Report of the Results of an IMS Learning Design Expert Workshop (Short Version for Print Issue)

Learning design is currently slanted to reflect a course‐based approach to learning. This article explores whether the concept of learning design could be applied to support the informal aspects of work‐based learning (WBL). It also discusses the characteristics of WBL and presents a WBL‐specific learning design that highlights the key features and requirements of the learning design according to a business process structure. A technical analysis of IMS Learning Design (IMS‐LD) against the identified requirements is presented, which reveals that while IMS‐LD meets most of the requirements, some changes in the specification and tools are necessary for supporting WBL‐specific learning design.

This research was conducted to develop and evaluate learning design using Augmented Reality (AR), which aims to improve critical thinking and problem-solving skills in basic turning topics. Methodology – The learning design was developed using Design-Based Research (DBR), with process stages: preliminary study, development, and evaluation. Literature review and instruments inform the learning design of teachers and student needs on basic learning to ensure students have the skills for practice. Part of the learning design, including modules and storyboards, is created to provide an overview of learning design outcomes. The learning design and storyboard are evaluated by learning design experts and mechanical engineering teachers. Findings – The result of the development learning design is feasible because it is needed based on the problem indicator points in the preliminary study activity. So, this learning design will be a reference for AR-based learning media. Significance – These findings indicate that learning is based on Augmented Reality (AR) and teaching that uses the PJBL model, and this must be fostered in machining engineering learning to increase students' success in making work steps for a product. This learning design helps teachers improve teaching and student learning in the classroom before practicing on real machines.

IMS Learning Design is said to be highly technical language that is hard to understand and apply by teaching practitioners. The modeling tool Graphical Learning Modeler was built to bypass this problem for level A and partially level B of the IMS Learning Design specification. Its graphical interface with drag and drop allows easy setup of learning designs that can be made conformant to IMS Learning Design. This article presents the results of an evaluation of the Graphical Learning Modeler performed with instructors at a higher education institution. Results showed that instructors were generally successful in building learning designs, but that they still had problems with transferring concepts from their teaching environment to the concepts of IMS Learning Design. Furthermore, they had trouble grasping the meaning of an editor environment that is outside the runtime environment.

This study aims to analyze: 1) To find out the procedures for developing MOOC-based video learning media on microcredit analysis training materials at PT LKM Bogor, 2) To determine the feasibility of MOOC-based video learning media in microcredit analysis training materials at PT LKM Bogor, 3) To determine the effectiveness of MOOC-based video learning media on microcredit analysis training materials at PT LKM Bogor. This research method is development research or also called Research and Development (RD). By using the integration of research and development media Borg and Gall with Dick and Carey Learning Design Media. The subjects in this study were trainees at PT LKM Bogor. The sample in this study amounted to 40 people. Data analysis in this study used qualitative and quantitative descriptive analysis. Qualitative data in this study were taken through observation of the learning environment and interviews. Quantitative data was taken through the validation test of learning media experts, learning design experts, material experts, small group tests, and large group tests. The results shown in the development of MOOC-based video learning media is a feasibility assessment by media experts who obtained a score of 93.72% (Eligible). The feasibility assessment by the design expert got a score of 92.9% and the feasibility assessment by the learning materials expert got a score of 94%. Based on a feasibility assessment by design experts and this MOOC-based video learning material is considered feasible to use. The response of participants in the small group test was considered quite feasible with a score of 94.8. In the large group trial, it showed an average score of 97 which was categorized as quite decent. The effectiveness test is assessed by UII according to Donald Kick Patrick with 2 levels, namely the level of reaction and the level of learning outcomes, the reaction rate is tested with a cut of point where the value is 90, 7 it can be seen that this value is above the cut of point value so that it can be categorized as very satisfied and the reaction test of this media development product is very effective. The next level is the level of learning outcomes which is calculated by looking at the significance between the values before and after the trial, the results obtained indicate that the significance value is less than the specified value, namely at 0.004 0.005 the significance value so that it can be categorized as an effective learning media.

In this system, teaching flow is regarded as a special workflow, and a loose architecture is desinged based on BPEL and web service, to achieve the IMS Learning Design (LD) standards. IMS LD provides multiple roles of curriculum design to support collaborative learning of course participants. Through this system, we convert a course depicted by IMS LD into a number of BPEL workflows, and make these workflows communicate each other through web services. The IMS LD is implemented by the BPFL and web services, which make the system more extensible and easier to be intergrated with other systems.

