Orchestrating Learning Using Adaptive Educational Designs in IMS Learning Design

Abstract

IMS Learning Design (IMS LD) is an open specification to support interoperability of advanced educational designs for a wide range of technology-enhanced learning solutions and other units of learning. This paper analyses approaches to model personalised learning experiences with and without explicit adaptive features in IMS LD. The paper has two main parts. The first part analyses the relation between orchestrating learning and IMS LD's semantic features. The second part compares modelling strategies for educational designs for personalised learning in non-collaborative learning units using IMS LD Level A and IMS LD Level B features. The analysis is based on two worked-out IMS LD units. The paper concludes with a comparison of the two modelling approaches and addresses gaps when integrating adaptation concepts at the levels of the specification.

Standardization of Game Based Learning Design

“…While the game-driven perspective produced more convincing results regarding the user experience, the learning-driven perspective had advantages regarding reusability. The outcome of this observation is that there needs to be more harmonization between game design and e-learning design, for example a technical solution that makes it possible to use IMS-LD directly without encountering limitations as described in [16]. Vice versa, the IRM could profit from the incorporation of standards derived from game design, such as structural game design patterns that encapsulate practical experience of successful learning games, hence contributing to a corresponding domain model.…”

“…For example: if the user behaves in a certain way, the system may detect that and react adaptively by rearranging the order of content consumption. In [16] Gruber et al describe how IMS-LD is used successfully to present an interactive course on architecture making use of such adaptive content sequencing. This enables a certain degree of "free movement" of a learner inside a coherent structure, which incorporates the challenge to solve a quest in order to advance on different paths through the learning content.…”

“…In the concrete example of IMS-LD used here with the "Recourse" authoring tool, however, some limitations were detected, for example that in practical application repeating a certain activity was not possible, once a "unit of learning" had started [16].…”

The Transformation of Learning: From Learning Organizations to a Landscape of Ecosystems

“…In 2008 only appeared in a reference (Mishne & Glance, 2006;Petrushyna & Klamma, 2008). During 2010-2018, the terms 'learning ecosystem', 'educational ecosystems', 'complex ecosystem', and 'ecosystems for learning' have appeared in the papers of the conference series each year (Dillenbourg, 2008;Gruber et al, 2010;Kay & Kummerfeld, 2010;Millard & Howard, 2010).…”

Towards User Support in Ubiquitous Learning Systems

“…Characteristics of u biqu itou s learning facilitate also orchestration of tasks carried ou t by the instru ctor. Orchestration is referred to as "ed u cational practices that organize and arrange lear ning activities and learning environm ents to gu id e learners throu gh learning processes" [10]. Finally, w ith ad vanced u se of technologies, u biqu itou s learning system s can provid e significant su pp ort not only for learners and instru ctors, bu t also for other actors particip ating in learning activities: d evelopers and researchers.…”