Phased plan for a top-level DITA design for learning content


Phase 1: Top-level approach and assumptions

Adopt a top-level design for DITA topic-based learning content that is derived from the Cisco/Clark learning objects approach, is informed by leading instructional models, and is complementary to the Sharable Content Object Reference Model (SCORM)

Working assumptions:

Background related to Phase 1

Background related to Phase 1

Action items and expected results on Phase 1

  1. Seek formal approval of this top-level design statement at February 1 meeting.
  2. Report back to the DITA TC.


Phase 2: Learning objects and DITA topic types

A learning object consists of a) instructional objects and b) information objects.

a) Instructional objects are comprised of the following specialized DITA topic types:

b) Information objects are comprised of the following specialized DITA topic types:

Pretty picture of a learning object and the DITA topic types

http://www.oasis-open.org/apps/org/workgroup/dita-learningspec/download.php/22144/dita_rlo_3.GIF

Background related to Phase 2

Action items for Phase 2

  1. Define overview and purpose of each type.
  2. Identify content elements and structures required for each of the specialized topic types.
  3. Develop DTD specialization modules for each.
  4. Consult with Eric Sirois on development of XML Schema (XSD) support for the specializations.
  5. Identify one or more content samples for each type.
  6. Use DITA OT to build to HTML with default processing.
  7. Identify gaps and any additional topic types needed to support instructional or information content for learning, using as a starting point the Learning Resource Types identified in the IEEE LOM spec (Section 5.4.5.2).

Expected results for Phase 2

  1. For each learning topic type:
    • A description of the overview and purpose
    • A table of specialized elements and structures
    • DTD specialization modules
    • One or more content samples
    • Specialized DITA topic files for each content sample
    • Default HTML output processing for each content sample

Target completion for Phase 2

  1. Description of overview and purpose for each type by March 1 meeting.
  2. Description and element/structure tables for each type by April 5 meeting.
  3. Specialization modules, content samples, and outputs for each type by May 3 meeting.


Phase 3: Learning map type

Use a specialized DITA map type to structure DITA topics into learning objects, and organize such learning objects for delivery as lessons, modules, courses, and so forth.

Background related to Phase 3

Action items and expected results on Phase 3

  1. Identify content elements and structures needed for a specialized map type.
  2. Develop DTD specialization modules for the learning map type.
  3. Consult with Eric Sirois on development of XML Schema (XSD) support for the specialization.
  4. Identify one or more sample maps.
  5. Use the DITA Open Toolkit to process to HTML with default processing.

Expected results for Phase 3

Target completion for Phase 3

  1. Description and element/structure tables by June 7 meeting.
  2. Specialization modules and map samples by June 7 meeting.


Phase 4: Processing and delivery targets

Prioritize SCORMĀ®, IMS simple sequencing, and IEEE LOM as primary processing and delivery targets.

Pretty picture of DITA processing model for learning content

http://www.oasis-open.org/committees/download.php/21504/dita_learning_end2end.GIF

Background related to Phase 4

Action items and expected results on Phase 4

  1. Identify and prioritize secondary targets, such as general e-learning or classroom-based training.
  2. Identify the specific sub-sets of SCORM to support for a phase 1 pilot.
  3. Identify the specific sub-sets of SCORM sequencing and navigation to support for a phase 1 pilot.
  4. Identify the specific sub-sets of IEEE LOM (learning metadata) to support for a phase 1 pilot.

Target completion for Phase 4

  1. Prioritized list of secondary processing and delivery targets, by June 7 meeting.
  2. Description of the specific sub-sets of SCORM, IMS sequencing, and IEEE LOM to support, by June 7 meeting.
  3. Pilot processing against sample content to a basic SCORM-compliant output by June 7 meeting.


Phase 5: Interactions and assessments

Adopt a sub-set of QTI to drive assessments and interactions, and implement them as a DITA domain specialization.

The Question-Test Interoperability (QTI) specification describes a data model for the representation of question (assessmentItem) and test (assessmentTest) data and their corresponding results reports. Therefore, the specification enables the exchange of this item, test and results data between authoring tools, item banks, test constructional tools, learning systems and assessment delivery systems.

Background related to Phase 5

Action items and expected results on Phase 5

  1. Identify the specific sub-set of QTI to support for a phase 1 pilot.
  2. Identify content elements and structures need to implement a DITA domain specialization for the QTI sub-set.
  3. Develop DTD specialization modules for the QTI domain.
  4. Develop sample assessment content that uses the QTI domain.
  5. Identify specific requirements needed to process the QTI domain content for use in a SCORM course.

Target completion for Phase 5

  1. TBD.


Phase 6: Sample content

Test assumptions against sample content

Action items and expected results on Phase 6

  1. Identify pilot content, starting with training content on how to use DITA (or some aspect of it), and identify one or two other sets of training content to pilot.


References

LearningContent/Strawman_Proposals (last edited 2009-08-12 18:02:47 by localhost)