The learning process for the Learning Design course in the Unimed Building Engineering Education Department (JPTB) has so far only been carried out with a presentation or lecture strategy, where students are more passive and only act as good listeners so that the expected learning objectives and competencies are not achieved. In addition, the implementation of the KKNI-based Merdeka Learning Campus (MBKM) based curriculum requires students to produce learning products. Therefore, to improve students' abilities in Learning Design learning, it is always necessary to change or innovate continuously so that they can achieve the learning objectives that have been set determined, one of which is the ability to develop Video Animation which is not only influenced by the learning model but also the application used. The proposed research aims to produce Learning Video Animations to improve student competence. Advances in information and communication technology have made learning animation videos visible using the Powton application learning can contain the same information as printed textbooks and can insert teaching materials not only in text form, it can be in the form of animation, audio or video and can be stored on CDs, flash discs, computers and smartphones so it doesn't take up a lot of space and carry it more easily, easier than a textbook. On the basis of the above, research will be carried out on the innovation of developing Powton animation videos in the Learning Design course with the aim of knowing the Feasibility of Learning Animation Videos using the Powtoon Application in the Learning Design course. How is Student Response to Learning Animation Videos using the Powtoon Application in the Learning Design course. The learning device development model used in this study is the 4-D Thiagarajan model (1974). This development model consists of 4 stages of development, namely: Define; Design, Develop, and Disseminate. Feasibility of Video Animation is done by asking for expert reviews. Materials, learning media experts and learning design experts. The effectiveness of using the Powton application is from the results of the pretest and post test results of student learning taking the learning design course. The expected results or outputs of this study are: produce learning, animation teaching material products using applications that can be applied to improve students' abilities in learning design materials; and produce scientific publications, both in the form of Seminar Proceedings and international journals about the use of teaching materials to improve skills in the Learning Design course.

This development research aims to produce a flipped classroom learning in the form of a RPKPS as a guideline for implementing flipped classroom learning in PDP courses at the State University of Jakarta in Educational Technology Program. This development research was carried out by following the Rapid Prototyping development model procedure, namely Assess Needs & Analyze Content 2) Set Objectives, 3) Construct Prototype, 4) Utilize Product, 5) Installation & Maintenance. Evaluation of this product development research is done through Expert Review. The step of expert review involved 1 subject expert and 2 learning design experts. The average value obtained from subject expert is 3,48 which means it’s very good, from learning design expert is 3,21 which means it’s good. The average value obtained from another learning design expert is 3,24 which means it’s good. From these results it can be concluded that the flipped classroom learning design for Learning and Design Perception Course is good rated.

This study aims to develop and determine the feasibility of a tissue culture textbook based on scientific literacy, conducted from November 2020 to May 2021. This study used the Dick & Carrey development model, modified to the formative evaluation stage. The instrument used is a questionnaire filled out by validators (material experts, learning design experts, layout design experts), lecturers of the Network Culture course, and students majoring in biology. The results showed that 77% of students had difficulty learning about somaclonal diversity and needed additional cultural application material. There were no scientific literacy-based tissue culture textbooks in the UNIMED library. Based on the survey, 76.9% of students said they liked somaclonal diversity material, 86.6% said it was challenging to study, 53.8% of the material described the interaction of science, environment, technology, and society, 30.8% did not explain the application of culture. As the results of textbook development, validator analysis shows 86% (very feasible) from material experts, 91% (very feasible) from learning design experts and 91% (very feasible) from layout design experts. The percentage of responses showed: 93% (very feasible) from lecturers, 86% (very feasible) from individuals, 90% (very feasible) from small groups and 89% (very feasible) from limited groups. Overall the textbook is very feasible to use.

This study aimed to produce supplementary books on mangroves in Aceh Tamiang for undergraduate students in the Ecology course. Research and Development (R&D) adapted from the Thiagarajan (4D) model consisting of defining, designing, developing and disseminating stages were used. Field research was employed to develop the product. Material expert lecturers, learning design experts, and layout design experts validated the supplement book developed. Ecology lecturers and students of the Biology department at the State University of Medan assessed it. The results of the assessment by the material experts had a mean score of 86.6% in the very good/feasible category. Meanwhile, learning design experts had a mean score of 93.2% in the very good/feasible category. Likewise, the layout design experts had a mean score of 91.3% in the very good/feasible category. Responses towards the books by lecturers had a high very good/feasible category with an overall percentage of 90.26%. The students’ results based on individual, small group and limited field tests obtained the mean scores of 97.9%, 89% and 90.95%, respectively, in the very good/feasible category. These results indicated that the supplementary books that have been developed were very good/feasible. This product’s effectiveness could be seen from the gain score of 0.52 in the moderate category and the results of the Wilcoxon test t-count 0.000 < t-table 0.05. It can be concluded that using the supplement books effectively increases students’ knowledge of mangrove ecosystems with significant differences in pretest and posttest scores so that supplement books can be used as additional teaching materials for lecturers, students and readers. Keywords: supplementary books, mangroves, ecology course

Learning Design has emerged as one of the most significant recent developments in e-learning. However, Few instructional designers and teachers have experience in designing learning materials with IMS Learning Design. This article aims to review and evaluate currently available Learning Design software, and make an explicit contrast among them to provide a guideline for teachers and developers to use IMS learning design well.

