IMS Specification "Learning Design"
Further development of Educational Modelling Language (EML) to IMS Learning Design.
The Educational Modelling Language (EML), developed by the Open University of the Netherlands (OUNL) and promising approach to the standardization of systematic specification didactic scenarios, received a new alignment in 2002. By rendering EML to an IMS-Specification learning platforms in future will be able to support a wide range of pedagogical approaches.
Starting point to EML development was the absence of a standardized language enabling description of complex learning structures (training courses and course parts) in an integral mode.
EML bases on a meta model to modelling pedagogical aspects of learning environments. Central point is the embedding of learning objects in a didactical context. In "Modeling units of study from a pedagogical perspective - the pedagogical metamodel behind EML" (Koper, 2001) four components are described:
Starting point to EML development was the absence of a standardized language enabling description of complex learning structures (training courses and course parts) in an integral mode.
EML bases on a meta model to modelling pedagogical aspects of learning environments. Central point is the embedding of learning objects in a didactical context. In "Modeling units of study from a pedagogical perspective - the pedagogical metamodel behind EML" (Koper, 2001) four components are described:
- The Learning Model, which describes how learners learn based commonalities (consensus) in learning theories.
- The Units of Study Model, which describes how units of studies which are applicable in real practice are modelled, given the learning model and given the instructional model.
- The Domain Model, which describes the type of content and the organization of that content. For example, the domain of economics, law, biology etc.
- Theories of learning and instruction, which describe the theories, principles and models of instruction as they are described in literature or as they are conceived in the heads of practitioners.
Since 2002 further development of EML is pursued by the standardisation initiative of IMS Global Learning Consortium under the titlte of "IMS Learning Design" (IMS LD). With that IMS is mainly interested in the Units of Learning model.
Conceptual model of overall Learning Design (Quelle: IMS Global Learning Consortium, Inc., IMS Learning Design Information Model, Okt. 2002)
Specifying course structures
At the center of the specification is the formalized transformation resp. standardized notation of defined course structures (written in everyday speech or in any other arbitrary schemes).
Even though all methodical decisions are made by IMS defined "Learning Design" the power of IMS LD particularly consists in the fact that content and course structures are mapped in a neutral and a machine-readable manner, resp. to expand their descriptiveness in XML-Format.
This renders possible to combine Learning Design structures with methodic didactic taxonomies.
Even though all methodical decisions are made by IMS defined "Learning Design" the power of IMS LD particularly consists in the fact that content and course structures are mapped in a neutral and a machine-readable manner, resp. to expand their descriptiveness in XML-Format.
This renders possible to combine Learning Design structures with methodic didactic taxonomies.
