Article

ReCourse Learning Design Editor 2.0

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Abstract

ReCourse is an Eclipse Rich Client Platform application. A number of plug-ins are included, enabling users to author QTI compliant tests, link to services, upload to repositories, and publish and populate Units of Learning. New features in version 2.0 include support for IMS LD levels B & C, and a visualiser. Available under the three clause BSD licence, Copyright TENCompetence Foundation.

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Available: http://etheses.bham.ac.uk/58/ Situated within the broader context of demonstrating professionalism amongst doctors in the UK, this thesis investigates the feasibility of using the IMS Learning Design (LD) specification as a framework for creating and assessing the personal development plans (PDPs) of undergraduate medical students. PDPs provide a documentary representation of the students’ internal reflections on their previous experiences and future learning needs and LD supports the sharing and reuse of learning designs by providing a conceptual vocabulary for describing the active nature of teaching and learning processes. Two main research activities are presented in this thesis. Firstly, a grounded theory analysis of the PDPs of final year medical students at the University of Birmingham was undertaken in order to develop a descriptive activity model of the activities that the students self-select for their own professional development. Secondly, a gap analysis of this model against the LD specification demonstrated that LD provides a sufficiently flexible conceptual vocabulary to describe the students’ PDPs students as learning designs, with some limitations. The findings of these research activities were then considered with respect to how they may be used to inform the design of an LD-based assessment system to facilitate the assessment of reflective learning.
Article
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Purpose The purpose of this paper is to propose a web‐based tool that enables the development and provision of learning designs and its reuse and re‐contextualization as generative learning objects, aimed at developing educational materials. Design/methodology/approach The use of learning objects can facilitate the process of production and delivering of educational material and their reuse and re‐contextualization in different scenarios – such process is due to the current development stage of information and communication technologies (ICTs), which allow easy access to products and services related to them. ICTs combined with instructional design theories, lead to the emergence of new generations of distance learning, which add educational content to web‐based services. From this combination rises a hybrid mode of education, which combines tools for face‐to‐face and distance learning (blended learning). Findings The use of the web as a platform for production and management of learning objects comes as a solution for storage and sharing. The utilization of objects is justified when its reusability is facilitated. This gives rise to possibilities in a client‐server environment, where information is centralized and available anywhere in the network. Research limitations/implications The combination of ICT and instructional design theories has potential and could result in hybrids which are yet to be fully understood and explored. This can enhance blended learning provision. Originality/value The paper presents a tool in which the learning designs work as structures built on XML, based on concept maps, which act as an interaction layer between the learning objects, organizing the content to be available.
Conference Paper
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Open educational resources (OER) can significantly reduce the time required to prepare lectures. The prerequisites are that a desired resource can be found quickly and that its adequacy for the intended purpose can be estimated easily. Eventually, the resource should also be suitable for modification. In the first part we outline the requirements for the sourcing, storing, retrieval and exchange of open educational resources considering technical and legal aspects. In the second part we present a case study focusing on the user level perspective. We describe the searching for a particular OER (an online Moodle tutorial), the analysis of the resource found, its modification and the publishing of the modified resource on a repository.
Conference Paper
In this paper we present a design case study exemplifying the implementation of the core specification of an adaptation pattern (input, rules, model and output) on the basis of using tools compliant to the IMS-LD modeling language. Research on collaborative learning has emphasized the need for providing flexible yet supportive tools to teachers in order to design collaborative learning tasks. In our work we present a next step in our pattern-based approach demonstrating how educators' ideas can provide the basis for adaptation patterns which, in turn, can be implemented using IMS-LD. We analyze what is necessary for implementing an adaptation pattern and discuss the benefits of the pattern-based approach. Finally, we highlight what would be important issues toward integrating the adaptation pattern capabilities in LD compliant tools for collaborative learning design.
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