Using IMS Learning Design in Educational Situations

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Author(s): Paul Hazlewood (Liverpool Hope University, UK), Amanda Oddie (Liverpool Hope University, UK)and Mark Barrett-Baxendale (Liverpool Hope University, UK)
Copyright: 2009
Pages: 13
Source title: Handbook of Research on Learning Design and Learning Objects: Issues, Applications, and Technologies
Source Author(s)/Editor(s): Lori Lockyer (University of Wollongong, Australia), Sue Bennett (University of Wollongong, Australia), Shirley Agostinho (University of Wollongong, Australia)and Barry Harper (University of Wollongong, Australia)
DOI: 10.4018/978-1-59904-861-1.ch013

Keywords: Education / Educational Technologies / Information Science Reference / Instructional Design

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Abstract

IMS Learning Design (IMS LD) is a specification for describing a range of pedagogic approaches. It allows the linking of pedagogical structure, content, and services, whilst keeping the three separate, thus providing the potential for reuse as well as forming the basis for interoperability between learning activities and services. As such, this specification promises unprecedented opportunities to build effective tutor support and presence into e-learning systems. The tools that implement the specification have primarily been used for research purposes and have not been targeted at teaching practitioners or learners working in teaching and learning situations. There is a perception amongst practitioners and tool developers that the specification and tools are too technical or difficult for practitioner use. This chapter examines practitioner use of current tools for creating IMS LD and the use of IMS LD units of learning (UoLs) with learners through projects being undertaken at Liverpool Hope University (LHU). It presents some of the experiences and findings gained from these projects. The chapter also examines current technologies and tools for creating and running IMS LD UoLs, and finally discusses the potential and future for IMS LD.

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