Modelling a case study in Astronomy with IMS Learning Design

Burgos, D., & Tattersall, C. (2008). Modelling a case study in Astronomy with IMS Learning Design [Electronic Version]. Journal of Interactive Media in Education, 2008 from http://jime.open.ac.uk/2008/19/.IMS Learning Design provides a counter to the trend towards designing for lone-learners reading from screens. It guides staff and educational developers to start not with content, but with learning activities and the achievement of learning objectives. It recognises that learning can happen without learning objects, learning is different from content consumption and that learning comes from being active. It recognises, too, that learning happens when learners cooperate to solve problems in social and work situations. In all this, it stresses that focus should fall on the learning in eLearning. This paper examines how IMS Learning Design (IMS-LD) and the current generation of IMS-LD based tooling can be used to model an eLearning case study in Astronomy, hosted by a workshop at ICALT 2006

Representing adaptive and adaptable Units of Learning:How to model personalized eLearning in IMS Learning Design

Burgos, D., Tattersall, C., & Koper, E. J. R. (2007). Representing adaptive and adaptable Units of Learning. How to model personalized eLearning in IMS Learning Design. In B. Fernández Manjon, J. M. Sanchez Perez, J. A. Gómez Pulido, M. A. Vega Rodriguez & J. Bravo (Eds.), Computers and Education: E-learning - from theory to practice. Germany: Kluwer.In this chapter we examine how to represent adaptive and adaptable Units of Learning with IMS Learning Design in order to promote automation and interoperability. Based on a literature study, a distinction is drawn between eight types of adaptation that can be classified in three groups: a) the main group, with interfaced-base, learning-flow and content-base; b) interactive problem solving support, adaptive information filtering, adaptive user grouping; and c) adaptive evaluation and changes on-the-fly. Several sources of information are used in adaptation: user, teacher and set of rules. In this paper, we focus on the core group a). Taking the various possible inputs to an eLearning process, we analyze how to model personalized learning scenarios related to these inputs explaining how these can be represented in IMS Learning Design

LO -> LA: From a Learning Object centric view towards a Learning Activity perspective

This article argues why we must focus on the learning in e-learning. We hold a plea to rethink the current learning object centric paradigm in e-learning technology towards a more learning activity centric perspective on e-learning. After examining current needs in educational practice and the state-of-art in learning technology, we discuss the extent to which available specifications and LMS cater for these needs. We conclude that learning technology should be enhanced with a specification able to capture a larger and more innovative variety of new pedagogical approaches to learning. As a solution to this problem, we propose that the IMS Learning Design specification offers a more generic pedagogical framework to also enable more activity-based and collaborative learning designs for a large variety of approaches and domains

UNFOLD - How do reference models help realising educational systems for multiple learners and flexible pedagogies?

This is a short presentation given during the Online Educa Berlin 2005 workshop "Did you hear the one about the ELF, the model and the learning technologist? E-Learning Reference Models explained and examined". The presentation describes the way in which the UNFOLD project has interacted with JISC Reference Model projectsUNFOL