The Conceptual Structure of IMS Learning Design Does Not Impede Its Use for Authoring

Derntl, Michael; Neumann, Susanne; Griffiths, David; Oberhuemer, Petra

doi:10.1109/tlt.2011.25

Cited by 31 publications

(21 citation statements)

References 12 publications

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“…A number of projects have developed learning design authoring software that aims to simplify the design process, and the work described here can be situated in that context. An overview of related work is provided by Derntl et al ( 2011 ), while Neumann and Oberhuemer ( 2009 ) describe a graphical user interface for designing learning activities based on IMS Learning Design. Evaluation of the latter revealed the disconnection between the design tool and the run-time system as one major problem with respect to user acceptance.…”

Section: Motivation and Research Methodologymentioning

confidence: 99%

The Composer: Creating, Sharing and Facilitating Learning Designs

Simon¹,

Aram²,

Assche

et al. 2015

Re-Engineering the Uptake of ICT in Schools

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Developing tools for sharing learning designs is a well-established, but still on-going endeavour in the technology-enhanced learning domain. However, to date tools supporting educational modelling languages have not achieved wide adoption in school practice. In this chapter we report on the design, implementation, and evaluation of a pedagogical tool referred to as the Composer. The Composer supports the composition of learning designs activities and has been developed according to design principles such as (a) interoperability between design-time and run-time systems based on the W3C Widget Standard, (b) inclusion of artefact types beyond content such as tools, people and events, (c) a user-friendly authoring environment. An evaluation of the proof-of-concept implementation suggests that the tool is easy-to-use and provides added value for teachers when it comes to refl ecting about Learning Designs.

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Section: Motivation and Research Methodologymentioning

confidence: 99%

The Composer: Creating, Sharing and Facilitating Learning Designs

Simon¹,

Aram²,

Assche

et al. 2015

Re-Engineering the Uptake of ICT in Schools

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“…H IMS LD υποστηρίζει ένα μεγάλο εύρος παιδαγωγικών προσεγγίσεων όπως η συνεργατική μάθηση, η εξατομικευμένη μάθηση κ.α. Παρά το γεγονός ότι η IMS LD είναι διαθέσιμη από το 2003 και η ερευνητική κοινότητα έχει ήδη αναγνωρίσει τα οφέλη που προκύπτουν από τη χρήση της υλοποιώντας πλήθος σχετικών projects (UNFOLD, LD4P4, TENCompetence and PROLIX), μέχρι σήμερα αυτή δεν έχει υιοθετηθεί ευρέως από την εκπαιδευτική κοινότητα (Derntl, Neumann, Griffiths, & Oberhuemer, 2012).…”

Section: εισαγωγήunclassified

Αξιοποίηση Συστημάτων Συστάσεων Στο Μαθησιακό Σχεδιασμό

Karga

Σατρατζεμη

2017

ICODL

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Learning Design -LD can be defined as a methodology that allows teachers to decide more closely on how they are going to design sequences of learning and teaching activities that are pedagogically sound and make appropriate use of their corresponding educational resources and technologies. LD has already been recognized as a key factor in success and improvement of the quality of the educational process. Supporting teachers in their new role as designers of learning has proved to be a challenge for the research community. In this context, this article explores the benefits that can arise for the educational community from integrating the Recommender Systems (RSs) into LD tools. To that end, we have implemented a hybrid RS, which recommends LDs to teachers in the form of templates as a head start in order to release them of authoring LDs from scratch. Each template after teacher intervention it can lead to a new LD which satisfies his/her own unique needs and preferences. The proposed system was integrated into the LAMS platform. We then conducted a pilot study to find out teachers' beliefs about the benefits that may be derived from the use of the proposed system. The details of the implementation of the proposed system as well as the results of the pilot study are presented in this paper. Keywords: Learning Design, Recommender Systems, LAMSΠερίληψη Ο Μαθησιακός Σχεδιασμός -ΜΣ (Learning Design -LD) ως μεθοδολογία που επιτρέπει στους εκπαιδευτές να αποφασίζουν πιο εμπεριστατωμένα σχετικά με το πώς πρόκειται να σχεδιάσουν ακολουθίες μαθησιακών και διδακτικών δραστηριοτήτων, οι οποίες είναι παιδαγωγικά προσανατολισμένες και αξιοποιούν κατάλληλα τους αντίστοιχους εκπαιδευτικούς πόρους και τεχνολογίες έχει ήδη αναγνωριστεί ως σημαντικός παράγοντας επιτυχίας και βελτίωσης της ποιότητας της εκπαιδευτικής διαδικασίας. Η υποστήριξη των εκπαιδευτικών στο ρόλο τους ως σχεδιαστές της μάθησης αποτελεί ζητούμενο της ερευνητικής κοινότητας που αναπτύχθηκε γύρω από το πεδίο. Στο πλαίσιο αυτό, στο παρόν άρθρο διερευνώνται τα οφέλη που μπορεί να προκύψουν για την εκπαιδευτική κοινότητα από την ενσωμάτωση της τεχνολογίας παραγωγής συστάσεων σε εργαλεία ΜΣ. Για το σκοπό αυτό υλοποιήσαμε ένα Σύστημα Συστάσεων -ΣΣ (Recommender System -RS), το οποίο εφαρμόζει μια υβριδική στρατηγική για την παροχή συστάσεων προς τους εκπαιδευτικούς που αφορούν σε ολοκληρωμένα πρότυπα Σχεδίων Μαθημάτων -ΣΜ (Learning DesignsLDs). Ο εκπαιδευτικός μπορεί να επεξεργαστεί τα προτεινόμενα πρότυπα ώστε να

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“…Entretanto, deficiências já foram apontadas na literatura quanto a sua generalidade e a necessidade de extensões [Derntl et al, 2012;Burgos, 2012;De-la-Fuente-Valentín et al, 2011].…”

Section: Limitações Da Ims Learning Designunclassified