zarach@bangor.ac.uk This is a new CETIS SIG specifically covering the IMS Enterprise spec. Will work closely with the LIPSIG. Launch of SIG will be on Friday 14th March, at the University of Salford, Manchester. Presentations and documentation from this meeting now online at:  HYPERLINK "http://www.cetis.ac.uk/members/members/enterprise/meetings/launch" http://www.cetis.ac.uk/members/members/enterprise/meetings/launch. Pedagogy Forum Lisa Corley, Pedagogy Forum Coordinator:  HYPERLINK "mailto:L.Corley@bolton.ac.uk" L.Corley@bolton.ac.uk This new CETIS group spans across all the specifications, standards and SIGs, aiming to investigate pedagogical issues related to interoperability specs and standards for e-learning, and to bring more teachers, educational developers and other educationalists into CETIS communities of practice. There will be a launch on Monday 14th April at the Chancellors Conference Centre, Manchester. Will include presentations by Diana Laurillard, Oleg Liber, Mark Stiles and Grainne Conole, with plenty of time for discussion and raising issues. See website at:  HYPERLINK "http://www.cetis.ac.uk/members/pedagogy/" http://www.cetis.ac.uk/members/pedagogy/. CETIS X4L Programme Support Mark Power, CETIS X4L Support:  HYPERLINK "mailto:m.power@bolton.ac.uk" m.power@bolton.ac.uk Mark summarised work within X4L, including Strand A, where projects are developing reusable, interoperable content, and Strand B which is developing tools. TOIA is developing assessment tools implementing IMS QTI; JORUM is developing a digital repository for JISC learning materials; RELOAD is developing tools for authoring and delivery of learning materials, implementing IMS Content Packaging (building on previous CP tools) and IMS Learning Design. RELOADs metadata engine is being developed first, the other bits later. More details about X4L may be found on the JISC website at:  HYPERLINK "http://www.jisc.ac.uk/index.cfm?name=programme_x4l" http://www.jisc.ac.uk/index.cfm?name=programme_x4l. CETIS has an X4L support page at:  HYPERLINK "http://www.cetis.ac.uk/members/x4l/" http://www.cetis.ac.uk/members/x4l/. Questions: Q (Adrian Stevenson): What is a use case? A (Sarah Currier): Structured sets of requirements. Flow charts of functionality. Not the same as a case study. A (James Dalziel): The big question is scale: simple use cases are quite different from large, global overviews of functionality. (James presented a global use case in his COLIS presentation later in the day). Q (?): So are they scripts? A (Scott Wilson): No, they are higher level; it is just functional requirements, it is generally not a good idea to constrain order or technology. A (Lorna Campbell): There is a Valkenburg use case on the EC SIG site. Have a look at that:  HYPERLINK "http://www.cetis.ac.uk/groups/20010809144711/FR20020312150513" http://www.cetis.ac.uk/groups/20010809144711/FR20020312150513. A (Scott Wilson): There usually isn't one use case, but a series of evolving use cases. Q (Amber Thomas): Has there been a user survey of repository requirements? A (Lorna Campbell): No, but there are lots of projects that may gather some info. Q (James Dalziel): Have test beds first, that's what you need in order to get preferences. Build, then decide. CETIS Code Bash Lorna Campbell, Assistant Director, CETIS.  HYPERLINK "mailto:lmc@strath.ac.uk" lmc@strath.ac.uk PowerPoint slides at:  HYPERLINK "http://www.cetis.ac.uk/groups/20010809144711/FR20030304181551" http://www.cetis.ac.uk/groups/20010809144711/FR20030304181551 IMS Content Packaging / Meta-data / IEEE LOM / ADL SCORM plugfest, held over two days in November 2002, at Learning & Teaching Scotland. Tested moving content between systems. Built on CETIS EC SIG Content Exchange Evaluation Report by Eddie Boyle (see CETIS EC SIG website under Files). Closed event to encourage vendor participation; public content exchange demonstration event to be held at a later date. Eight institutions/organisations and 10 vendors took part. Full list in slides; some notable absences such as Granada and WebCT. Will try to encourage them to come next time, if not, may test their products anyway. Fed back to IMS and EC SIG (and wider) community. Imported and exported packages created by various systems and recorded error