Practical and Pedagogical Issues for Teacher Adoption of IMS Learning Design Standards in Moodle LMS
DOI:
https://doi.org/10.5334/2005-2Keywords:
Moodle, IMS Learning Design, integration, specification, learning management system, Open Source, innovation, educational technology,Abstract
Commentary on: Learning Design: A handbook on modelling and delivering networked education and training. (Koper and Tattersall, 2005)
Abstract: Integrating the specifications and tools for IMS-Learning Design (IMS, 2003) into Moodle (Moodle, 2003), an open-source Learning Management System (LMS), is not just a technological question, but also relates to practical, pedagogical, and philosophical issues. This study documents the discussions and experiments of a team of teachers active in the Moodle community who are concerned with the development of international standards in future versions of Moodle. In the course (Moodle, 2005a) of studying the book, Learning Design (Koper and Tattersall, 2005), participants analysed the implications of integrating the LD specification into Moodle and the operation of various LD tools (CopperCore, Reload) and related tools (LAMS) within the Moodle environment. These differences were then summarized into general implications for future versions of both Moodle and Learning Design. This study concludes that continued, open dialogue between teachers and developers of both LD and Moodle is necessary to achieve transparent integration.
Authors belong to the Moodle Community Learning Design Book Study Group.
Editors: Colin Tattersall and Rob Koper.
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