IMS Learning Design

Last updated

IMS Learning Design (IMS LD) was a specification for a metalanguage which enables the modelling of learning processes. The specification was maintained by IMS Global Learning Consortium.

Contents

There has been no further work on this specification since 2003, rendering this specification as abandoned.

The Larcana Declaration [1] on Learning Design in 2012 was an attempt provide a new theoretical foundation for the field of learning design. However, not further work has been released since.

Background

IMS LD has its origins in the Educational Modelling Language developed at the Open University of the Netherlands, with the IMS LD specification being released by the IMS Technical Board in February 2003.

Description

IMS Learning Design was a metalanguage for describing learning designs that claims to be pedagogically neutral (according to their authors, it does not mandate a specific pedagogical approach). The specification can be likened to a stage-play:

IMS LD is made up of three levels (A, B and C), with each level extending and incorporating the previous:

Use

The specification was a method for describing teaching strategies (pedagogical models) and educational goals. The language is represented in XML which makes it machine readable; an IMS LD-aware tool is able to "play" a unit of learning.

After its release (2003), IMS LD had a moderately active community -mostly in Europe, carrying out a wide range of research and experimentation. However, none of these research projects rendered a practical implementation that could be used at scale.

Implementation – players

Implementation – authoring and export

Related Research Articles

A learning object is "a collection of content items, practice items, and assessment items that are combined based on a single learning objective". The term is credited to Wayne Hodgins, and dates from a working group in 1994 bearing the name. The concept encompassed by 'Learning Objects' is known by numerous other terms, including: content objects, chunks, educational objects, information objects, intelligent objects, knowledge bits, knowledge objects, learning components, media objects, reusable curriculum components, nuggets, reusable information objects, reusable learning objects, testable reusable units of cognition, training components, and units of learning.

Sharable Content Object Reference Model (SCORM) is a collection of standards and specifications for web-based electronic educational technology. It defines communications between client side content and a host system, which is commonly supported by a learning management system. SCORM also defines how content may be packaged into a transferable ZIP file called "Package Interchange Format."

<span class="mw-page-title-main">Standard Generalized Markup Language</span> Markup language

The Standard Generalized Markup Language is a standard for defining generalized markup languages for documents. ISO 8879 Annex A.1 states that generalized markup is "based on two postulates":

In computer engineering, a hardware description language (HDL) is a specialized computer language used to describe the structure and behavior of electronic circuits, most commonly to design ASICs and program FPGAs.

Software design is the process of conceptualizing how a software system will work before it is implemented or modified. Software design also refers to the direct result of the design process – the concepts of how the software will work which consists of both design documentation and undocumented concepts.

Moodle is a free and open-source learning management system written in PHP and distributed under the GNU General Public License. Moodle is used for blended learning, distance education, flipped classroom and other online learning projects in schools, universities, workplaces and other sectors.

<span class="mw-page-title-main">IDEF</span> Family of modeling languages

IDEF, initially an abbreviation of ICAM Definition and renamed in 1999 as Integration Definition, is a family of modeling languages in the field of systems and software engineering. They cover a wide range of uses from functional modeling to data, simulation, object-oriented analysis and design, and knowledge acquisition. These definition languages were developed under funding from U.S. Air Force and, although still most commonly used by them and other military and United States Department of Defense (DoD) agencies, are in the public domain.

<span class="mw-page-title-main">Learning object metadata</span> Data model

Learning Object Metadata is a data model, usually encoded in XML, used to describe a learning object and similar digital resources used to support learning. The purpose of learning object metadata is to support the reusability of learning objects, to aid discoverability, and to facilitate their interoperability, usually in the context of online learning management systems (LMS).

The IMS Question and Test Interoperability specification (QTI) defines a standard format for the representation of assessment content and results, supporting the exchange of this material between authoring and delivery systems, repositories and other learning management systems. It allows assessment materials to be authored and delivered on multiple systems interchangeably. It is, therefore, designed to facilitate interoperability between systems.

An open-source curriculum (OSC) is an online instructional resource that can be freely used, distributed and modified. OSC is based on the open-source practice of creating products or software that opens up access to source materials or codes. Applied to education, this process invites feedback and participation from developers, educators, government officials, students and parents and empowers them to exchange ideas, improve best practices and create world-class curricula. These "development" communities can form ad-hoc, within the same subject area or around a common student need, and allow for a variety of editing and workflow structures.

Portal Resources for Indiana Science and Mathematics(PRISM) is a free website originally designed for Indiana middle school math, science, and technology teachers. It links Indiana Academic Standards for middle school science, technology, pre-engineering, and math (STEM fields) to appropriate, teacher-reviewed online learning activities. Users may either browse materials by academic standard or use the keyword search engine to find appropriate sites.

