The Complementary Roles of IMS LD and IMS QTI in Supporting Effective Web-based Formative Assessment

Miao, Y., Vogten, H., Martens, H., & Koper, R. (2007). The Complementary Roles of LD and QTI in Supporting Effective Web-based Formative assessment. In V. Uskov (Ed.), Proceedings of the 10th IASTED International Conference on Advanced Technologies in Education (CATE 2007) (pp. 212-218). October, 8-10, 2007, Beijing, China. ISBN: 978-0-88986-699-7.Effective formative assessment can be characterized by integrating assessment and instruction, engaging both teachers and students, using various assessment methods, and providing constructive and personalized feedback. In this paper, we propose a standard-based and service-oriented approach to support web-based formative assessment. We present how to develop online formative assessment by using an integrated IMS Learning Design (LD) and IMS Question and Test Interoperability (QTI) authoring tool. Moreover, we present how a formative assessment can be executed in an integrated LD and QTI run-time environment. In comparison with other approaches, our approach can facilitate the development of web-based formative assessment with characteristics leading to effectiveness.The work on this publication has been sponsored by the TENCompetence Integrated Project that is funded by the European Commission's 6th Framework Programme, priority IST/Technology Enhanced Learning. Contract 027087 [http://www.tencompetence.org

Using the Personal Competence Manager as a complementary approach to IMS Learning Design authoring

Vogten, H., Koper, R., Martens, H., & Van Bruggen, J. (2008). Using the Personal Competence Manager as a complementary approach to IMS Learning Design authoring. Interactive Learning Environments, 16(1), 83-100.In this article TENCompetence will be presented as a framework for lifelong competence development. More specifically, the relationship between the TENCompetence framework and the IMS Learning Design (LD) specification is explored. LD authoring has proven to be challenging and the toolset currently available is targeting expert users mostly working for institutions of higher educations. Furthermore these tools re-enforce a fairly rigid top-down workflow approach towards design and delivery. This approach it is not always the most suitable model in all circumstances for all practitioners. TENCompetence provides an alternative bottom-up approach to LD authoring via its first implementation: the Personal Competence Manager (PCM). Constructs such as competence profiles and competence development programmes, let users define, modify, and acquire competences they need for achieving their personal goals. We will show how the PCM provides support for these constructs and stimulates the bottom-up development of learning materials. We will also show how these concepts can be mapped towards LD. This allows the ad hoc designs of the PCM to be captured in a Unit of Learning (UOL). These UOLs can be enhanced and eventually fed back into the PCM, therewith closing the edit cycle. This editing cycle allows for a gradual integration of bottom-up ad hoc designs with more formal top-down designs introducing LD in a gentle fashion.The work on this publication has been sponsored by the TENCompetence Integrated Project that is funded by the European Commission's 6th Framework Programme, priority IST/Technology Enhanced Learning. Contract 027087 [http://www.tencompetence.org

How to use IMS Learning Design and SCORM 2004 together

Paper accepted for the SCORM 2006 conference. Tamkang University, Taipei, Taiwan, January 17 - 19, 2006, http://ia.nknu.edu.tw/scorm2006/Standardisation plays an increasingly important role in e-learning, requiring designers to make choices as to the route to be followed during the development of e-learning courses. IMS Learning Design is an e-learning specification which allows e-learning designers to describe Units of Learning – delimited pieces of education or training, such as courses, modules or lessons. SCORM 2004 is the latest version of Advanced Distributed Learning’s reference model for e-learning, which describes a content model and run-time environment for Shareable Content Objects. IMS Learning Design and SCORM 2004 are often positioned as mutually exclusive alternatives. This article outlines the case for using the two together and examines approaches to achieving integration between Units of Learning and Shareable Content Objects

Eindrapportage werkpakket 1.3

De opdracht van wp. 1.3 is het opleveren van een ontwerp voor een gebruikersinterface voor ELO 2.0 die door de toekomstige ‘gebruikers’ instelbaar is. Met ‘gebruikers’ worden hier de onderwijsinstellingen bedoeld. Om iets te kunnen zeggen over de gebruikersinterface is informatie nodig over deze gebruikers; meer bepaald de personen in de onderwijsinstelling, die fysiek gebruik maken van ELO. Informatie over deze gebruiker is – gezien de ontwerpfase van ELO- nog niet voor handen. Het deelprojectteam stond daarom voor een dilemma. Er is gekozen voor een voorlopige oplossing van het dilemma door uit te gaan van hetdocument ‘Functionele Overwegingen t.b.v. wp. 1.3, wp. 1.7 en wp. 1.10’ (zie Appendix A) waarin de gebruikers worden gerepresenteerd door rollen en waarin ook een aantal generieke ondersteunende functionaliteiten worden genoemd. Deze keuze impliceert dat men bij een implementatie van de ELO in een concrete instelling rollen zal moeten verbinden aan concrete gebruikers en daarop de administratieve organisatie dient aan te passen

Integrating IMS Learning Design and IMS Question and Test Interoperability using CopperCore Service Integration

Please, cite this publication as: Vogten, H., Martens, H., Nadolski, R., Tattersall, C., van Rosmalen, P., & Koper, R. (2006). Integrating IMS Learning Design and IMS Question and Test Interoperability using CopperCore Service Integration. Proceedings of International Workshop in Learning Networks for Lifelong Competence Development, TENCompetence Conference. March 30th-31st, Sofia, Bulgaria: TENCompetence. Retrieved June 30th, 2006, from http://dspace.learningnetworks.orgThis article describes a framework for the integration of e-learning services. There is a need for this type of integration in general, but the presented solution was a direct result of work done on the IMS Learning Design specification (LD). This specification relies heavily on other specifications and ser-vices. The presented architecture is described using the example of two of such services: CopperCore, an LD service and APIS, an IMS Question and Test Interoperability service. One of the design goals of the architecture was to minimize the intrusion for both the services as well as any legacy client that already uses these services.This work has been sponsored by the EU project TENCompetenc