Practical and Pedagogical Issues for Teacher Adoption of IMS Learning Design Standards in Moodle LMS

Anders Berggren, D. Burgos Solans, Josep M. Fontana, Don Hinkelman, Vu Hung, Anthony Hursh, Ger Tielemans

    Research output: Contribution to journalArticleAcademicpeer-review

    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 specifications 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.
    Original languageEnglish
    Article number3
    JournalJournal of Interactive Media in Education
    Volume2005
    Issue number1
    Early online date21 Jun 2004
    DOIs
    Publication statusPublished - 8 Sep 2005

    Keywords

    • Moodle
    • IMS Learning Design
    • Integration
    • Specification
    • Learning Management System
    • Open Source

    Fingerprint

    Dive into the research topics of 'Practical and Pedagogical Issues for Teacher Adoption of IMS Learning Design Standards in Moodle LMS'. Together they form a unique fingerprint.

    Cite this