messages. Came up with one standard package that worked with all systems with no error messages: Zappa.zip. Not available online due to possible copyright issues, but can be obtained by emailing Wilbert Kraan at CETIS:  HYPERLINK "mailto:w.g.kraan@bangor.ac.uk" w.g.kraan@bangor.ac.uk. Specific specification and implementation issues listed in slides. Planning for a second Code Bash will begin in April. Possibly incorporating IMS QTI; may be held in conjunction with ADL Plugfest. Code Bash web pages will be consolidated, a public event planned, development of standard packages will continue and implementation guidelines will eventually be released. Discussion: Eddie Clarke pointed out that while CETIS focuses more on IMS (see Scott Wilsons presentation below), implementing SCORM has advantages because it provides for run-time, otherwise youve just got a bunch of objects. James Dalziel agreed that IMS is weak on run-time; it will be interesting to see how IMS addresses this. Reports on Latest in Specifications and Standards Latest on IMS, Valkenburg Group and CEN/ISSS Lorna M. Campbell:  HYPERLINK "mailto:lmc@strath.ac.uk" lmc@strath.ac.uk PowerPoint slides:  HYPERLINK "http://www.cetis.ac.uk/groups/20010809144711/FR20030304181640" http://www.cetis.ac.uk/groups/20010809144711/FR20030304181640 IMS. A specification development body rather than a standards body, IMS has always been clear that they don't do research, they do specs. However, there has been a cultural shift from the Boston meeting on: not just specs, also support for implementation. Current activities therefore include: formulating open technical specifications; gathering requirements from consumers and providers; fostering access, sharing and adoption; collaborating with other associations and agencies; acquiring, evaluating and disseminating information; conducting training and education. Updates on IMS Meta-data, IMS Content Packaging given in slides. Specification development procedure update: Special Interest Groups create charters; charters passed to technical board for approval; Project Groups formed to undertake work outlined in charters and create specifications; SIGs come under Requirements Committee (deal with What?) and Project Groups come under Development Committee (deal with How?); SIGs can also create best practice guides, research documents, or examine a problem and decide no action is required; any IMS contributing member can form a SIG. There are 10 released specifications (listed in slides). Second generation developments include: Accessibility; Vocabulary Definition Exchange; Meta-data; Enterprise Services; General Web Services; Active Content; Digital Libraries. IMS Digital Libraries SIG, Metadata SIG, Active Content SIG and Abstract Framework outlined in slides. No longer any Digital Repositories WG, but possibly Digital Libraries SIG will take some of this on. Valkenburg Group. This group is an EML / IMS Learning Design developer network that has quarterly meetings collocated with IMS meetings. Two levels of activity: implementation support, demos, developer exchange, plugfests, etc.; and development of reference architecture. Involved in various 6th Framework proposals. Group is going to be opened to new members. Vancouver meeting included a demo of LAMS implementation by James Dalziel of WebMCQ; see below for demo at this SIG meeting. For a report on wider developments within IMS Learning Design and EML, see Wilbert Kraans article on the recent Valkenburg Group meeting at:  HYPERLINK "http://www.cetis.ac.uk/content/20030304171743" http://www.cetis.ac.uk/content/20030304171743. CEN/ISSS WS-LT. European standardisation body. Taxonomies and vocabularies work nearing completion. See Vocabularies Registry at:  HYPERLINK "http://www.cenorm.be/isss/LT-vocabulary/vocrep.html" http://www.cenorm.be/isss/LT-vocabulary/vocrep.html and project site at:  HYPERLINK "http://office.eun.org/kms/sites/cenisss/index.html" http://office.eun.org/kms/sites/cenisss/index.html. New project teams have been formed for: Learner Information Profiles; Interoperability Frameworks for Exchange of Information Between Diverse Management Systems; Learning Technology Standards Observatory. Questions Q (?): What is an application profile? A (?): Specifies a particular