Lessons from LAMS for IMS Learning Design

Dalziel, James

doi:10.1109/icalt.2006.1652643

Cited by 48 publications

(32 citation statements)

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“…In addition, authoring tools can be close to the specification or can hide the syntax and terminology of IMS-LD. Two significant authoring tool proposals are: RELOAD LD editor [10], a general open source authoring tool which is close to the specification, and, LAMS [9], an easy-to-use commercial authoring tool which is IMS-LD "inspired" (not at present IMS-LD compliant) and which allows to choreograph a whole learning scenario around a chosen topic according to a sequence of activities created from a template called "What is Greatness (in a human being)". As it has been mentioned, our proposal is a CLFPbased IMS-LD authoring tool: An editor that will allow educators to design effective IMS-LD-compliant collaborative learning scenarios that will be structured according to one or several CLFPs (CLFP hierarchies, see section 2.1).…”

Section: Clfp-based Learning Design Authoring Toolmentioning

confidence: 99%

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Reusing IMS-LD Formalized Best Practices in Collaborative Learning Structuring

Hernández‐Leo¹,

Asensio-Pérez²,

Dimitriadis³

et al. 2005

Advanced Technology for Learning

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Designs of CSCL (Computer Supported Collaborative Learning) activities should be flexible, effective and customizable to particular learning situations. On the other hand, structured designs aim to create favourable conditions for learning. Thus, this paper proposes the collection of representative and broadly accepted (best practices) structuring techniques in collaborative learning. With the aim of establishing a conceptual common ground among collaborative learning practitioners and software developers, and reusing the expertise that best practices represent, the paper also proposes the formulation of these techniques as patterns: the so-called CLFPs (Collaborative Learning Flow Patterns). To formalize these patterns, we have chosen the educational modelling language IMS Learning Design (IMS-LD). IMS-LD has the capability to specify many of the collaborative characteristics of the CLFPs. Nevertheless, the language bears limited capability for describing the services that mediate interactions within a learning activity and the specification of temporal or rotated roles. This analysis is discussed in the paper, as well as our approaches towards the development of a system capable of integrating tools using IMS-LD scripts and a CLFP-based Learning Design authoring tool.

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Section: Clfp-based Learning Design Authoring Toolmentioning

confidence: 99%

“…Currently there are several proposals of IMS-LD authoring tools and IMS-LD players, such as [9,10,11,12] and [13,14] respectively. We propose a system that includes a CLFPbased Learning Design authoring tool and a system that integrates tools using a CLFP-based Learning Design script [15].…”

Section: Introductionmentioning

confidence: 99%

Reusing IMS-LD Formalized Best Practices in Collaborative Learning Structuring

Hernández‐Leo¹,

Asensio-Pérez²,

Dimitriadis³

et al. 2005

Advanced Technology for Learning

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“…Moreover, our literature search identified twenty-nine digital learning design tools: the Integrated Learning Design Environment (ILDE) [1], The Learning Designer [3], CADMOS [4], Reload [5], LD Tool [2], HKU Learning Design Studio [6], LAMS [7], GLUE!PS [8], LdShake [9], ScenEdit [10], CeLS [11], DialogPLUS [12], WebCollage [13], MOT+ [14], exeLearning [15], coppercore [15], GLOMaker [16], Pedagogic Pattern Collector [17], ReCourse [5], CompendiumLD [18], Pedagogical Plan Manager [19], PHOEBE [20], OpenGLM [21], LAMS Activity Planner [22], OpenScenario [23], HEART [24], Cloudworks [25], Map My Programme [26], and LAMS v2 [7].…”

Section: Introductionmentioning

confidence: 99%

A Review, Timeline, and Categorization of Learning Design Tools

Celik

Magoulas

2016

Lecture Notes in Computer Science

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Abstract. Enabling teachers to define or portray efficient teaching ideas for sharing, reuse or adaptation has attracted the interest of Learning Design researchers and has led to the development of a variety of learning design tools. In this paper, we introduce a multi-dimensional framework for the analysis of learning design tools and use it to review twenty-nine tools currently available to researchers and practitioners. Lastly, we categorise these tools according to the main functionality that they offer.

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“…LAMS (Dalziel 2006) stands out as a system that supports designers from the initial conceptualisation of their design to its enactment with learners. However, most institutions do not support it.…”

Section: Introductionmentioning

confidence: 99%