Abstract
In this chapter we examine how to represent adaptive and adaptable Units of Learning with IMS Learning Design in order to promote automation and interoperability. Based on a literature study, a distinction is drawn between eight types of adaptation that can be classified in three groups: a) the main group, with interfaced-base, learning-flow and content-base; b) interactive problem solving support, adaptive information filtering, adaptive user grouping; and c) adaptive evaluation and changes on-the-fly. Several sources of information are used in adaptation: user, teacher and set of rules. In this paper, we focus on the core group a). Taking the various possible inputs to an eLearning process, we analyze how to model personalized learning scenarios related to these inputs explaining how these can be represented in IMS Learning Design.
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Burgos, D., Tattersall, C., Koper, R. (2007). Representing Adaptive and Adaptable Units of Learning. In: Fernández-Manjón, B., Sánchez-Pérez, J.M., Gómez-Pulido, J.A., Vega-Rodríguez, M.A., Bravo-Rodríguez, J. (eds) Computers and Education. Springer, Dordrecht. https://doi.org/10.1007/978-1-4020-4914-9_4
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DOI: https://doi.org/10.1007/978-1-4020-4914-9_4
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