Orchestrating Learning using Adaptive Educational Designs in IMS Learning Design
Printer-friendly versionPDF versionTitle: Orchestrating Learning using Adaptive Educational Designs in IMS Learning Design
Authors: Gruber, Marion; Glahn, Christian; Specht, Marcus; Koper, Rob
Abstract: IMS Learning Design (IMS LD) is an open specification to support interoperability of advanced educational designs for a wide range of technology-enhanced learning solutions and other units of learning. This paper analyses approaches to model personalised learning experiences with andwithout explicit adaptive features in IMS LD. The paper has two main parts.The first part analyses the relation between orchestrating learning and IMSLD’s semantic features. The second part compares modelling strategies foreducational designs for personalised learning in non-collaborative learning unitsusing IMS LD Level A and IMS LD Level B features. The analysis is based ontwo worked-out IMS LD units. The paper concludes with a comparison of thetwo modelling approaches and addresses gaps when integrating adaptationconcepts at the levels of the specification.
Description: Gruber, M. R., Glahn, C., Specht, M., & Koper, R. (2010). Orchestrating Learning using Adaptive Educational Designs in IMS Learning Design. In M. Wolpers, P. A. Kirschner, M. Scheffel, S. Lindstädt, & V. Dimitrova (Eds.), Sustaining TEL: From Innovation to Learning and Practice Proceedings of EC-TEL 2010. In Press.
Authors: Gruber, Marion; Glahn, Christian; Specht, Marcus; Koper, Rob
Abstract: IMS Learning Design (IMS LD) is an open specification to support interoperability of advanced educational designs for a wide range of technology-enhanced learning solutions and other units of learning. This paper analyses approaches to model personalised learning experiences with andwithout explicit adaptive features in IMS LD. The paper has two main parts.The first part analyses the relation between orchestrating learning and IMSLD’s semantic features. The second part compares modelling strategies foreducational designs for personalised learning in non-collaborative learning unitsusing IMS LD Level A and IMS LD Level B features. The analysis is based ontwo worked-out IMS LD units. The paper concludes with a comparison of thetwo modelling approaches and addresses gaps when integrating adaptationconcepts at the levels of the specification.
Description: Gruber, M. R., Glahn, C., Specht, M., & Koper, R. (2010). Orchestrating Learning using Adaptive Educational Designs in IMS Learning Design. In M. Wolpers, P. A. Kirschner, M. Scheffel, S. Lindstädt, & V. Dimitrova (Eds.), Sustaining TEL: From Innovation to Learning and Practice Proceedings of EC-TEL 2010. In Press.
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