<span class="mw-page-title-main">LAMS</span>

The Learning Activity Management System (LAMS) is a free and open-source learning design system for designing, managing and delivering online collaborative learning activities. It provides teachers with a visual authoring environment for creating sequences of learning activities. These activities can include a range of individual tasks, small group work and whole class activities based on both content and collaboration. LAMS is 'inspired' by the concept and principles of IMS Learning Design.

OpenLearn is an educational website. It is the UK's Open University's contribution to the open educational resources (OER) project and the home of free, open learning from The Open University. The original project was part-funded by the William and Flora Hewlett Foundation. OpenLearn is a member of the OpenCourseWare Consortium (OCWC).

Multiliteracy is an approach to literacy theory and pedagogy coined in the mid-1990s by the New London Group. The approach is characterized by two key aspects of literacy – linguistic diversity and multimodal forms of linguistic expressions and representation. It was coined in response to two major changes in the globalized environment. One such change was the growing linguistic and cultural diversity due to increased transnational migration. The second major change was the proliferation of new mediums of communication due to advancement in communication technologies e.g the internet, multimedia, and digital media. As a scholarly approach, multiliteracy focuses on the new "literacy" that is developing in response to the changes in the way people communicate globally due to technological shifts and the interplay between different cultures and languages.

<span class="mw-page-title-main">Open educational practices</span>

Open educational practices (OEP) are part of the broader open education landscape, including the openness movement in general. It is a term with multiple layers and dimensions and is often used interchangeably with open pedagogy or open practices. OEP represent teaching and learning techniques that draw upon open and participatory technologies and high-quality open educational resources (OER) in order to facilitate collaborative and flexible learning. Because OEP emerged from the study of OER, there is a strong connection between the two concepts. OEP, for example, often, but not always, involve the application of OER to the teaching and learning process. Open educational practices aim to take the focus beyond building further access to OER and consider how in practice, such resources support education and promote quality and innovation in teaching and learning. The focus in OEP is on reproduction/understanding, connecting information, application, competence, and responsibility rather than the availability of good resources. OEP is a broad concept which can be characterised by a range of collaborative pedagogical practices that include the use, reuse, and creation of OER and that often employ social and participatory technologies for interaction, peer-learning, knowledge creation and sharing, empowerment of learners, and open sharing of teaching practices.

<span class="mw-page-title-main">Mozilla Open Badges</span>

Image files that contain verifiable information about learning achievements, Open Badges are based on a group of specifications and open technical standards originally developed by the Mozilla Foundation with funding from the MacArthur Foundation. The Open Badges standard describes a method for packaging information about accomplishments, embedding it into portable image files as a digital badge, and establishing an infrastructure for badge validation. The standard was originally maintained by the Badge Alliance Standard Working Group, but transitioned officially to the IMS Global Learning Consortium as of January 1, 2017.

eXeLearning

eXeLearning is a free / libre software tool under GPL-2 that can be used to create educational interactive web content.

Learning Tools Interoperability (LTI) is an education technology specification developed by 1EdTech. It specifies a method for a learning system to invoke and to communicate with external systems. In the current version of the specification, v1.3, this is done using OAuth2, OpenID Connect, and JSON Web Tokens. For example, a Learning Management System (LMS) may use LTI to host course content and tools provided by external, third-party systems on a web site, without requiring a learner to log in separately on the external systems, with information about the learner and the learning context shared by the LMS with the external systems.

NGSI-LD is an information model and API for publishing, querying and subscribing to context information. It is meant to facilitate the open exchange and sharing of structured information between different stakeholders. It is used across application domains such as smart cities, smart industry, smart agriculture, and more generally for the Internet of things, cyber-physical systems, systems of systems and digital twins.

References

  1. "The Larnaca Declaration on Learning Design". Journal of Interactive Media in Education. 2016. 2016. doi: 10.5334/jime.407 . hdl: 20.500.11937/47779 .
  2. "CopperCore". coppercore.sourceforge.net.
  3. "UC3M".
  4. ".LRN Home". dotlrn.org.
  5. "Fisheye 4.8.13". cvs.openacs.org.
  6. "RELOAD Project". Archived from the original on 23 November 2006. Retrieved 28 March 2006.
  7. "Graphical Learning Modeller". 9 August 2016.
  8. "LAMS Foundation". www.lamsfoundation.org.
  9. "Moodle in English: Learning standards: IMS Learning Design".