contextualised implementation, could be in form of a data model, or could be for instance an XML binding. Q (Pierre Gorissen): Why doesnt CETIS develop a standard for application profiles? A (?): May interfere with, or be overtaken by, necessary IMS work in this area. ADL SCORM Update Scott Wilson, Assistant Director CETIS:  HYPERLINK "mailto:s.wilson@bangor.ac.uk" s.wilson@bangor.ac.uk PowerPoint slides at:  HYPERLINK "http://www.cetis.ac.uk/groups/20010809144711/FR20030304181504" http://www.cetis.ac.uk/groups/20010809144711/FR20030304181504 ADL is part of the US Dept. of Defence and has labs in Washington, Florida, Wisconsin, Ottawa and Telford, England. See:  HYPERLINK "http://www.adlnet.org/" http://www.adlnet.org/ SCORM supports the replacement of CBT materials with Web materials; it supports tracking of learner activity in an LMS/VLE; it supports a conformance programme; is created to be usable by the US DoD, US Armed Forces and associated government agencies. SCORM is a reference model or application profile, comprising IMS Content Packaging, IMS Meta-data, AICC Computer Managed Instruction, ECMAScript Runtime Model, and will soon incorporate IMS Simple Sequencing and IMS QTI. When to use SCORM 1.2: When materials are delivered by a web browser; when use of materials must be tracked by LMS/VLE; when learners operate independently and learning is self-paced. SCORM 1.3 will incorporate IMS Simple Sequencing and will be usable with adaptive programmed instruction scenarios. Strengths of SCORM: large user community; vendor support; based on IMS specs. Weaknesses of SCORM: not intended for non-military use; some metadata vocabularies are unsuitable; single self-paced learner only; can only be used with browser-delivered learning; relies upon controlled browser configuration. SCORM 1.4: IMS QTI integration; digital repository management. SCORM 2.0+: Semantic Web and other new technologies; AI/Intelligent tutoring; Simulation integration. Questions Q (?): You mentioned tracking, do any of the IMS specs do that? A (Scott Wilson): No, not anywhere. There are a few bits in QTI and Learning Design- but not quite the SCORM like implementation Q (?): What about Simple Sequencing? A (Scott Wilson): No, sequencing is not the same as tracking. Q (Eddie Clarke): Remember that SCORM is the only thing we have that does run-time, plus the only thing that does tracking. A (Scott Wilson): Yep, true, if you don't need tracking, it's just Content Packaging and Metadata. Q (Eddie Clarke): There seems to be a dearth of SCORM testing material. A (Scott Wilson): True, you need to go to the ADL plugfests to get a load of SCORM material. Implementation Demos COLIS Demonstration - Presentation with demo by James Dalziel of Macquarie University, Australia, WebMCQ, IMS Australia and COLIS:  HYPERLINK "mailto:james@webmcq.com" james@webmcq.com. See the COLIS website for various materials on the COLIS Demonstrator:  HYPERLINK "http://www.colis.mq.edu.au/whats.htm" http://www.colis.mq.edu.au/whats.htm. There is an earlier version of James PowerPoint presentation there, at:  HYPERLINK "http://www.colis.mq.edu.au/projects/demo/docs/dalziel_2.ppt" http://www.colis.mq.edu.au/projects/demo/docs/dalziel_2.ppt. COLIS: Collaborative Online Learning & Information Services. Aims to be a test-bed for IMS and other specs and standards, integrating content management, learning management, digital rights management, library e-collections and e-services, and directory services, in a standards-based way. No one vendor was central. One of the first IMS DRI implementations, however COLIS went far beyond the IMS DRI core, and covers quite a bit of the schema. There were a number of university, vendor and other partners. However, no one partner was able to do the integration part of the equation. Tools contributed by partners are still closed but the interfaces and integration, and the findings of the project, are all open- may be a good model for public/private partnership. The demonstrator was achieved for under 200,000. COLIS focused on: single sign-on, and on using ODRL (Open Digital Rights Language) for digital rights management. Both teachers and learners can do federated searches across heterogeneous resources such as library catalogues, LO repositories and full