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Using IMS Learning Design Tools in UK Higher Education

Using IMS Learning Design Tools in UK Higher Education. Mark Barrett-Baxendale Liverpool Hope University, UK. Background. Using IMS Learning Design (IMS LD) tools in a real Higher Education context Tutors drawing up and using IMS LD with support. Reload Editor. Learner. Tutor. Runs

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Using IMS Learning Design Tools in UK Higher Education

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  1. Using IMS Learning Design Tools in UK Higher Education Mark Barrett-Baxendale Liverpool Hope University, UK

  2. Background • Using IMS Learning Design (IMS LD) tools in a real Higher Education context • Tutors drawing up and using IMS LD with support

  3. Reload Editor Learner Tutor Runs designs Publishes designs Discovers/shares designs SLeD Interface A Learning Design System Creates/modifies designs Learning Design server (CopperCore/SLeD) Learning Design repository (OpenDocument.net)

  4. The Learning Designs • Level B • Used properties to control progress e.g. • Tutor monitors activities and allows to progress • File upload triggers progression • Group work • QTI • Granularity of UoLs was an issue • Flexibility • Global properties used to link UoLs • (e.g. can’t start week 3 until completed week 2)

  5. The authoring process • Tutors attend an authoring workshop • Subsequently author designs to IMS LD level A using Reload • Some support • Designs authored to level B (properties & conditions) using Reload

  6. Case: Mythologies of Loss • English tutor at Liverpool Hope University (LHU) • Supported in drawing up an IMS LD unit of learning (UoL) • Using the Reload IMS LD editor • UoL supports a six-week topic: “Mythologies of Loss” within a second year HE module “Twentieth-Century Readings” • Run using SLeD/Coppercore

  7. Demonstration: authoring

  8. Authoring to level B • Reload well suited to tasks • Collaborative authoring was a problem • Reference clashes - used XML editor - time consuming • Viewing/setting properties- producing form in XML • “form builder” within editor would have been useful • Scripting (conditions) was easier in XML editor

  9. Tutor experience • “The advantage [of LD] is that both the tutor and the student can see an overview of the route through the course” Sebastian Groes, English Tutor • “… the most pedagogical sound method I have used …” - Amanda Oddie, Computer Science tutor • “I like the way we can structure the learning so that students have to respond to feedback before progressing” – Chris Beaumont, Computer Science tutor

  10. Running with students • UoL published to the SLeD/Coppercore IMS LD player • Running on a server at LHU • Made available to learners attending the tutor’s module.

  11. Demonstration: running

  12. Learner experience • Generally positive about: • Guidance offered • Ease of navigation • Ease of use • Usefulness

  13. Learner experience • “SLeD much better than [the institutional VLE], but would be even better if there was a forum” • “I have contributed to discussions set by the lecturer and was able to downloadreadings for class, after some difficulty at first”

  14. Developing the tools • JISC LD4P (Liverpool Hope University, University of Bolton) • New user interface for the Reload IMS LD editor. • JISC D4LD (UK OU) • Improving IMS LD runtime for institutional use • JISC DesignShare (Liverpool Hope University, University of Bolton) • Sharing, discovery & re-use of IMS LD

  15. DesignShare project (discovery and sharing) LD4P project (authoring) D4LD project (run-time) The Valkenburg architecture OpenDocument.net Reload SLeD/Coppercore

  16. Setting up properties and conditions Specifyingenvironments (e.g. learning objects, services) Reload interface

  17. Improved administration • Users • Runs • Roles • Groups

  18. DesignShare plug-in Sharing

  19. Summary • Need more usable authoring tools for experts • Non-experts need to use these tools with less support. • Maybe through simpler tools such as LAMS • Need to be able to make use of more sophisticated tools when they need them • Need (more) services • Widget server • Need more flexible tools- especially when running courses

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