%0 Journal Article %1 doi:10.1080/01587910903023199 %A Griffiths, David %A Beauvoir, Phillip %A Liber, Oleg %A Barrett‐Baxendale, Mark %D 2009 %J Distance Education %K IMS-LD asld-book asld-intro design editor learning recourse reload %N 2 %P 201-222 %R 10.1080/01587910903023199 %T From Reload to ReCourse: learning from IMS Learning Design implementations %U http://www.tandfonline.com/doi/abs/10.1080/01587910903023199 %V 30 %X The use of the Web to deliver open, distance, and flexible learning has opened up the potential for social interaction and adaptive learning, but the usability, expressivity, and interoperability of the available tools leave much to be desired. This article explores these issues as they relate to teachers and learning designers through the case of the Reload Learning Design Editor and its successor, ReCourse. The applications are introduced and the results of evaluation are summarized. The principal challenges overcome in the development process are identified. By reflecting on the development process, the applications produced, evaluation, and user feedback, the conclusions regarding IMS Learning Design (IMS LD) and its potential use are identified. The principal areas discussed are programming frameworks, terminology, graphical interfaces, the relative salience of IMS LD elements, integration with authors’ workflow, the authoring of services, and the authoring of IMS LD level B.

@article{doi:10.1080/01587910903023199, abstract = { The use of the Web to deliver open, distance, and flexible learning has opened up the potential for social interaction and adaptive learning, but the usability, expressivity, and interoperability of the available tools leave much to be desired. This article explores these issues as they relate to teachers and learning designers through the case of the Reload Learning Design Editor and its successor, ReCourse. The applications are introduced and the results of evaluation are summarized. The principal challenges overcome in the development process are identified. By reflecting on the development process, the applications produced, evaluation, and user feedback, the conclusions regarding IMS Learning Design (IMS LD) and its potential use are identified. The principal areas discussed are programming frameworks, terminology, graphical interfaces, the relative salience of IMS LD elements, integration with authors’ workflow, the authoring of services, and the authoring of IMS LD level B. }, added-at = {2012-01-11T15:54:08.000+0100}, author = {Griffiths, David and Beauvoir, Phillip and Liber, Oleg and Barrett‐Baxendale, Mark}, biburl = {https://www.bibsonomy.org/bibtex/242a6c2a3c4a9c796f3b659067295a9b8/yish}, doi = {10.1080/01587910903023199}, eprint = {http://www.tandfonline.com/doi/pdf/10.1080/01587910903023199}, interhash = {b7423b6f870e9889ec4e7fc31dc6be72}, intrahash = {42a6c2a3c4a9c796f3b659067295a9b8}, journal = {Distance Education}, keywords = {IMS-LD asld-book asld-intro design editor learning recourse reload}, number = 2, pages = {201-222}, timestamp = {2012-01-11T15:54:08.000+0100}, title = {From Reload to ReCourse: learning from IMS Learning Design implementations}, url = {http://www.tandfonline.com/doi/abs/10.1080/01587910903023199}, volume = 30, year = 2009 }