Using IMS learning design to model curricula

Abstract

Abstract. The traditional notion of the curriculum as a fixed list of topics to be studied sequentially is under strain as pressure for flexibility in education increases. However, curriculum flexibility can lead to curriculum complexity, so that guidance systems are needed to assist learners in their study choices. This article proposes the use of the open, technical specification IMS Learning Design as a formal model for the description of curricula used by guidance support systems for learners. The article compares the approach to other work in the area, and illustrates its application with a number of case studies. The article concludes by describing the type of advanced guidance services which are enabled through a standardised approach and examining the elearning infrastructure required when implementing the approach.

A Methodology for Developing Learning Objects for Web Course Delivery

“…The IMS LD specification describes a unit of study which defines the learning actions that satisfy any number of related learning objectives. The use of the IMS LD along with a runtime application is described as similar to HTML being recognized in a web browser (Tattersall et al, 2003). Also, the IMS LD describes how to structure the course materials to define the roles, methods, and resources of the UOL (McAndrew et al, 2004).…”

Combining social-based and information-based approaches for personalised recommendation on sequencing learning activities

“…A number of existing approaches to (formal) curriculum modelling (e.g., CDM, 2004;XRCI, 2006), together with additional requirements for a learning path description, are needed to enable personalised recommendation. Tattersall et al (2007) propose IMS-LD 2003, a specification for modelling learning activities, as a strong candidate to model learning paths as well, and demonstrate that its selection and sequencing constructs appear suitable on both the level of learning activities (units-of-learning) as well as on higher levels of granularity (like competence development programmes). They note that, in addition to the curriculum-structuring concepts covered by IMS-LD, other information will be required to provide learners with more personalised advice on learning content.…”