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Using the IMS Learning Design notation for the modelling and delivery of education

Using the IMS Learning Design notation for the modelling and delivery of education

Colin Tattersall, Tim Sodhi, Daniel Burgos, Rob Koper
Copyright: © 2008 |Pages: 17
ISBN13: 9781599047294|ISBN10: 1599047292|ISBN13 Softcover: 9781616926663|EISBN13: 9781599047317
DOI: 10.4018/978-1-59904-729-4.ch015
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MLA

Tattersall, Colin, et al. "Using the IMS Learning Design notation for the modelling and delivery of education." Handbook of Visual Languages for Instructional Design: Theories and Practices, edited by Luca Botturi and Todd Stubbs, IGI Global, 2008, pp. 298-314. https://doi.org/10.4018/978-1-59904-729-4.ch015

APA

Tattersall, C., Sodhi, T., Burgos, D., & Koper, R. (2008). Using the IMS Learning Design notation for the modelling and delivery of education. In L. Botturi & T. Stubbs (Eds.), Handbook of Visual Languages for Instructional Design: Theories and Practices (pp. 298-314). IGI Global. https://doi.org/10.4018/978-1-59904-729-4.ch015

Chicago

Tattersall, Colin, et al. "Using the IMS Learning Design notation for the modelling and delivery of education." In Handbook of Visual Languages for Instructional Design: Theories and Practices, edited by Luca Botturi and Todd Stubbs, 298-314. Hershey, PA: IGI Global, 2008. https://doi.org/10.4018/978-1-59904-729-4.ch015

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Abstract

IMS Learning Design (IMS-LD) is a notation system for learning and instruction. It supports the description of learning processes using a set of standardised concepts, including roles, activities, acts, objectives and prerequi-sites. With the availability of such a notation, descriptions of learning processes can be shared, critiqued, modi-fied, rated, compared and evaluated. Moreover, the machine-interpretable nature of the notation means that de-signs can be executed by software to support the dynamic orchestration of multi-learner, multi-role learning processes. This chapter introduces IMS-LD and describes experience with its use, supported by the first genera-tion of tooling. We then combine these experiences with observations on the tools in the light of new develop-ments in e-learning in order to derive a set of requirements for IMS-LD enabled visual design environments.

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