text databases. Demod logging in as LO author. The content repository allows for incomplete objects. Metadata (IEEE LOM) and ODRL added using Web form. Demod logging in as teacher. Showed free-text keyword search for a LO. Returned metadata and digital rights overview of object. Once teachers gets the object, more data is available, including usage data. Demod logging in as student. Digital rights part powerful enough to know whether or not you are allowed to see a LO in a particular course (i.e. you can in one course, maybe not the other). Search tool is an intermediary that does federated searches. Basic search is title, but there is an advanced view that does specific LOM fields. Single sign-on model: Reverse proxy- a system that acts on your behalf, and interacts for you with all final apps. Digital rights management allows you to prove to a rights-holder that rights have been adhered to. COLIS developed a global use case (see slides and paper on COLIS site); filled gap in IMS where they do small use cases. James presented the COLIS definition of a LO, with their four-tiered architecture of LOs (see slides and paper): assets (media files); LOs; learning activities; with one new layer below assets: abstract content, e.g. the XML that you render into digital assets (this layer essentially to catch ACCLIP and active content issues). Questions: Q (Eddie Clarke): What about downloading? A (James Dalziel): A bit of a fudge; done on shared drive. Downloading a problem, as you could download a LO and then edit the manifest to get the licensing stuff out. Q (?): What about integration with other single sign on systems? A (James Dalziel): There is a project about that later this year. Q (Scott Wilson): You mention active content, what about actively acquired content? A (James Dalziel): Not looked at yet, you can see in IMS that that's one of the ways in which it is going. Conclusion: Issues for further development: Access/Identity/Single sign-on needs a lot of work; low level content standards: not defined in anything other than EML DocBook. One major thing gained from COLIS: educators can now be very specific about what exactly they want: which specs, which content, which application profiles. Before it was just vague stuff that vendors didn't properly understand. The next item on the agenda was a breakout session for different interest groups within the SIG; however, the meeting decided to take up the opportunity presented by having James Dalziel there and willing to present on WebMCQs new EML/IMS Learning Design inspired system instead. IMS Learning Design Implementation: LAMS Lorna M. Campbell ( HYPERLINK "mailto:lmc@strath.ac.uk" lmc@strath.ac.uk) briefly introduced IMS Learning Design and James Dalziel ( HYPERLINK "mailto:james@webmcq.com" james@webmcq.com) gave a presentation and demo on LAMS, a new WebMCQ product which he had recently demod for the first time at the Valkenburg Group meeting. Brief summary as PowerPoint slides available at:  HYPERLINK "http://www.cetis.ac.uk/groups/20010809144711/FR20030326114555" http://www.cetis.ac.uk/groups/20010809144711/FR20030326114555. LAMS = Learning Activity Management System. Inspired by EML and IMS learning Design. Goal: to make an intuitive tool for teachers designing online lessons. For more background info on IMS Learning Design and EML, see EC SIG website under Links and Files; overview slides by Peter Sloep of OUNL, from Stafford EC SIG Meeting at:  HYPERLINK "http://www.cetis.ac.uk/groups/20010809144711/FR20021106120327" http://www.cetis.ac.uk/groups/20010809144711/FR20021106120327. For a report on wider developments within IMS Learning Design and EML, see Wilbert Kraans article on the recent Valkenburg Group meeting at:  HYPERLINK "http://www.cetis.ac.uk/content/20030304171743" http://www.cetis.ac.uk/content/20030304171743. One way to think of LAMS/EML/IMS LD is Who, What and How. You can store the design in a repository, but that's not what LAMS is focused on. Used What is Greatness use case as the driver; for 12 to 15 year olds, but more widely useable. LAMS Demo: Represented the same use case as a boxes and connectors diagram. Requires setting up a group to run the design. Has a journal part; has private and public parts. The most powerful aspect is the group