IMS LD reusable elements for adaptive learning designs

Adriana J Berlanga,Francisco J Garcí­A

doi:10.5334/2005-11

Adriana J Berlanga, Francisco J GarcíA

Open Access

https://doi.org/10.5334/2005-11

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Abstract

<p class="commentary_div"><strong>Commentary on:</strong> Chapter 12: Designing Adaptive Learning Environments with Learning Design. (Towle & Halm, 2005) <div class="abstract_container"> <strong>Abstract:</strong> This paper presents an approach to designing adaptive learning environments based on IMS LD, which separates its elements (i.e. objectives, prerequisites, method, learning activities, adaptive rules, personalization properties, etc.) in order to use them in different Learning Designs and enforce their reusability and exchangeability. Moreover, it briefly presents an authoring tool under development to define adaptive learning designs compliant with IMS LD. </div><div class="editors_container"><strong>Editors:</strong> Colin Tattersall and Rob Koper.</div>

Highlights

IntroductionThey exemplify how three kinds of adaptive strategies can be modelled using IMS LD
Towle and Halm (2005) explain the modelling of Adaptive Learning using IMS LD (2003) by inserting the adaptive logic within the IMS LD element
This Adaptive Learning Design (ALD) can be modified for other settings if, for instance, a property that contains the final knowledge of the student (e.g. "P-Final-Knowledge") is included, and used in the conditions section to show complementary learning activities if the "P-Final-Knowledge" value is less than the threshold value

Summary

Introduction

They exemplify how three kinds of adaptive strategies can be modelled using IMS LD. These strategies include synchronous vs asynchronous interactions, rule-example vs example-rule presentation of the content, and feedback adaptation. The authors point out that one of the limitations of IMS LD for adaptive learning is its "manifest-centred" schema. The problems of this representation are (p. 225):

Objectives

Methods

Conclusion