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Supporting an English tutor in using IMS Learning Design

Supporting an English tutor in using IMS Learning Design. Mark Baxendale Liverpool Hope University. Overview. Background and context Authoring process & demonstration Running with learners & demonstration Tutor experience Learner experience. Background.

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Supporting an English tutor in using IMS Learning Design

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  1. Supporting an English tutor in using IMS Learning Design Mark Baxendale Liverpool Hope University

  2. Overview • Background and context • Authoring process & demonstration • Running with learners & demonstration • Tutor experience • Learner experience

  3. Background • Using IMS Learning Design (IMS LD) tools in a real Higher Education context • Tutors drawing up and using IMS LD with support

  4. 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”

  5. 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

  6. Demonstration: authoring

  7. 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.

  8. Demonstration: running

  9. 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

  10. 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

  11. 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 downloadreadings for class, after some difficulty at first”

  12. 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

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