Practical and Pedagogical Issues for Teacher Adoption of IMS Learning Design Standards in Moodle LMS

Berggren, Anders; Burgos, Daniel; Fontana, Josep M.; Hinkelman, Don; Hùng, Vũ Xuân; Hursh, Anthony W.; Tielemans, Ger

doi:10.5334/2005-2

Cited by 71 publications

(48 citation statements)

References 12 publications

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“…Dobozy (2011) highlights the challenges of TEL, quoting Slavin's (2002) claim that ''education today is at much the same pre-scientific point as medicine was a hundred years ago'', and argues that LD holds a viable potential for addressing these challenges. Yet, she contends, this potential is undermined by competing traditions and terminologies and lack of clarity, as demonstrated by Berggren et al (2005):…”

Section: Learning Design and Instructional Designmentioning

confidence: 99%

Learning design: reflections upon the current landscape

Mor

Craft

2012

Research in Learning Technology

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The mounting wealth of open and readily available information and the accelerated evolution of social, mobile and creative technologies call for a re-conceptualisation of the role of educators: from providers of knowledge to designers of learning. This call is reverberated by the rising trend of research in learning design (LD). Addressing this, the Art and Science of Learning Design workshop brought together leading voices in the field, and provided a forum for discussing its key issues. It focused on three major themes: (1) practices, methods and methodologies, (2) tools and resources and (3) theoretical frameworks. This paper proposes a definition of LD, reviews the main contributions from the workshop, and suggests some challenges for future research.

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Section: Learning Design and Instructional Designmentioning

confidence: 99%

Learning design: reflections upon the current landscape

Mor

Craft

2012

Research in Learning Technology

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“…Nevertheless, Moodle group con gurations also allow the visualization of the rest of peers' resources, by setting the visible groups option. It is noteworthy that the design of a Moodle course follows a bricolage philosophy [Ber05], and so, educators can re ne and iterate on the learning design as the course is being delivered, rather than completing it before the realization of the activities. This design philosophy a ords a high exibility, and educators can easily react to common occurrences in the classroom, such as no-shows or latecomers, modifying on-the-y the structure of the course or the composition of the groups.…”

Section: Virtual Learning Environmentsmentioning

confidence: 99%

“…The actual implementation of these four phases (design, instantiation, enactment, and evaluation) depends on the learning strategy and the architecture of the VLE. For instance, Moodle does not explicitly separate design, instantiation and enactment, since it is based on the philosophy of pedagogical bricolage, according to which educators can re ne and iterate over the learning design as the activities are being carried out [Ber05]. On the other hand, LAMS explicitly distinguishes between design, instantiation and enactment in three di erent internal environments (authoring, monitoring and learning environments) aimed at di erent actors [Dal03].…”

Section: Research Problem Of the Dissertationmentioning

confidence: 99%

GLUE!: An architecture for the integration of external tools in Virtual Learning Environments

