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Modeling Learning Units by Capturing Context with IMS LD

Modeling Learning Units by Capturing Context with IMS LD

Johannes Strobel, Gretchen Lowerison, Roger Côté, Philip C. Abrami, Edward C. Bethel
Copyright: © 2011 |Pages: 20
ISBN13: 9781609605032|ISBN10: 1609605039|EISBN13: 9781609605049
DOI: 10.4018/978-1-60960-503-2.ch316
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MLA

Strobel, Johannes, et al. "Modeling Learning Units by Capturing Context with IMS LD." Instructional Design: Concepts, Methodologies, Tools and Applications, edited by Information Resources Management Association, IGI Global, 2011, pp. 789-808. https://doi.org/10.4018/978-1-60960-503-2.ch316

APA

Strobel, J., Lowerison, G., Côté, R., Abrami, P. C., & Bethel, E. C. (2011). Modeling Learning Units by Capturing Context with IMS LD. In I. Management Association (Ed.), Instructional Design: Concepts, Methodologies, Tools and Applications (pp. 789-808). IGI Global. https://doi.org/10.4018/978-1-60960-503-2.ch316

Chicago

Strobel, Johannes, et al. "Modeling Learning Units by Capturing Context with IMS LD." In Instructional Design: Concepts, Methodologies, Tools and Applications, edited by Information Resources Management Association, 789-808. Hershey, PA: IGI Global, 2011. https://doi.org/10.4018/978-1-60960-503-2.ch316

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Abstract

In this chapter, we describe the process of modeling different theory-, research-, and best-practicebased learning designs into IMS-LD, a standardized modeling language. We reflect on the conceptual and practical difficulties that arise when modeling with IMS-LD, especially the question of granularity and the necessary and sufficient elements of learning design. We propose a four-layer model both to ensure the quality of the modeling process and as a necessary step towards a ‘holistic’ consideration and integration of the design process. These discussions speak to the core of IMS-LD integration, address the question of usability and end-user friendliness, and urge that more research and design needs to be conducted not only to mainstream (a) the use of IMS-LD and related visual instructional design languages, but also (b) the debate on appropriate and best instructional design practices.

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