Transposing MISA Learning Scenarios into IMS Units of Learning

Teja, Ileana de la; Lundgren-Cayrol, Karin; Paquette, Gilbert

doi:10.5334/2005-13

Cited by 12 publications

(5 citation statements)

References 5 publications

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“…In the context of pattern based, COLLAGE 28 is a collaborative learning design authoring tool based on patterns called Collaborative Learning Flow Patterns (CLFPs) 29 that include a set of best practices, while CHOCOLATO 30 is an authoring tool guided by different pedagogical models that uses an ontology. Some graphical representation tools are MOT 31, LAMS 32, 33, ASK‐LDT 34, eLiveSuite 35, or UML based frameworks like the described in Ref. 36.…”

Section: Related Workmentioning

confidence: 99%

CourseEditor: A course planning tool compatible with IMS‐LD

Cuevas

Muñoz‐Merino

Fernandez‐Panadero

et al. 2010

Comp Applic In Engineering

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For the successful adoption of Computer Based Learning (CBL), it is necessary to provide teachers with user-friendly authoring tools that guide them in the process of planning a course. It is important that the documents generated by these tools are compliant with CBL standards to ensure that the instructional designs made by the teachers remain valid regardless of the Learning Management System (LMS) used to deliver the course. IMS-Learning Design (IMS-LD) is one of the most accepted specifications by the educational community for modelling of learning processes. There are some authoring-tools that allow export learning designs in IMS-LD but they are not course-planning oriented. In addition, a big challenge is how to improve the user interfaces of these tools in order to be easier to use for regular teachers. This paper presents CourseEditor, a course planning authoring tool that allows a teacher to describe the complete planning of a course (objectives, contents, methodology and evaluation) and export the results in an IMS-LD compatible format. The paper provides a novel modelling of course planning that takes into account ideas from different instructional theories. CourseEditor combines power and flexibility, with the simplicity of an interface that can be used by teachers with no technical background. The paper illustrates the use of the tool creating a course on Telematic Services in the context of a Telecommunications Engineering degree. In addition, the relationships of course planning and IMS-LD are presented, showing which information of course planning can be represented in IMS-LD and which not.

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Section: Related Workmentioning

confidence: 99%

CourseEditor: A course planning tool compatible with IMS‐LD

Cuevas

Muñoz‐Merino

Fernandez‐Panadero

et al. 2010

Comp Applic In Engineering

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“…These benefits reflect a trade-off between constrained design options, and good reuse and particularization of CLFPs and an easy edition of collaborative LDs. These characteristics are not considered in more generic approaches, such as RELOAD LD editor (University of Bolton, 2004;Milligan, Beauvoir, & Sharples, 2005) and CopperAuthor (van der Vegt, 2005), which are close to the technical source of the specification and use text-based notation, or MOT+ (de la Teja, Lundgren-Cayro, & Paquette, 2005; see also Chapter 2.3) and ASK-LDT (Sampson, Karampiperis, & Zervas, 2005), which use graphical notations but do not incorporate abstractions easier to understand by teachers. The main features of Collage are illustrated in the following example drawn from a real case study.…”

Section: Collage a Clfp-based Ims Ld Editor Of Cscl Scriptsmentioning

confidence: 99%

Diagrams of learning flow patterns' solutions as visual representations of refinable IMS Learning Design templates

Hernández‐Leo

Villasclaras-Fernández

Asensio-Pérez

et al. 2008

Handbook of Visual Languages for Instructional Design

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This chapter introduces the use of diagrammatic representations of learning flow patterns as a means of visualizing refinable IMS Learning Design (IMS LD) templates. It argues that the incorporation of pattern-based IMS LD templates in authoring tools, which graphically guide users to create their own learning designs, offers a solution to the problem of IMS LD constructs not being familiar to educators because of its technical nature and text-based notation. Furthermore, this solution facilitates the reuse of good practices formulated as patterns, permitting a design process that promotes potentially effective results. This issue is especially important in collaborative learning designs, in which elicitations of desired social interactions are planned beforehand. Based on these ideas, the chapter also presents Collage, an IMS LD editor which provides templates based on Collaborative Learning Flow Patterns (CLFPs), and includes an example drawn from a real scenario that show the feasibility and usefulness of the approach.

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“…cit., p.18). Moreover, an exercise in transposition, by an expert researcher, of a MISA compliant instructional scenario into an IMS LD Unit of Learning (De la Teja, 2005) provided new evidence and supported pursuit of the research. This study showed that "MISA is an ID method compatible with the IMSLD specification, because they share a lot of common conceptual elements permitting a harmonious binding" (ibid.…”

Section: Research Approachmentioning

confidence: 99%