A Supporting Architecture for Generic Service Integration in IMS Learning Design

Authors:
Luis Fuente Valentin;Yongwu Miao;Abelardo Pardo;Carlos Delgado Kloos
Affiliations:
Department of Telematics Engineering, Carlos III University of Madrid, Spain;Educational Technology Expertise Center, Open University of The Netherlands,;Department of Telematics Engineering, Carlos III University of Madrid, Spain;Department of Telematics Engineering, Carlos III University of Madrid, Spain
Venue:
EC-TEL '08 Proceedings of the 3rd European conference on Technology Enhanced Learning: Times of Convergence: Technologies Across Learning Contexts
Year:
2008

Citing 1
Cited 4

A game-based adaptive unit of learning with IMS learning design and

EC-TEL'07 Proceedings of the Second European conference on Technology Enhanced Learning: creating new learning experiences on a global scale

Using Third Party Services to Adapt Learning Material: A Case Study with Google Forms

EC-TEL '09 Proceedings of the 4th European Conference on Technology Enhanced Learning: Learning in the Synergy of Multiple Disciplines
Towards improved support for adaptive collaboration scripting in IMS LD

EC-TEL'10 Proceedings of the 5th European conference on Technology enhanced learning conference on Sustaining TEL: from innovation to learning and practice
User identity issues in mashups for learning experiences using IMS Learning Design

International Journal of Technology Enhanced Learning
Accessing learning resources described in semantically enriched weblogs

International Journal of Metadata, Semantics and Ontologies

Quantified Score

Hi-index	0.00

Visualization

Abstract

Learning Design offers the possibility of capturing the process, activities, user organization and resources used in a learning experience. But a wider set of scenarios appear when generic services are considered. Integrating such services in a Unit of Learning is difficult due to the lack of a defined bi-directional protocol for information exchange. In this paper the Generic Service Integration paradigm is presented. It extends the Learning Design specification to use generic services, first at the design stage of a Unit of Learning, and then at the deployment and run times. The framework allows for bi-directional exchange of information between a Unit of Learning and a service. The consequences of the approach are that services can be configured to suit the needs of activities in a learning environment, and a Unit of Learning may adapt its behavior based on the events that took place in any of the used services.