IMS learning design (IMSLD) is an open standard that can be used to specify a wide range of pedagogical strategies in computer-interpretable models. Such models then can be played in any learning design (LD) compatible execution environment to support teachers and students to conduct online teaching–learning. This chapter introduces the basic knowledge required to effectively use LD. First of all, we present fundamental principles behind LD. Then, we introduce main concepts and their relations in LD and discuss some technical issues about how to make a learning design executable in a computer-based environment. Finally, how to model learning designs using LD is explained through demonstrating the whole procedure to model a use case in Extensible Markup Language (XML). We expect that the readers of this chapter can apply LD to create simple learning designs and understand learning designs with sophisticated features.

IMS Learning Design (LD) is the only available interoperability specification in the area of technology enhanced learning that allows the definition and orchestration of complex activity flows and resource environments in a multirole setting. IMS LD has been available since 2003, and yet it has not been widely adopted either by practitioners or by institutions. Much current IMS LD research seems to accept the assumption that a key barrier to adoption is the specification's conceptual complexity impeding the authoring process. This paper presents an empirical study to test this assumption. Study participants were asked to transform a given textual design description into an IMS LD unit of learning using 1) paper snippets representing IMS LD elements and 2) authoring software. The results show that teachers with little or no previous IMS LD knowledge were able to solve a design task that required the use of all IMS LD elements at levels A and B. An additional finding is that the authoring software did not facilitate people in producing better solutions than those who used paper snippets. This evidence suggests that conceptual complexity does not impede effective IMS LD authoring, so the barriers to adoption appear to lie elsewhere.

The objective of the IMS learning design (IMS-LD) specification is to provide a containment framework of elements that can describe any design of a teaching-learning in a formal way. It does not impose any learning approach and is pedagogical independent. In this way, learning designers can precisely prescribe the instructional and teaching strategies. The problem is how common teachers can develop appropriate IMS-LD contents. This paper presents an adequate design approach based on design patterns. Design patterns are being proposed in learning to facilitate the design activities from non expert users. We find these proposals valuable, but consider that additional efforts are required. We propose a language of design patterns for learning, hierarchical structured in several aggregation layers. In addition, we consider generative design issues to obtain IMS-LD materials.

The standardization of eLearning environments is causing a constant evolution of the standards, the specifications, the reference models and the best practices of these specifications. Mainly, this evolution is a consequence of the educational and computational paradigms which the standardization applies and of the pedagogic and cognitive requirements of the learner using these environments. “Instructional Design” or “Learning Design” (LD) is an approach on specifications in the standardization process centred on cognitive characteristics and on the learning process itself. In this case, the learning process is isolated from the learning object design. This is, LD is centred on “how to learn”, not in “what to learn”. IMS Learning Design (IMS-LD) is the specification used to describe the learning design. We are working in the AULA_IE project whose objective is to evaluate different standards and to check their application and contribution in Computer Supported Collaborative Learning (CSCL) environments. As a consequence of this evaluation we have observed a lack of semantics when some activities and tasks are specified. Based on this result, we propose a reference model inside the IMS specifications core.

This project aims to (1) evaluated Student Worksheets (called as LKPD) based on Search, Solving, Create, and Share (SSCS) for material, design, and teacher response learning experts. (2) assess Search, Solving, Create, and Share (SSCS)-based Student Worksheets. This study used descriptive data analysis at SMAN 1 Pantai Labu. This Reserarch & Development follows Bord and Gall's development approach. The model has ten steps: research and information collection, planning, preliminary product development, preliminary field testing, main product revision, main field testing, operational product revision, operational field testing, final product revision, and final product revision. In 2023, Third Level (XII) students at SMA Negeri 1 Pantai Labu tested the Student Worksheets, which was developed at Medan State University. A validation expert team-approved Student Worksheets is the product, based on Search, Solving, Create, and Share. The material expert team rated the Student Worksheets "very good" based on the average percentage of 85.33%, design experts at 90.64%, learning design experts at 88.50%, teacher respondents at 93.06%, individual test of 82.50%, small group test of 90.73%, large group test of 93.36%, and t test value (T count=3.468 and T table=2.042). The Student Worksheets (LKPD) based on SSCS (Search, Solve, Create, and Share) models in Third Level (XII) biology was approved for classroom use