The role of teachers in editing and authoring units of learning using IMS Learning Design

Griffiths, David ORCID: 0000-0002-6863-2456 and Blat, Josep (2005) The role of teachers in editing and authoring units of learning using IMS Learning Design. Advanced Technology for Learning, 2 (4). pp. 243-251. ISSN 1710-2251)

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Abstract

The UNFOLD project, funded by the European Commission, runs a Community of Practice for Teachers and Learning Providers that has examined the way in which teachers can work with the IMS Learning Design Specification. The results of this work are presented. Relevant aspects of the specification are discussed, in particular the design process as it is set out in the Best Practice Guide. Two main challenges are identified and the approaches taken to address them described: a) how to enable teachers to participate in the initial design stages, and b) ways of representing Learning Design to teachers. The role of design primitives, patterns, taxonomies, and templates is outlined, and interface issues for tool design are explored. A short description is provided of some key projects in the area, including ACETS, DialogPlus, 8LEM, MOT+ and LAMS.

Item Type: Article
Additional Information: This is an electronic version of the original Paper published in the Advanced Technology for Learning, Vol. 2, No. 4, 2005, pp 243-251. Advanced Technology for Learning was published by Acta Press. http://www.actapress.com/
Uncontrolled Keywords: learning design, Unit of Learning, authoring, pedagogy, template, patterns
Divisions: University of Bolton Research Centres > Institute for Educational Cybernetics
Depositing User: Scott Wilson
Date Deposited: 26 Nov 2013 12:50
Last Modified: 01 Mar 2018 11:26
Identification Number: 10.2316/Journal.208.2005.4.208-0867
URI: http://ubir.bolton.ac.uk/id/eprint/280

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