Investigating Teachers' Understanding of IMS Learning Design: Yes They Can!

In order to understand whether conceptual obscurity is truly the reason for the slow uptake of IMS Learning Design (LD), we have initiated an investigation into teachers' understanding of IMS LD outside of technological environments. Using paper representations ("snippets") of IMS LD component and method elements at levels A and B, 21 higher education teachers from nine countries recreated a prescribed textual learning design. Results showed that the teachers achieved an average conformity of 78% with a prototypical expert solution after watching a

• Type: Journal
• Year: 2010
• Where: ECTEL
• Authors: Michael Derntl, Susanne Neumann, Dai Griffiths, Petra Oberhuemer
• Keywords: ECTEL 2010, IMS LD, IMS LD Component, Machine Learning, Prescribed Textual Learning