Abstract
The IMS Learning Design (IMS LD) specification offers a language for modeling teaching and learning situations and flows. The specification contains great complexity, which represents a high entrance barrier to its use. To lower this entrance barrier to Learning Design, easy-to-handle software is needed that translates from the language used by instructional practitioners to IMS LD. This paper describes an approach for performing this translation. First, an analysis is described that was used for deriving typical uses of IMS LD Level B properties and conditions. Second, the resulting cases and translation transactions are presented. It is hypothesized that a wizard allows practitioners access to Level B functionalities even though the wizard reduces the complexity of the specification.
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© 2007 Springer-Verlag Berlin Heidelberg
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Heyer, S., Oberhuemer, P., Zander, S., Prenner, P. (2007). Making Sense of IMS Learning Design Level B: From Specification to Intuitive Modeling Software. In: Duval, E., Klamma, R., Wolpers, M. (eds) Creating New Learning Experiences on a Global Scale. EC-TEL 2007. Lecture Notes in Computer Science, vol 4753. Springer, Berlin, Heidelberg. https://doi.org/10.1007/978-3-540-75195-3_7
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DOI: https://doi.org/10.1007/978-3-540-75195-3_7
Publisher Name: Springer, Berlin, Heidelberg
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