1,721,197 research outputs found
The Learning Design Specification
No full textOlivier, B. & Tattersall, C. (2005). The Learning Design Specification In: Koper, R. & Tattersall, C., Learning Design: A Handbook on Modelling and Delivering Networked Education and Training (pp. 21-40). Berlin-Heidelberg: Springer Verlag.A learning design can be described with the sentence “people in specific groups and roles engage in activities using an environment with appropriate resources and services”. To be usable by computers, this language has to be given a concrete syntax and semantics, and this is provided by the Learning Design (LD 2003) specification. The documents which make up the specification can be quite daunting, and this chapter aims to lower the threshold to their comprehension. It starts with some historical background, examines the intended readership for the specification, then provides a reading guide to the specification documents, before giving an overview of the ideas and concepts in LD and how they are intended to work together when used to represent a Unit of Learning (UOL). The overview is intended to make it easier to understand the specification and the dynamics of a running learning design
A Learning Design Worked Example
No full textGorissen, P. & Tattersall, C. (2005). A Learning Design Worked Example. In: Koper, R. & Tattersall, C., Learning Design: A Handbook on Modelling and Delivering Networked Education and Training (pp. 3-20). Berlin-Heidelberg: Springer Verlag.This chapter takes the reader through an educational scenario to illustrate the modelling of a Unit of Learning (UOL) using Learning Design (LD 2003). In addition to examining the XML code, the chapter shows screen-shots from a player application running the scenario to help the reader in understanding the runtime consequences of design-time decisions. The example used in the chapter is a simplified version of parts of the use case described by Dalziel (2003). The approach taken to modelling essentially follows that described in the Best Practices and Implementation Guide of the LD specification
The Edubox Learning Design Player
No full textTattersall, C., Vogten, H. & Hermans, H. (2005). The Edubox Learning Design Player. In: Koper, R. & Tattersall, C., Learning Design: A Handbook on Modelling and Delivering Networked Education and Training (pp. 303-310). Berlin-Heidelberg: Springer Verlag.Part of the mission of the Open University of the Netherlands (OUNL) is to innovate in higher education to improve the efficiency, effectiveness and attractiveness of learning. New educational technologies provide one means to this end, and the university is committed to technology development and the advancement of technological knowledge. Specifications form an important category of such knowledge, as highlighted by Gibbons (2000), and OUNL devotes resources to the development of educational technology specifications. OUNL has offered on-line and blended courses for many years, and was quick to see the need to support a wide variety of pedagogical approaches and to liberate learning processes from the particular system(s) involved in their delivery. These needs led to investments in the development of specifications for describing the teaching–learning process, starting with the Educational Modelling Language (EML 2000), and continuing with the Learning Design specification (LD 2003). This chapter traces the development of the EML players before describing the current version of Edubox in its broad production context, aiming to give insight into the ways in which educational modelling has been applied in a large production context
An Architecture for the Delivery of E-learning Courses
No full textTattersall, C., Vogten, H. & Koper, R. (2005). An Architecture for the Delivery of E-learning Courses. In: Koper, R. & Tattersall, C., Learning Design: A Handbook on Modelling and Delivering Networked Education and Training (pp. 63-74). Berlin-Heidelberg: Springer Verlag.In distance learning, production processes are used to create courses for delivery to many hundreds or thousands of students over several years. One of the most powerful drivers for the use of e-learning in distance learning is an economic one, following the well-established economics of the publishing world—courses can be created once and delivered many times. Although each delivery incurs costs, these are marginal and more than covered by the fees and subscriptions paid by the material’s consumers. In this way, over time, high initial production costs are first recouped and subsequently exceeded by revenues, yielding course profit. Substantial initial costs can be justified by informed market forecasting and used to invest in high-quality learning experiences which might otherwise be impossible to finance
An Architecture for Learning Design Engines
No full textVogten, H., Koper, R., Martens, H. & Tattersall, C. (2005). An Architecture for Learning Design Engines. In: Koper, R. & Tattersall, C., Learning Design: A Handbook on Modelling and Delivering Networked Education and Training (pp. 75-90). Berlin-Heidelberg: Springer Verlag.Learning Design (LD 2003) is a declarative language, meaning that it de-scribes what an implementation supporting LD must do. LD does not state how this should be done. Furthermore, LD is an expressive language, which means that it has the ability to express a learning design in a clear, natural, intuitive and concise way, closest to the original problem formulation. This expressiveness and declarative nature complicate the implementation of an engine that can interpret the specification. As a result, the main objective of this chapter will be to describe how such an engine can be implemented. We will provide guidelines which go beyond the published specification to help implementers incorporate LD into their products
IMS LD Author Schemas
No full textMany XML tools encounter problems with the modular XML schemas of the IMS LD specification. Therefore non-modular XML schemas have been created for each of the levels of IMS LD. The only normative XML schemas for the IMS LD specification can be found at the IMS website
IMS LD Author Schemas
No full textMany XML tools encounter problems with the modular XML schemas of the IMS LD specification. Therefore non-modular XML schemas have been created for each of the levels of IMS LD. The only normative XML schemas for the IMS LD specification can be found at the IMS website
IMS LD Author Schemas
No full textMany XML tools encounter problems with the modular XML schemas of the IMS LD specification. Therefore non-modular XML schemas have been created for each of the levels of IMS LD. The only normative XML schemas for the IMS LD specification can be found at the IMS website
A Reference Implementation of a Learning Design Engine
No full textMartens, H. & Vogten, H. (2005). A Reference Implementation of a Learning Design Engine. In: Koper, R. & Tattersall, C., Learning Design: A Handbook on Modelling and Delivering Networked Education and Training (pp. 91-108). Berlin-Heidelberg: Springer Verlag.From the moment the Learning Design specification (LD 2003) was published there has been a need for software capable of processing LD-compliant content. LD is a powerful and complex specification, and it is not a trivial matter to implement an LD player. In response to this need, the Educational Technology Expertise Centre of the Open University of the Netherlands launched an initiative to develop a reusable kernel dealing with the intricacies of processing LD. Since this kernel should be able to be used in different settings, it is not a standalone product but needs to be integrated in a learning management system
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