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Improving the pedagogical expressiveness of IMS LD

Sitthisak, Onjira and Gilbert, Lester (2009) Improving the pedagogical expressiveness of IMS LD At International conference on Technology Enhanced Learning Conference, Taiwan, Province of China.

Record type: Conference or Workshop Item (Paper)

Abstract

The IMS Learning Design specification (LD) was introduced in order to describe any learning and teaching scenario in a formal way. Its high level of generality, however, may make it difficult for teachers and instructional designers to apply it to their learning and teaching scenarios. This limitation suggests the need to explicitly separate and identify the roles of learner and teacher, identify more carefully the teaching activities of evaluation and feedback, and integrate more fully learning objectives into learning activities. The paper suggests an expanded IMS LD model to make the learning and teaching components more explicit. Benefits and impacts of an improved model include reuse of learning content, automated processes for metadata creation and search, providing additional detail to the participating teacher and learner descriptions, increasing the granularity for such descriptions, and making more precise the different steps in the learning and teaching process by defining relevant data and structures such as competence, evaluation, artefact, and feedback.

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More information

Published date: 2009
Additional Information: Event Dates: 2009
Venue - Dates: International conference on Technology Enhanced Learning Conference, Taiwan, Province of China, 2009-01-01
Organisations: Electronic & Software Systems

Identifiers

Local EPrints ID: 268228
URI: http://eprints.soton.ac.uk/id/eprint/268228
PURE UUID: 11578075-1db8-4b77-b474-5222b2ac6f77

Catalogue record

Date deposited: 17 Nov 2009 09:45
Last modified: 18 Jul 2017 06:56

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Contributors

Author: Onjira Sitthisak
Author: Lester Gilbert

University divisions

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