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Modeling Learning Units by Capturing Context with IMS LD
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Author(s): Johannes Strobel (Purdue University, USA), Gretchen Lowerison (Concordia University, Canada), Roger Côté (Concordia University, Canada), Philip C. Abrami (CSLP, Concordia University, Canada)and Edward C. Bethel (Concordia University, Canada)
Copyright: 2011
Pages: 20
Source title:
Instructional Design: Concepts, Methodologies, Tools and Applications
Source Author(s)/Editor(s): Information Resources Management Association (USA)
DOI: 10.4018/978-1-60960-503-2.ch316
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Abstract
In this chapter, we describe the process of modeling different theory-, research-, and best-practicebased learning designs into IMS-LD, a standardized modeling language. We reflect on the conceptual and practical difficulties that arise when modeling with IMS-LD, especially the question of granularity and the necessary and sufficient elements of learning design. We propose a four-layer model both to ensure the quality of the modeling process and as a necessary step towards a ‘holistic’ consideration and integration of the design process. These discussions speak to the core of IMS-LD integration, address the question of usability and end-user friendliness, and urge that more research and design needs to be conducted not only to mainstream (a) the use of IMS-LD and related visual instructional design languages, but also (b) the debate on appropriate and best instructional design practices.
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