Delivering courses modelled using IMS Learning Design

Tattersall, C., Vogten, H., Brouns, F., Koper, R., Van Rosmalen, P, Sloep, P. Van Bruggen, J. (submitted). Delivering courses modelled using IMS Learning Design.E-learning promises efficiency of education. This promise is based on the economics of multiple delivery, whereby initial production costs for an e-learning course are recouped by delivering the course to different groups of learners at different times. This can only be realised by distinguishing between abstract representations of courses and instances of these representations involving specific sets of learners. This article provides an analysis of the requirements for multiple deliveries of courses. It describes the design of an approach which meets these requirements in the domain of integrated e-learning systems, together with experiences resulting from implementation of the design. The article concludes with a discussion of the approach

Towards Flexibility on IMS Learning Design Scripts

Proocedings of: 41st Annual Frontiers in Education Conference: Celebrating 41 Years of Monumental Innovations from Around the World (FIE 2011). Rapy City, South Dakota, October 12–15, 2011.IMS Learning Design is considered by many authors the "de facto" standard in educational modeling languages. The versatility of the framework enables its use in very different situations. However, such versatile framework is usually hidden by its complex management. One handicap identified in practical experiences is the lack of flexibility of scripted courses during the enactment phase. The activity sequence and learning resources are rigidly defined during authoring. This fact makes difficult to react to unexpected events that may happen in live courses. Also, this rigidness does not allow instructors to give "their personal touch" to courses. This paper presents the improvements made on GRAIL - an IMS LD compliant player-aimed at the support of a flexible enactment phase. Two types of modifications are considered: the modification of the learning flow and the management of course content with a wiki engine. Finally, this paper discusses how the integration of third party services in the activity sequence relaxes the rigidness of scripted learning flows. Experiences deployed in real scenarios allowed analyzing how such integration offered flexibility in practical situations.Work partially funded by the project “eMadrid: Investigación y desarrollo de tecnologías para el elearning en la Comunidad de Madrid” (S2009/TIC-1650) and the Spanish project “Learn3: Towards Learning of the Third Kind” (TIN2008-05163/TSI).Publicad

Universiti Teknologi PETRONAS (UTP) E-Learning and content development

. paper describes about the implementation of open source and content development in UTP ~arning. As the technology evolves and the need for open source enviromnent arises, a new digm is needed to allow E-Learning to move into this open source enviromnent. A few open ce programs were analyzed and Moodie was chose as the most suitable open source to :lop UTP's new E-Learning. Moodie appears to be one of the most user-friendly and flexible 1 source courseware products available and has excellent documentation, strong support for rity and administration, and is evolving towards IMS/SCORM standards. SCORM was :loped with the guidance of a large consortium of academic, technological and govermnental nizations. SCORM is maintained by the Advanced Distributed Learning (ADL) Initiative. objective of implementing open source and content development in developing UTP's Ening is mainly to help initiate an advance Information and Communication Technology ') enviromnent for student. Methodology of developing this project has already been defined probably pose much similar with traditional information-development process. Tools irement such as the Moodie software itself and other supportive software and hardware are tified to develop this project

Representing the learning design of units of learning

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

ICOPER Project - Deliverable 4.3 ISURE: Recommendations for extending effective reuse, embodied in the ICOPER CD&R

The purpose of this document is to capture the ideas and recommendations, within and beyond the ICOPER community, concerning the reuse of learning content, including appropriate methodologies as well as established strategies for remixing and repurposing reusable resources. The overall remit of this work focuses on describing the key issues that are related to extending effective reuse embodied in such materials. The objective of this investigation, is to support the reuse of learning content whilst considering how it could be originally created and then adapted with that ‘reuse’ in mind. In these circumstances a survey on effective reuse best practices can often provide an insight into the main challenges and benefits involved in the process of creating, remixing and repurposing what we are now designating as Reusable Learning Content (RLC). Several key issues are analysed in this report: Recommendations for extending effective reuse, building upon those described in the previous related deliverables 4.1 Content Development Methodologies and 4.2 Quality Control and Web 2.0 technologies. The findings of this current survey, however, provide further recommendations and strategies for using and developing this reusable learning content. In the spirit of ‘reuse’, this work also aims to serve as a foundation for the many different stakeholders and users within, and beyond, the ICOPER community who are interested in reusing learning resources. This report analyses a variety of information. Evidence has been gathered from a qualitative survey that has focused on the technical and pedagogical recommendations suggested by a Special Interest Group (SIG) on the most innovative practices with respect to new media content authors (for content authoring or modification) and course designers (for unit creation). This extended community includes a wider collection of OER specialists. This collected evidence, in the form of video and audio interviews, has also been represented as multimedia assets potentially helpful for learning and useful as learning content in the New Media Space (See section 4 for further details). Section 2 of this report introduces the concept of reusable learning content and reusability. Section 3 discusses an application created by the ICOPER community to enhance the opportunities for developing reusable content. Section 4 of this report provides an overview of the methodology used for the qualitative survey. Section 5 presents a summary of thematic findings. Section 6 highlights a list of recommendations for effective reuse of educational content, which were derived from thematic analysis described in Appendix A. Finally, section 7 summarises the key outcomes of this work