Supporting an English tutor in using IMS Learning Design

Mark BaxendaleLiverpool Hope University

Overview

• Background and context• Authoring process &

demonstration• Running with learners &

demonstration• Tutor experience• Learner experience

Background

• Using IMS Learning Design (IMS LD) tools in a real Higher Education context

• Tutors drawing up and using IMS LD with support

The context

• English tutor at Liverpool Hope University (LHU)

• Supported in drawing up an IMS LD unit of learning (UoL)

• Using the Reload IMS LD editor • UoL supports a six-week topic: “Mythologies

of Loss” within a second year HE module “Twentieth-Century Readings”

The authoring process

• Tutor attended an authoring workshop

• Subsequently drew up a design to IMS LD level A using Reload– Some support

• Expert authored to level B (properties & conditions) using Reload

Demonstration: authoring

Running with students

• UoL published to the SLeD IMS LD player

• Running on a server at LHU

• Made available to learners attending the tutor’s module.

Demonstration: running

Tutor experience

• Saw the potential of the approach to help him to visualise the learning design, and to provide the learners with a visual overview of their route through the topic

Learner experience

• Generally positive about:– guidance offered – ease of navigation – ease of use– usefulness

• Negative about – reliability and correct operation– More to with institutional infrastructure

Learner experience

• “SLeD much better than [the institutional VLE], but would be even better if there was a forum”

• “I have contributed to discussions set by the lecturer and was able to download readings for class, after some difficulty at first”

Summary

• Tutor felt that the system was generally beneficial for him and for learners

• Learners generally positive• Shown it is possible for non- expert

to use IMS LD– But a lot of support required– Tools still need to be improved