Enhancing the Accessibility of IMS-Learning Design

 

 

Asma Zendi, Tahar Bouhadada, Abdelmadjid Benmachiche

Groupe de Recherche e-Learning (GReLearn) Laboratoire de Recherche en Informatique (LRI) Université Badji Mokhtar, Annaba

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Abstract— As an interoperability standard, IMS-LD have been paid a careful attention by recent research works and to its drawbacks from a user’s view point, especially to its lack of accessibility to practitioners, which is mainly due to the IMS-LD highly technical metamodel, developed principally to run units of learning on runtime systems.  And  to  the  theatrical metaphor used  to  coordinating the learning/instruction process. The current work describes the contribution of an instructional design model to face up those problems aiming to assist using the standard and to enhance its accessibility.

Keywords-component; educational modeling  languages; open and distance learning; e- learning standards; IMS learning design.

 

I.      INTRODUCTION

Online teaching provides abundant prospects for enhancing the educational experiences of learners; at the same time, it poses many challenges and raises issues especially in the teaching/learning design and development stages. Instructional design field offers a rich variety of models, methods and principles to assist instructional designers and usually design teams  in  organizing  and  structuring  the  design  process. Inspired  by  those  principles and  by  design practices many educational modeling languages have emerged in the TEL (Technology Enhanced Learning) field, to model units of study in a formal, interoperable and reusable form. The result of the modeling process is represented in a learning design or learning scenario [1].

 

One of the well-known educational modeling languages is IMS-Learning Design developed to be an e-learning standard providing an interoperability specification, a methodology and an infrastructure [2] to describing orchestrating and running the learning/instruction process, and that without depending on any pedagogical approach, Hence  allowing instructional designers to design, reuse and run a variety of learning scenarios. However, the practitioners actually do not benefit from the specification’s advantages, since the adoption of the standard by practitioners and institutions is still been restricted; from the user’s point of view this is due to the lack of expressivity of IMS-LD [3] and to its complexity of design methodology [4]. Therefore, a range of approaches have been developed in the TEL field to overpass the specification’s problems, such as the pattern-centered approach, the  practitioners’ learning design models, visual instructional design languages, in addition to  a variety of learning design tools.

 

Our work fits in this direction, aiming to develop a conceptual and methodological framework to support instructors and instructional designers allowing them to make

 

use of IMS-LD advantages in an accessible way. The proposed design framework is based on the use of instructional design model principles and theories to support the IMS-LD design process and to enhance its accessibility for design teams.

 

The paper is structured as follows; the next section presents the IMS-LD design methodology, conceptual model and lays out its main drawbacks, the third section is devoted to the presentation of the instructional design model and our methodology to apply the instructional design model principles and  concepts on IMS-LD to  contribute to  provide a  better support in using it.

 

 

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