Designing Adaptive Learning Environments with Learning Design

Towle, Brendon; Halm, Michael J.

doi:10.1007/3-540-27360-3_12

Cited by 31 publications

(11 citation statements)

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“…More limitations are identified by Towle and Halm in [37] including: (1) difficulty of supporting multiple rule interactions (e.g. student profile with multiple characteristics); (2) lack of user/group driven activity ordering; LD is agnostic to the eventual user/group experience (e.g.…”

Section: The Basics Of Ld: Adaptivity Capabilities and Limitationsmentioning

confidence: 98%

Modeling Adaptation Patterns in the Context of Collaborative Learning: Case Studies of IMS-LD Based Implementation

Magnisalis

Demetriadis

2011

Technology-Enhanced Systems and Tools for Collaborative Learning Scaffolding

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Abstract. Research on collaborative learning has emphasized the need for providing flexible yet supportive tools to teachers in order to design collaborative learning tasks. In our work we present a next step in our pattern-based approach demonstrating how educators' ideas can provide the basis for adaptation patterns which, in turn, can be expressed in IMS-LD modeling language. In this paper we present representative and selective design case studies exemplifying the implementation of the core specification of an Adaptation Pattern (Input, Rules, Model and Output) on the basis of using tools compliant to IMS-LD. We analyze what is necessary for implementing an adaptation pattern and discuss the benefits of the pattern-based approach. Finally, we highlight what issues would be important toward integrating the adaptation pattern capabilities in LD compliant tools for collaborative learning design.

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Section: The Basics Of Ld: Adaptivity Capabilities and Limitationsmentioning

confidence: 98%

Modeling Adaptation Patterns in the Context of Collaborative Learning: Case Studies of IMS-LD Based Implementation

Magnisalis

Demetriadis

2011

Technology-Enhanced Systems and Tools for Collaborative Learning Scaffolding

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“…IMS‐LD can be used for developing adaptive learning (AL) . This is because an IMS‐LD specification can be enriched with a collection of variables from the student profile.…”

Section: Outline and Starting Pointmentioning

confidence: 99%

eLearning standards and automatic assessment in a distributed eclipse based environment for learning computer programming

Jurado

Redondo

Ortega

2012

Comp Applic In Engineering

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Computer Programming competence is a good research field in which students of Computer Science can be assisted by an Intelligent Tutoring System (ITS). An ITS can guide the students in their learning process proposing the corresponding learning activities for each particular student. In this article, we will outline a proposal about how to use eLearning standard and automatic assessment techniques to build an ITS for learning to program. In addition, we will show the implemented system to test our proposal and how we have evaluated it with students in our university.© 2012 Wiley Periodicals, Inc. Comput Appl Eng Educ 22:774–787, 2014; View this article online at http://wileyonlinelibrary.com/journal/cae; DOI

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“…A different approach is taken by Zeng and Zhou (2007), which analyses how game-based learning can be implemented with IMS LD, showing how Learning Design elements have a correspondence with game design ones. Towle and Halm (2005) point out that, thanks to properties and conditions, IMS LD is suitable to be used in the context of adaptive hypermedia (AH) orchestration. According to He et al (2002), adaptive learning material can be categorized in the following types, which are argued to be supported by IMS LD in Burgos et al (2007):…”

Section: Adaptive Hypermedia Orchestration With Ims Learning Designmentioning

confidence: 99%

Generic service integration in adaptive learning experiences using IMS learning design

de-la-Fuente-Valentín

Pardo

Kloos

2011

Computers & Education

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IMS Learning Design is a specification to capture the orchestration taking place in a learning scenario. This paper presents an extension called Generic Service Integration. This paradigm allows a bidirectional communication between the course engine in charge of the orchestration and conventional Web 2.0 tools. This communication allows the engine to configure external services so as to adjust their behav-iour, and also retrieve information about their activity and use it to influence the orchestration process. This extension impacts all the phases of the life cycle of a learning activity: authoring, deployment and enactment. The paper analyses this impact and proposes appropriate adjustments. A pilot test was conducted and the obtained results show that learning experiences that adapt their flow-based on third party tools while maintaining interoperability, reusability and self-containment requirements are feasible.

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Designing Adaptive Learning Environments with Learning Design

Cited by 31 publications

References 0 publications

Modeling Adaptation Patterns in the Context of Collaborative Learning: Case Studies of IMS-LD Based Implementation

Modeling Adaptation Patterns in the Context of Collaborative Learning: Case Studies of IMS-LD Based Implementation

eLearning standards and automatic assessment in a distributed eclipse based environment for learning computer programming

Generic service integration in adaptive learning experiences using IMS learning design

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