The Role of Teachers in Editing and Authoring Units of Learning Using IMS Learning Design

Griffiths, David; Blat, Josep

doi:10.2316/journal.208.2005.4.208-0867

Cited by 51 publications

(48 citation statements)

References 9 publications

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“…Hernandez-Leo, Villasclaras-Fernandez, Asensio-Perez, Dimitriadis, Jorrin-Abellan, Ruiz-Requies, and Rubia-Avi (2006) investigated three tertiary teachers using a LD authoring tool to design collaborative learning experiences for their students, while Griffiths and Blat (2005) investigated issues relating to enabling teachers to participate in the LD process and also ways of representing LDs to teachers. Earp and Pozzi (2006) discussed two European projects (Netform2 and Remath), including initiatives with novice teachers authoring and reusing LDs to support pedagogical reflection.…”

Section: Teachers Learning Designs and Learning Design Authoring Symentioning

confidence: 99%

Investigating Prospective Teachers as Learning Design Authors

Kearney

Prescott

Young

2009

Handbook of Research on Learning Design and Learning Objects

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Product or company names used in this set are for identification purposes only. Inclusion of the names of the products or companies does not indicate a claim of ownership by IGI Global of the trademark or registered trademark. Library of Congress Cataloging-in-Publication DataHandbook of research on learning design and learning objects : issues, applications and technologies / Lori Lockyer, ... [et al.], editors. All work contributed to this book set is original material. The views expressed in this book are those of the authors, but not necessarily of the publisher.Chapter XII Investigating ProspectiveTeachers as Learning Design Authors Matthew Kearney University of Technology, Sydney (UTS), Australia Anne Prescott University of Technology, Sydney (UTS), Australia Kirsty Young University of Technology, Sydney (UTS), AustraliaCopyright © 2009, IGI Global, distributing in print or electronic forms without written permission of IGI Global is prohibited. AbstrAct This chapter reports on findings from a recent project situated in the area

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Section: Teachers Learning Designs and Learning Design Authoring Symentioning

confidence: 99%

Investigating Prospective Teachers as Learning Design Authors

Kearney

Prescott

Young

2009

Handbook of Research on Learning Design and Learning Objects

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“…Although expressive, the specification is also very complex due to the numerous language constructs, its declarative nature, and its fairly generic vocabulary (Griffiths & Blat, 2007;Olivier, 2004). However LD was developed with a toolset in mind that would help the educational designer in using LD (Griffiths, Blat, García, Vogten, & Kwong, 2005).…”

Section: Ims Learning Design Toolsmentioning

confidence: 99%

Using the Personal Competence Manager as a complementary approach to IMS Learning Design authoring

Vogten

Koper

Martens

et al. 2008

Interactive Learning Environments

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Abstract:In this article TENCompetence will be presented as a framework for lifelong competence development. More specifically, the relationship between the TENCompetence framework and the IMS Learning Design (LD) specification is explored. LD authoring has proven to be challenging and the toolset currently available is targeting expert users mostly working for institutions of higher educations. Furthermore these tools re-enforce a fairly rigid top-down workflow approach towards design and delivery. This approach it is not always the most suitable model in all circumstances for all practitioners. TENCompetence provides an alternative bottom-up approach to LD authoring via its first implementation: the Personal Competence Manager (PCM). Constructs such as competence profiles and competence development programmes, let users define, modify, and acquire competences they need for achieving their personal goals. We will show how the PCM provides support for these constructs and stimulates the bottom-up development of learning materials. We will also show how these concepts can be mapped towards LD. This allows the ad hoc designs of the PCM to be captured in a Unit of Learning (UOL). These UOLs can be enhanced and eventually fed back into the PCM, therewith closing the edit cycle. This editing cycle allows for a gradual integration of bottom-up ad hoc designs with more formal top-down designs introducing LD in a gentle fashion.

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“…It is particularly difficult for educators interested but not experts in Information and Communication Technologies (ICT) and collaborative learning. There are a number of evidences in the literature that show the challenges around teachers designing scripts from scratch [3]. A solution to face this problem, which is being proposed in different literature contributions, is to support the design process through the reuse of existing material to create new ones.…”

Section: Introductionmentioning

confidence: 99%

From a Pattern Language to a Pattern Ontology Approach for CSCL Script Design

Chacón

Hernández‐Leo

Blat

2011

Computational Science and Its Applications - ICCSA 2011

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Abstract. Collaborative activities, in which students actively interact with each other, have proved to provide significant learning benefits. In Computer-Supported Collaborative Learning (CSCL), these collaborative activities are assisted by technologies. However, the use of computers does not guarantee collaboration, as free collaboration does not necessary lead to fruitful learning. Therefore, practitioners need to design CSCL scripts that structure the collaborative settings so that they promote learning. However, not all teachers have the technical and pedagogical background needed to design such scripts. With the aim of assisting teachers in designing effective CSCL scripts, we propose a model to support the selection of reusable good practices (formulated as patterns) so that they can be used as a starting point for their own designs. This model is based on a pattern ontology that computationally represents the knowledge captured on a pattern language for the design of CSCL scripts. A preliminary evaluation of the proposed approach is provided with two examples based on a set of meaningful interrelated patters computationally represented with the pattern ontology, and a paper prototyping experience carried out with two teaches. The results offer interesting insights towards the implementation of the pattern ontology in software tools.

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The Role of Teachers in Editing and Authoring Units of Learning Using IMS Learning Design

Cited by 51 publications

References 9 publications

Investigating Prospective Teachers as Learning Design Authors

Investigating Prospective Teachers as Learning Design Authors

Using the Personal Competence Manager as a complementary approach to IMS Learning Design authoring

From a Pattern Language to a Pattern Ontology Approach for CSCL Script Design

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