Making sense of IMS learning design level B: from specification to intuitive modeling software

  • Authors:

  • Susanne Heyer;Petra Oberhuemer;Stefan Zander;Philipp Prenner

  • Affiliations:

  • University of Vienna, Center for Teaching and Learning, Wien, Austria;University of Vienna, Center for Teaching and Learning, Wien, Austria;University of Vienna, Department of Distributed and Multimedia Systems, Wien, Austria;University of Vienna, Department of Distributed and Multimedia Systems, Wien, Austria

  • Venue:
  • EC-TEL'07 Proceedings of the Second European conference on Technology Enhanced Learning: creating new learning experiences on a global scale
  • Year:
  • 2007

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Abstract

The IMS Learning Design (IMS LD) specification offers a language for modeling teaching and learning situations and flows. The specification contains great complexity, which represents a high entrance barrier to its use. To lower this entrance barrier to Learning Design, easy-to-handle software is needed that translates from the language used by instructional practitioners to IMS LD. This paper describes an approach for performing this translation. First, an analysis is described that was used for deriving typical uses of IMS LD Level B properties and conditions. Second, the resulting cases and translation transactions are presented. It is hypothesized that a wizard allows practitioners access to Level B functionalities even though the wizard reduces the complexity of the specification.