Abstract
In order to understand whether conceptual obscurity is truly the reason for the slow uptake of IMS Learning Design (LD), we have initiated an investigation into teachers’ understanding of IMS LD outside of technological environments. Using paper representations (“snippets”) of IMS LD component and method elements at levels A and B, 21 higher education teachers from nine countries recreated a prescribed textual learning design. Results showed that the teachers achieved an average conformity of 78% with a prototypical expert solution after watching a 45-minute IMS LD introduction. Despite successfully using IMS LD’s elements, teachers reported having difficulties understanding the concepts environment, property, role-part, and condition. We conclude that the specification per se does not present an insuperable obstacle for teachers, and that from a usability perspective the calls for a new or modified LD specification might be premature, since most obstacles can be overcome with appropriate abstractions in LD tools.
This research was supported by the ICOPER Best Practice Network, which is co-funded by the EC under the eContentplus programme, ECP 2007 EDU 417007.
Access this chapter
Tax calculation will be finalised at checkout
Purchases are for personal use only
Preview
Unable to display preview. Download preview PDF.
References
ICOPER: ICOPER Best Practice Network (2010), http://icoper.org
IMS Global: IMS Learning Design specification (2003), http://www.imsglobal.org/learningdesign
Griffiths, D., Liber, O.: Opportunities achievements and prospects for use of IMS LD. In: Lockyer, L., Bennett, S., Agostinho, S., Harper, B. (eds.) Handbook of Research on Learning Design and Learning Objects: Issues, Applications and Technologies, pp. 87–112. IGI Global, Hershey (2009)
van Es, R., Koper, R.: Testing the pedagogical expressiveness of IMS LD. Educational Technology & Society 9(1), 229–249 (2006)
Durand, G., Downes, S.: Toward Simple Learning Design 2.0. In: 4th Int. Conf. on Computer Science & Education 2009, Nanning, China, pp. 894–897 (2009)
Griffiths, D., Beauvoir, P., Liber, O., Barrett-Baxendale, M.: From reload to ReCourse: learning from IMS learning design implementations. Distance Education 30(2), 201–222 (2009)
IMS Global: IMS Learning Design information model (2003), http://www.imsglobal.org/learningdesign/ldv1p0/imsld_infov1p0.html
Griffiths, D., Beauvoir, P., Sharples, P.: Advances in editors for IMS LD in the TENCompetence project. In: 8th IEEE Int. Conf. on Advanced Learning Technologies, pp. 1045–1047 (2008)
Neumann, S., Oberhuemer, P.: User evaluation of a graphical modeling tool for IMS Learning Design. In: Spaniol, M., Li, Q., Klamma, R., Lau, R.W.H. (eds.) Advances in Web Based Learning – ICWL 2009. LNCS, vol. 5686, pp. 287–296. Springer, Heidelberg (2009)
Paquette, G., Leonard, M., Lundgren-Cayrol, K., Mihaila, S., Gareau, D.: Learning design based on graphical knowledge modelling. Educational Technology & Society 9(1), 97–112 (2006)
Koper, R., Olivier, B.: Representing the learning design of units of learning. Educational Technology & Society 7(3), 97–111 (2004)
Hernandez-Leo, D., Asensio-Perez, J., Dimitriadis, Y.: IMS Learning Design support for the formalization of collaborative learning patterns. In: 4th IEEE Int. Conf. on Advanced Learning Technologies, Juensuu, Finland, pp. 350–354 (2004)
Duval, E., Verbert, K.: On the role of technical standards for learning technologies. IEEE Transactions on Learning Technologies 1(4), 229–234 (2008)
Author information
Authors and Affiliations
Editor information
Editors and Affiliations
Rights and permissions
Copyright information
© 2010 Springer-Verlag Berlin Heidelberg
About this paper
Cite this paper
Derntl, M., Neumann, S., Griffiths, D., Oberhuemer, P. (2010). Investigating Teachers’ Understanding of IMS Learning Design: Yes They Can!. In: Wolpers, M., Kirschner, P.A., Scheffel, M., Lindstaedt, S., Dimitrova, V. (eds) Sustaining TEL: From Innovation to Learning and Practice. EC-TEL 2010. Lecture Notes in Computer Science, vol 6383. Springer, Berlin, Heidelberg. https://doi.org/10.1007/978-3-642-16020-2_5
Download citation
DOI: https://doi.org/10.1007/978-3-642-16020-2_5
Publisher Name: Springer, Berlin, Heidelberg
Print ISBN: 978-3-642-16019-6
Online ISBN: 978-3-642-16020-2
eBook Packages: Computer ScienceComputer Science (R0)