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

By Susanne Neumann and Petra Oberhuemer


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

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