Using the IMS LD Standard to Describe Learning Designs

Koper, Rob; Miao, Yongwu

doi:10.4018/9781599048611.ch003

Cited by 4 publications

(4 citation statements)

References 27 publications

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“…The domain model describes the content and its organization, for example, software engineering or data on the Web. The theories of learning and instruction describe the instruction principles and models based on the literature or the experience of practitioners (Koper & Miao, 2008). In e-learning systems, to allow the conception of the dynamic of learning and teaching and their standardization, the Consortium IMS-Global Learning has set a new specification for implementing e-learning courses: IMS-LD (IMS-Learning Design).…”

Section: E-learning Content-design Process Methods and Toolsmentioning

confidence: 99%

Online and Collaborative Learning Design model based on IMS-LD to Stimulate Collaborative Learning in E-learning Environments

Mhouti¹,

Erradi²

2015

JEVR

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In the e-learning field, there is an urgent need for the sharing, reuse and design of online courses as learning objects. However, in the vast majority of cases, e-learning courses are built in a manner that not stimulating cooperation, interaction, and collaborative learning. The primary aim of this paper is to develop a strategy for constructing learning objects, strategy targeted at supporting instructors in designing educational contents in order to promote collaborative learning in e-learning environments. A key challenge in this work is the definition of a new method of learning design of e-learning contents to stimulate collaborative learning. In addition, we introduce a general model of online and collaborative learning design. Model is based on the methods of instructional design and Educational Modeling Languages, particularly the IMS-LD specification. Firstly, the paper presents the online and collaborative design process of a content based on a life cycle adapted. Then, the paper describes the steps of the modeling process of content. Finally, the paper exposes the adopted technical choices and a first prototype is set up to provide a subjective evaluation of the new framework.

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Section: E-learning Content-design Process Methods and Toolsmentioning

confidence: 99%

Online and Collaborative Learning Design model based on IMS-LD to Stimulate Collaborative Learning in E-learning Environments

Mhouti¹,

Erradi²

2015

JEVR

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“…-The production of learning environments is a professional activity that cannot be conceptualized into a rigid system [18]. -A reasonable granularity of learning material is required to be able to generate a comprehensible classification that is used for adaptations, recommendations and individual learning [19].…”

Section: A Pedagogical Ontology For Web Didacticsmentioning

confidence: 99%

“…http://protege.stanford.edu/19 The PO allows for the description of domain knowledge in a way so that an INTUTEL-enabled system is able to process such data and provide sophisticated services in the form of individual recommendations; Semantic MediaWiki, in contrast, does not exhibit any predefined or default schema nor impose any restrictions on the definition of individual schema information-apart from those imposed by the underlying data model.…”

mentioning

confidence: 99%

A Semantic MediaWiki-Based Approach for the Collaborative Development of Pedagogically Meaningful Learning Content Annotations

Zander

Swertz

Verdú

et al. 2016

Semantic Web Collaborative Spaces

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In this work, we present an approach that allows educational resources to be collaboratively authored and annotated with well-defined pedagogical semantics using Semantic MediaWiki as collaborative knowledge engineering tool. The approach allows for the exposition of pedagogically annotated learning content as Linked Open Data to enable its reuse across e-learning platforms and its adaptability in different educational contexts. We employ Web Didactics as knowledge organization concept and detail its manifestation in a Semantic MediaWiki system using import and mapping declarations. We also show how the inherent pedagogical semantics of Web Didactics can be retained when learning material is exported as RDF data. The advantage of the presented approach lies in addressing the constructivist view on educational models: The different roles involved in the content development process are not forced to adapt to new vocabularies but can continue using the terms and classification systems they are familiar with. Results of the usability test with computer scientists and education researchers are positive with significantly more positive results for computer scientists.

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“…Far from SCORM standard, IMS-LD not only delivers educational content but also pedagogical strategies as processes describing teaching and learning aspects [3]. The learning design concept comprises both the definition of learning and data flow [4].…”

Section: Introductionmentioning

confidence: 99%

Study of the Dataflow Problem in Complex Adaptive Collaboration Learning Scripts

Bordiés

Dimitriadis

2010

2010 International Conference on Intelligent Networking and Collaborative Systems

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The flow of artifacts or dataflow in learning design has not been adequately tackled by the IMS-LD specification or other existing Educational Modelin Languages. Several proposed approaches, including the LeadFlow4LD, aim to handle the main dimensions of the dataflow problem, i.e. automation, consistency and reuse. However, considering the adaptive and complex nature of real collaborative learning scripts may have a significant impact in the existing solutions to the dataflow problem. This paper presents an analysis of the potential/limitation of LeadFlow4LD in a real case study, in which a script based on CLFPs and that requires adaptation has been used. Findings of such an analysis suggest the use of workflow templates in order to overcome the detected problems of real reusable designs.

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Using the IMS LD Standard to Describe Learning Designs

Cited by 4 publications

References 27 publications

Online and Collaborative Learning Design model based on IMS-LD to Stimulate Collaborative Learning in E-learning Environments

Online and Collaborative Learning Design model based on IMS-LD to Stimulate Collaborative Learning in E-learning Environments

A Semantic MediaWiki-Based Approach for the Collaborative Development of Pedagogically Meaningful Learning Content Annotations

Study of the Dataflow Problem in Complex Adaptive Collaboration Learning Scripts

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