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Achieving E-learning with IMS Learning Design - Workflow Implications at the Open University of the Netherlands.

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Title: Achieving E-learning with IMS Learning Design - Workflow Implications at the Open University of the Netherlands.
Authors: Westera, Wim1 Wim.westera@ou.nl, Brouns, Francis2 Francis.brouns@ou.nl, Pannekeet, Kees2 Kees.pannekeet@ou.nl, Janssen, Jose2 Jose.janssen@ou.nl, Manderveld, Jocelyn2 Jocelyn.manderveld@ou.nl
Source: Educational Technology & Society. Jul2005, Vol. 8 Issue 3, p216-225. 10p.
Subject Terms: *Computer assisted instruction authoring software, *Computer managed instruction, *Computer software, *Internet in education, *Distance education, *Interactive learning
Abstract: This paper uses the Open University of the Netherlands as an instructive case for the introduction of e-learning based on the IMS Learning Design specification (IMS LD). The IMS LD specification, as approved by the IMS Global Learning Consortium in 2003, enables the specification and encoding of learning scenarios that describe any design of a teaching-learning process, i.e. support events, exchanges of projects, interactions and communications between participants. In 2004, after several years of small-scale pilots, the Open University of the Netherlands launched IMS LD-based online learning in an operational setting (over 3000 students). Rather than technology, the paper describes the implications for the workflow. The paper explains the processes involved with both IMS LD-based course creation and course delivery. Preliminary findings establish severe inconveniences for developers in the process of course creation, due to immature IMS LD tooling. Tutors, however, comment positively on course delivery, in particular on the way IMS LD supports course logistics, i.e. the arrangement of course runs, the control of student groups, tracking the students' progress and the support to the exchange of messages and papers. Even though the applied IMS LD-models were deliberately kept simple with respect to interactions and methods, students for their part appreciated the online courses, in particular the functionalities typically enabled by IMS LD, like personalised flow, tailored feedback and portfolios. In sum, taking for granted the immature tooling, the IMS LD specification seems to work in large-scale operational settings. [ABSTRACT FROM AUTHOR]
Copyright of Educational Technology & Society is the property of International Forum of Educational Technology & Society (IFETS) and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
Database: Education Research Complete
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DbLabel: Education Research Complete
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PubType: Academic Journal
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  Data: Achieving E-learning with IMS Learning Design - Workflow Implications at the Open University of the Netherlands.
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  Data: <searchLink fieldCode="AR" term="%22Westera%2C+Wim%22">Westera, Wim</searchLink><relatesTo>1</relatesTo><i> Wim.westera@ou.nl</i><br /><searchLink fieldCode="AR" term="%22Brouns%2C+Francis%22">Brouns, Francis</searchLink><relatesTo>2</relatesTo><i> Francis.brouns@ou.nl</i><br /><searchLink fieldCode="AR" term="%22Pannekeet%2C+Kees%22">Pannekeet, Kees</searchLink><relatesTo>2</relatesTo><i> Kees.pannekeet@ou.nl</i><br /><searchLink fieldCode="AR" term="%22Janssen%2C+Jose%22">Janssen, Jose</searchLink><relatesTo>2</relatesTo><i> Jose.janssen@ou.nl</i><br /><searchLink fieldCode="AR" term="%22Manderveld%2C+Jocelyn%22">Manderveld, Jocelyn</searchLink><relatesTo>2</relatesTo><i> Jocelyn.manderveld@ou.nl</i>
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  Data: <searchLink fieldCode="JN" term="%22Educational+Technology+%26+Society%22">Educational Technology & Society</searchLink>. Jul2005, Vol. 8 Issue 3, p216-225. 10p.
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  Data: *<searchLink fieldCode="DE" term="%22Computer+assisted+instruction+authoring+software%22">Computer assisted instruction authoring software</searchLink><br />*<searchLink fieldCode="DE" term="%22Computer+managed+instruction%22">Computer managed instruction</searchLink><br />*<searchLink fieldCode="DE" term="%22Computer+software%22">Computer software</searchLink><br />*<searchLink fieldCode="DE" term="%22Internet+in+education%22">Internet in education</searchLink><br />*<searchLink fieldCode="DE" term="%22Distance+education%22">Distance education</searchLink><br />*<searchLink fieldCode="DE" term="%22Interactive+learning%22">Interactive learning</searchLink>
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  Data: This paper uses the Open University of the Netherlands as an instructive case for the introduction of e-learning based on the IMS Learning Design specification (IMS LD). The IMS LD specification, as approved by the IMS Global Learning Consortium in 2003, enables the specification and encoding of learning scenarios that describe any design of a teaching-learning process, i.e. support events, exchanges of projects, interactions and communications between participants. In 2004, after several years of small-scale pilots, the Open University of the Netherlands launched IMS LD-based online learning in an operational setting (over 3000 students). Rather than technology, the paper describes the implications for the workflow. The paper explains the processes involved with both IMS LD-based course creation and course delivery. Preliminary findings establish severe inconveniences for developers in the process of course creation, due to immature IMS LD tooling. Tutors, however, comment positively on course delivery, in particular on the way IMS LD supports course logistics, i.e. the arrangement of course runs, the control of student groups, tracking the students' progress and the support to the exchange of messages and papers. Even though the applied IMS LD-models were deliberately kept simple with respect to interactions and methods, students for their part appreciated the online courses, in particular the functionalities typically enabled by IMS LD, like personalised flow, tailored feedback and portfolios. In sum, taking for granted the immature tooling, the IMS LD specification seems to work in large-scale operational settings. [ABSTRACT FROM AUTHOR]
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  Data: <i>Copyright of Educational Technology & Society is the property of International Forum of Educational Technology & Society (IFETS) and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.)
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        Text: English
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              Text: Jul2005
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