Implementation and Deployment of the IMS Learning Design Specification

Paquette, Gilbert; Mariño, Olga; Teja, Ileana de la; Lonard, Michel; Lundgren-Cayrol, Karin; Contamines, Julien

doi:10.21432/t22w2b

Cited by 15 publications

(7 citation statements)

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“…While working on documents to support the use of Educational Modeling Languages and the IMS Learning Design specification [10], we have underlined that "to support the reusability of good learning designs, it is essential that libraries of learning designs be made available as learning objects in one or more repositories" [21].…”

Section: A Repositories Of Ld Objectsmentioning

confidence: 99%

A Competency-Based Ontology for Learning Design Repositories

Paquette¹

2014

IJACSA

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Abstract-Learning designs are central resources for educational environments because they provide the organizational structure of learning activities; they are concrete instructional methods. We characterize each learning design by the competencies they target. We define competencies at the meta-knowledge level, as generic processes acting on domainspecific knowledge. We summarize a functional taxonomy of generic skills that draws upon three fields of knowledge: education, software engineering and artificial intelligence. This taxonomy provides the backbone of an ontology for learning designs, enabling the creation of a library of learning designs based on their cognitive and meta-cognitive properties.

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Section: A Repositories Of Ld Objectsmentioning

confidence: 99%

A Competency-Based Ontology for Learning Design Repositories

Paquette¹

2014

IJACSA

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“…We propose IMS Learning Design (IMS-LD) compliant templates for that purpose. IMS LD 1 is a standard specification to specify all kind of learning activities and acts as a container framework of elements that can describe any design of teaching and learning model (Paquette et al, 2005). LD defines learning activities that include several roles playable by several actors in a defined environment (Durand & Downes, 2009).…”

Section: Learning Design Patternsmentioning

confidence: 99%

Conversational learning integration in technology enhanced classrooms

Atif

2013

Computers in Human Behavior

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a b s t r a c tToday's college students have grown up with technology. These digital natives typically gravitate toward group activities in technology embedded social contexts. However, despite this multidimensional evolution, little has changed in conventional classrooms where they build their education experience. We investigate learning models in a classroom environment which still remains the main driver of education today. We describe a conversational learning model based on group activities which involve multi-party conversations. We implement this model in a technology-enhanced studio-classroom to ''visualize'' conversations which otherwise would remain abstract to learners. Teachers are empowered with instructional patterns to guide their changing role in this novel classroom environment. Based on standard assessment indicators, we conduct an experimental analysis which results show interesting tradeoffs of learning performance that favor the proposed conversational learning approach compared to those obtained from conventional instruction.

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“…The CompendiumLD [11] is a tool resembling a mind-map where the user is able to create sequences of tasks and resources, but it doesn't have a mechanism to translate the course design to a standard EML. The MOT+ editor [12] can create UoLs through its own graphical language, but the UoLs are only part of the Level A. The ASK LDT [13] has a graphical representation for the primitives of the Level A and the Level B is managed through the properties [14], but the tool appears to be designed for IMS-LD experts rather than teachers.…”

Section: Related Workmentioning

confidence: 99%

LPCEL Editor: A Web-Based Visual Authoring Tool for Learning Design

Torres

Reséndiz

Dodero

et al. 2012

2012 IEEE 12th International Conference on Advanced Learning Technologies

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Educational Modeling Languages (EMLs) provide the framework to represent learning processes in a formal fashion. The IMS-LD is a widely used EML and there have been created several tools to facilitate the authoring process of a course for that specification. However, since most of these tools are meant to be IMS-LD complaint they are also restricted by its level of expressiveness. To solve this issue, the LPCEL Editor is presented to facilitate the authoring of a course by means of a visual tool while maintaining a broad level of expressiveness.Learning Design; Visual authoring

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Implementation and Deployment of the IMS Learning Design Specification

Cited by 15 publications

References 0 publications

A Competency-Based Ontology for Learning Design Repositories

A Competency-Based Ontology for Learning Design Repositories

Conversational learning integration in technology enhanced classrooms

LPCEL Editor: A Web-Based Visual Authoring Tool for Learning Design

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