Location of Repository

Bridging the divide in language and approach between pedagogy and programming: the case of IMS Learning Design

By Susanne Neumann and Petra Oberhuemer

Abstract

Even though the IMS Learning Design (IMS LD) specification has offered a way for expressing multiple-learner scenarios, the language thus provided is far from the language, teaching practitioners use. To bridge this divide, we have developed IMS LD authoring software that translates from the learning designer perspective to the technical perspective. To aid adequate software developments, an analysis was performed to identify uses of level B properties in expert units of learning. In a second analysis, which is described in this paper, these uses were matched with demands of typical pedagogical methods. Some restrictions of the IMS LD specification are pointed out in this regard. As an outcome of the analyses, interfaces employing pedagogical language were integrated in the IMS LD authoring software in order to provide teaching practitioners access to level B functionalities despite their highly technical nature

Topics: T Technology (General), L Education (General)
Year: 2008
OAI identifier: oai:generic.eprints.org:439/core5

Suggested articles

Preview

Citations

  1. (2007). A practitioner's view of Learning Design. TENCompetence Open Workshop on Current Research on IMS Learning Design and Lifelong Competence Development Infrastructures Retrieved February 21, 2008, from http://www.tencompetence.org/files/Barcelona/
  2. (2007). Visible Thinking: Think-Pair-Share. Retrieved February 22, 2008, from http:// www.pz.harvard.edu/vt/VisibleThinking_html_files/03_ThinkingRoutines/03d_UnderstandingRoutines/ ThinkPairShare/ThinkPairShare_Routine.html Heyer, S.
  3. (2007). Making Sense of IMS Learning Design Level B: from specification to intuitive modeling software. In doi
  4. (2005). Learning Design: A Handbook on Modelling and Delivering Networked Education and Training. doi
  5. (1999). Collaborative Problem Solving. In doi
  6. (2008). Supporting Instructors in Creating Standard Conformant Learning Designs: the Graphical Learning Modeller.
  7. (2007). Design Support for Non-Expert Authors in the Creation of Units of Learning -- a First Exploration. Retrieved
  8. (2006). Extensible Markup Language (XML) 1.1 (Second Edition). Retrieved

To submit an update or takedown request for this paper, please submit an Update/Correction/Removal Request.