Testing the pedagogical expressiveness of IMS LD

The IMS Learning Design specification (LD) was introduced as an answer to the shortcomings of existing learning technology specifications. The main difference with existing specifications is that LD is an abstract, conceptual model that is able to express various pedagogical approaches whereby conte...

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Bibliographic Details
Published in:Educational technology & society 2006-01, Vol.9 (1), p.229-249
Main Authors: van Es, Rene, Koper, Rob
Format: Article
Language:English
Subjects:
Behavioral Objectives
Collaborative learning
Design specifications
Educational activities
Educational environment
Educational Technology
Electronic learning
Evaluation Methods
Full Length Articles
Identification methods
Learning
Learning styles
Lesson Plans
Metadata
Pedagogy
Specifications
Teaching Methods
Teaching models
Theater
Verbal learning
Web Sites
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Summary:The IMS Learning Design specification (LD) was introduced as an answer to the shortcomings of existing learning technology specifications. The main difference with existing specifications is that LD is an abstract, conceptual model that is able to express various pedagogical approaches whereby content can be adapted to personal needs and assessments can be integrated. In this article we evaluate the pedagogical expressiveness of LD by taking a set of 16 lesson plans and expressing them in LD. We use three different methods to identify difficulties in expressing the lesson plans in LD. Difficulties identified included circulating a document within a group, giving instructions prior to the start of an activity, random assignment of a group member to a role, group formation at runtime, creation of an inventory to map preknowledge, learning objectives and learning achievements, and a way to communicate information on how to deliver a lesson to a teacher. We did not find situations that were impossible to express with LD. The difficulties found are elaborated and suggestions to handle them are given. The methods used are compared and suggestions are given for further research.
ISSN:1176-3647
1436-4522
1436-4522