How to use IMS-LD to support eLearning in an effective way (Invited Talk)

Abstract

eLearning systems look into specifications to ensure some level of homogeneity in specific issues. Well-known Learning Management Systems (LMSs) develop useful functionalities adapted to teachers and learners mainly. These all-in-one platforms try to provide a comprehensive user experience, supported by a tool box from synchronous to asynchronous communication channels and software applications, from activities to adaptive units of learning, from learning objects to blogs. In addition, all these LMSs require interoperability and interconnection, if they do not want to evolve to an out-of-the-grid solution. Specifications come to ensure this interrelation and some of these features, like adaptation. In this context, eLearning specifications provide common parameters to exchange learning packages and learning plans, and to improve the user experience, adapted to every case. IMS Learning Design (IMS-LD) seems to be the most promising eLearning specification, since in addition to organize resources, it models personalised learning itineraries to use them along with a methodology. However, IMS Learning Design requires substantial modifications to improve key features. On the other side, IMS-LD is able to model complex scenarios like, i.e. adaptation and interoperability. In short, IMS-LD can support pedagogically expressive eLearning scenarios, however some modifications and extensions could improve the overall impact and performance of this specification in real implementations.