manager; which does all the marshalling. In future, there will be a teacher and student controlled group management. Role implementation: e.g. scribe in the chat activity- only one student gets that role. Feedback by chat and by agree button. Then the result gets sent back to the whole class. Supports uploading of material, sent to teacher by email. Then the thing gets marked, with the usual marking tools. Authoring: explicit support for keeping the design, swapping the content; just click on the boxes, then swap out the strings and the files. On saving: you can save it to a private account or a public one. On public one, you can restrict whether the design can be changed or re-used elsewhere. The real value of a repository here would be to just store the design and populate it with assets there. Also supports much less linear designs by using boxes that give a choice. Questions & discussion Comment (Amber Thomas): Looks to me like lesson planning Response (James Dalziel): That's a good way to look at it. Q (?): When can I get it? A (James Dalziel): Another six months feedback. V.1 in October. Q (?): What happened to the complexity? A (James Dalziel): We hide it. The explicit purpose of the project was to create a tool that would be easy to use for the average teacher, so much of the complexity of Learning Design had to be hidden behind a simple user interface. Engine is in Java, data representation in XML. Q (?): What about getting a design out of this tool, seems complex? A (James Dalziel): Two answers: one is to get it linked in- in theory this could be done from WebCT in COLIS (or any other VLE). The other answer is that it is very hard to implement. You have to build the individual services from scratch. Q (Phil Beauvoir): How much development did it take? A (James Dalziel): Couldn't say. Let's say it is not a one man job! Q (Lorna Campbell): Will you do the Versailles use case? (See:  HYPERLINK "http://www.ltscotland.com/services/elearning.asp?subid=62&parentid=55" http://www.ltscotland.com/services/elearning.asp?subid=62&parentid=55 for a summary of the Versailles lesson on Learning & Teaching Scotlands website). A (James Dalziel): Yes, that's on the list for our next phase of development. Comment (Eddie Clarke): I was talking to Granada- about whole courses and SCORM. They seem to want to get the whole services thing into SCORM, I said: that's LD. Response (James Dalziel): From a WebMCQ company perspective, we'll pitch this as an authoring tool, an addition to an existing VLE, rather than a replacement. May evolve later. Q (Lorna Campbell): Would you be willing to share implementation experiences with academic implementers? A (James Dalziel): Only through Valkenburg Group and our project partners at this stage. Discussion: What Next for EC SIG? Tasks, Future Meetings, etc. At last meeting people said they wanted use cases for implementing the content related specifications, preferably involving other specifications as well. However, due to some confusion over whether it was really use cases or case studies people wanted, Sarah reported she has been unable to get anything moving yet. Was suggested that both case studies and use cases would be of use to the SIG. Lorna Campbell suggested we start with case studies, even if people just send them in as text in email, and we can develop use cases from there. Development of Bectas NLN materials may produce some case studies. There is a report available which may be useful. It may also be useful to have someone from NLN at the next EC SIG meeting to report back. Extensis is going to be doing a final evaluation of the materials. Sarah asked people to make sure they filled in evaluation forms in order to help plan how future meetings should be organised. Evaluation report available on EC SIG website at:  HYPERLINK "http://www.cetis.ac.uk/groups/20010809144711/FR20030331190232" http://www.cetis.ac.uk/groups/20010809144711/FR20030331190232 with executive summary at:  HYPERLINK "http://www.cetis.ac.uk/groups/20010809144711/FR20030331190308" http://www.cetis.ac.uk/groups/20010809144711/FR20030331190308 Date and Venue of Next Meeting To be decided. Date will most likely be in late May 2003. Offers of a venue to Sarah Currier. 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