Alario-Hoyos

Bote‐Lorenzo

Sánchez

et al. 2013

Computers & Education

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A mis padres. AcknowledgementsThe opening lines of this document serve to close this dissertation. In them, I want to sincerely thank all those who have made this work possible, and without whom this dissertation could not have been accomplished. First, I would like to thank my supervisors Miguel and Eduardo, with whom I share the credit of this work, and who have supported me throughout all these years in which we have worked together very closely. They believed in me from the very rst moment I ran into them, and they spent much time and e ort to make this dissertation succeed.Yannis is also one of the great minds that has most in uenced me over these years, and so I owe him much of this work. He insisted in showing me the right way, and he never hesitated to give me on-the-y advice or answers to my questions, despite his busy schedule. Of course, I have to specially thank Asen, Guillermo and Adolfo, who have very closely followed my dissertation, and with whom I had deep and intense discussions.Regarding the development tasks, I have been very lucky to be supported by David and Javier; without their work, this dissertation would have needed much more time, and the de- This fellowship gave me economic stability for almost three years and allowed me to make several short research stays abroad.Despite this ideal working environment, I could never have nished this dissertation without the support of my family and friends. Among them, special words of thanks are to Martín, iii Eduardo, Natalia, Miguel Ángel, Dani, Quini and many others who stood by my side to a greater or lesser extend throughout these years. Here, I would also like to remember all my college friends which led me to the front door of this PhD after a ve-year degree in which we all shared great times and memories.My parents, Julián and Tere, deserve my best words. They raised me in the values of sacri ce and knowledge. They always backed me up in every choice, and helped me overcome the di culties, and what is more important, they still keep doing it day by day. They are the ones that encourage me to get the best out of myself.Finally, my last words of gratitude must be for Bea, because she su ered this dissertation as I did. She was always by my side and never gave up on me. She gave me the strength to face this challenge, being even able to follow me to the end of the world. This dissertation proposes a middleware integration architecture called GLUE! (Group Learning Uniform Environment) that enables the lightweight integration of multiple existing external tools in multiple existing VLEs, overcoming these limitations. GLUE! fosters this integration by imposing few restrictions on VLE and tool providers, as well as by expecting an attainable e ort from developers. Besides, GLUE! facilitates the instantiation and enactment of collaborative learning situations within VLEs, leveraging the VLEs distinctive features for the management of users and groups. By means of GLUE!, practitioners may use external tools as if they were VLE built-in tools, and w...

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“…From available literature, online LMS were identified to be used for class assignments, group assignments, communication with lecturers, communication with others students, undertaking class test, multi-media content, online quizzes and examinations, discussions and forums, accessing examination scores, and conducting of research (Berggren et al, 2005;Chaubey & Bhattacharya, 2015;Lui, Lo, & Yiu, 2013;Ozkan, Koseler, & Baykal, 2009). Figure 2 summarises the responses to the question, "how often do you use UPSA's OLMS to conduct the following activities: 1.…”

Section: The Level Of Acceptance Of Online Lms By Students In H Ighermentioning

confidence: 99%

Reasons for Poor Acceptance of Web-Based Learning using an LMS and VLE in Ghana

Asampana

Akanferi

Ami-Narh

2017

IJIKM

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Aim/Purpose: This study investigates the factors that affect the post implementation success of a web-based learning management system at the University of Professional Studies, Accra (UPSA). Background: UPSA implemented an LMS to blend Web-based learning environment with the traditional methods of education to enable working students to acquire education. Methodology: An explanatory sequential mixed method was adopted, under the pragmatic paradigm, to investigate the level of acceptance of web-based learning by students. The effects of perceived usefulness, perceived ease of use, and other social factors were investigated. In all, 4500 final and third-year undergraduate students of UPSA made up the population. A sample size of 870 was used for this study. Contribution: This paper contributes to the body of knowledge by identifying the factors that hinder post-implementation of LMS at the tertiary level in Ghana and adds to the general literature available. Findings: The level of acceptance of LMS seems very low due to poor IT infrastructure, inadequate training, and the relevance of the system to quality lecture delivery. However, students’ intention to use LMS and the usefulness of LMS were perceived to be high, especially among students in higher levels. Recommendations for Practitioners: The authors recommend that IT infrastructure, especially reliable and fast internet connectivity, and adequate training should be provided. Recommendation for Researchers: Further research should be done to confirm if the provision of a more reliable internet system will boost students’ internet proficiency, which in turn will improve their utilisation of the LMS. Impact on Society: Help create awareness of schooling while pursuing a career and also improve interactions between students and lecturers. It will also improve enrolment and possibly reduce the cost of education in the long-run. Future Research: Researchers can look at the possibility of implementing total virtual learning systems at the tertiary level in Ghana.

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Practical and Pedagogical Issues for Teacher Adoption of IMS Learning Design Standards in Moodle LMS

Cited by 71 publications

References 12 publications

Learning design: reflections upon the current landscape

Learning design: reflections upon the current landscape

GLUE!: An architecture for the integration of external tools in Virtual Learning Environments

Reasons for Poor Acceptance of Web-Based Learning using an LMS and VLE in Ghana

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