Topic
IMS Learning Design
About: IMS Learning Design is a research topic. Over the lifetime, 449 publications have been published within this topic receiving 8035 citations.
Papers published on a yearly basis
Papers
Journal Article•
TL;DR: The IMS Learning Design specification is discussed in this article in the context of its current status, its limitations and its future development.
Abstract: In order to capture current educational practices in eLearning courses, more advanced ‘learning design’ capabilities are needed than are provided by the open eLearning specifications hitherto available. Specifically, these fall short in terms of multi-role workflows, collaborative peer-interaction, personalization and support for learning services. We present a new specification that both extends and integrates current specifications to support the portable representation of units of learning (e.g. lessons, learning events) that have advanced learning designs. This is the Learning Design specification. It enables the creation of a complete, abstract and portable description of the pedagogical approach taken in a course, which can then be realized by a conforming system. It can model multi-role teaching-learning processes and supports personalization of learning routes. The underlying generic pedagogical modelling language has been translated into a specification (a standard developed and agreed upon by domain and industry experts) that was developed in the context of IMS, one of the major bodies involved in the development of interoperability specifications in the field of eLearning. The IMS Learning Design specification is discussed in this article in the context of its current status, its limitations and its future development.
451 citations
Journal Article•
TL;DR: PD poses a new requirement that CSCL developers should tackle: how to obtain technological solutions for collaborative learning capable of being particularized/customized by practitioners that usually do not have technological skills.
Abstract: CSCL (Computer-Supported Collaborative Learning) constitutes a significant field that has drawn the attention of many researchers and practitioners (Dillenbourg, 2002). This domain is characterized by the coexistence of very different expectations, requirements, knowledge and interests posed by both collaborative learning practitioners and experts in information and communication technologies. In other words, CSCL is an intrinsically interdisciplinary field that implies a need for mutual understanding among the implied stakeholders. This need demands the active participation of all these stakeholders during the whole development cycle of CSCL solutions. Participatory Design (PD) approaches (Muller & Kuhn, 1993) propose a diversity of theories, practices, etc. with the goal of working directly with users and other stakeholders in the design of social systems. That is, PD methodologies define processes where users and developers work together during a certain period of time, while they identify the requirements of an application. In the CSCL case, it has been shown that it is not efficient enough to simply perform the identification and analysis of requirements for the development of CSCL solutions that support effective ways of learning. Collaborative learning practitioners also become active players in the process of customizing technological solutions to their particular needs in every learning situation. PD poses a new requirement that CSCL developers should tackle: how to obtain technological solutions for collaborative learning capable of being particularized/customized by practitioners that usually do not have technological skills.
353 citations
Journal Article•
TL;DR: This papers introduces Learning Design, analyses the different papers and provides an overview of current research in Learning Design.
Abstract: A 'learning design' is defined as the description of the teaching-learning process that takes place in a unit of learning (eg, a course, a lesson or any other designed learning event). The key principle in learning design is that it represents the learning activities and the support activities that are performed by different persons (learners, teachers) in the context of a unit of learning. The IMS Learning Design specification aims to represent the learning design of units of learning in a semantic, formal and machine interpretable way. Since its release in 2003 various parties have been active to develop tools, to experiment with Learning Design in practice, or to do research on the further advancement of the specification. The aim of this special issue is to provide an overview of current work in the area. This papers introduces Learning Design, analyses the different papers and provides an overview of current research in Learning Design. The major research issues are at the moment: a) the use of ontologies and semantic web principles & tools related to Learning Design; b) the use of learning design patterns; c) the development of learrning design authoring and content management systems, and d) the development of learning design players, including the issues how to use the integrated set of learning design tools in a variety of settings.
248 citations
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TL;DR: The IMS Learning Design (ILS) as discussed by the authors is a specification for learning design, which fournit un cadre conceptuel de modelisation d'une unite d'apprentissage instrumentee par les technologies d'information and de communication.
Abstract: Nous presentons la specification IMS Learning Design, qui fournit un cadre conceptuel de modelisation d’une unite d’apprentissage instrumentee par les technologies d’information et de communication. Apres avoir recadre l’origine et les objectifs de la specification, nous en decrivons les principaux concepts dans leur finalite et leurs interrelations, puis nous exposons la methode de conception proposee par les auteurs de la specification.
120 citations
TL;DR: The UNFOLD project, funded by the European Commission, runs a Community of Practice for Teachers and Learning Providers that has examined the way in which teachers can work with the IMS Learning Design Specification, and the results of this work are presented.
Abstract: The UNFOLD project, funded by the European Commission, runs a Community of Practice for Teachers and Learning Providers that has examined the way in which teachers can work with the IMS Learning Design Specification. The results of this work are presented. Relevant aspects of the specification are discussed, in particular the design process as it is set out in the Best Practice Guide. Two main challenges are identified and the approaches taken to address them described: a) how to enable teachers to participate in the initial design stages, and b) ways of representing Learning Design to teachers. The role of design primitives, patterns, taxonomies, and templates is outlined, and interface issues for tool design are explored. A short description is provided of some key projects in the area, including ACETS, DialogPlus, 8LEM, MOT+ and LAMS.
116 citations
Related Topics (5)
Performance Metrics
| Year | Papers |
|---|---|
| 2019 | 1 |
| 2017 | 2 |
| 2016 | 6 |
| 2015 | 6 |
| 2014 | 8 |
| 2013 | 16 |