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

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Author(s): Colin Tattersall (The Open University of the Netherlands, The Netherlands), Tim Sodhi (The Open University of the Netherlands, The Netherlands), Daniel Burgos (The Open University of the Netherlands, The Netherlands)and Rob Koper (The Open University of the Netherlands, The Netherlands)
Copyright: 2008
Pages: 17
Source title: Handbook of Visual Languages for Instructional Design: Theories and Practices
Source Author(s)/Editor(s): Luca Botturi (University of Lugano, Switzerland)and Todd Stubbs (Brigham Young University, USA)
DOI: 10.4018/978-1-59904-729-4.ch015

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

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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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