I spent 3 days in Lyon this week, in meetings with European project colleagues and learning technology standardization people. This model had a good airing, and there was lots of discussion and feedback. So it has developed quite a lot over the three days from the previous version.
So, let's start at the top left. The French contingent wanted to add some kind of definition of structure to the MLO (Metadata for Learning Opportunities) draft CWA (CEN Workshop Agreement) and it seemed like a good idea to put this in somewhere. I've added it as "combination rule set". As yet we haven't agreed its inclusion, let alone its structure, but if it is represented as a literal text field just detailing what combinations of learning opportunities are allowed by a particular provider, that seems harmless enough. A formal structure can await future discussion.
Still referring to MLO, the previous "assessment strategy" really only related to MLO and nothing else. As it was unclear from the diagram what it was, I've taken it out. There is usually some designed relationship between a course and a related assessment, but though perhaps ideally the relationship should be through intended learning outcomes (as shown), it may not be so -- in fact it might involve those combination rules -- so I've put in a dotted relationship "linked to". The dotted relationships are meant to indicate some caution: in this case its nature is unclear; while the "results in" relationship is really through a chain of other ones. I've also made dotted the relationship between a learning opportunity specification and a qualification. Yes, perhaps the learning opportunity is intended to lead to the award of a qualification, but that is principally the intention of the learning opportunity provider, and may vary with other points of view.
Talking about the learning opportunity provider, discussion at the meetings, particularly with Mark Stubbs, suggested that the important relationships between a provider and an learning opportunity specification are those of validation and advertising. And the simple terms "runs" and "run by" seem to express reasonably well how a provider relates to an instance. I am suggesting that these terms might replace the confusingly ambiguous "offer" terminology in MLO.
Over on the right of the diagram, I've tidied up the arrows a bit. The Educational Credit Information Model CWA (now approved) has value, level and scheme on a par, so I though it would be best to reflect that in the diagram with just one blob. Credit transfer and accumulation schemes may or may not be tied to wider qualifications frameworks with levels. I've left that open, but represented levels in frameworks separately from credit.
I've also added a few more common-sense relationships with the learner, who is and should be central to this whole diagram. Learners aspire to vague things like intended learning outcomes as well as specific results and qualifications. They get qualifications. And how do learners relate to learning opportunity specifications? One would hope that they would be useful for searching, for investigation, as part of the process of a learner deciding to enrol on a course.
I've added a key in the top right. It's not quite adequate, I think, but I'm increasingly convinced that this kind of distinction is very helpful and important for discussing and agreeing conceptual models. I'm hoping to revisit the distinctions I made in my book, and to refine the key so that it is even clearer what kind of concept each one is.