Using IMS Learning Design to Model Curricula

Colin Tattersall; José Janssen; Bert Van den Berg; Rob Koper

Using IMS Learning Design to Model Curricula

Colin Tattersall, José Janssen, Bert Van den Berg, Rob Koper

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Abstract

The traditional notion of the curriculum as a fixed list of topics to be studied sequentially is under strain as pressure for flexibility in education increases. However, curriculum flexibility can lead to curriculum complexity, hindering learners in the development of their competences. This article presents a formal model for the description of curricula, designed to underpin guidance support systems for learners. The article compares the model to other work in the area, illustrates its application with a number of case studies and concludes with a discussion of the broader e-learning infrastructure required in implementing the approach.

Original language	English
Publication status	Published - 25 Sept 2006

Keywords

TENCompetence
IMS Learning Design
Curricula

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Paper29Accepted author manuscript, 56.1 KBLicence: CC BY-NC-ND

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title = "Using IMS Learning Design to Model Curricula",

abstract = "The traditional notion of the curriculum as a fixed list of topics to be studied sequentially is under strain as pressure for flexibility in education increases. However, curriculum flexibility can lead to curriculum complexity, hindering learners in the development of their competences. This article presents a formal model for the description of curricula, designed to underpin guidance support systems for learners. The article compares the model to other work in the area, illustrates its application with a number of case studies and concludes with a discussion of the broader e-learning infrastructure required in implementing the approach.",

keywords = "TENCompetence, IMS Learning Design, Curricula",

author = "Colin Tattersall and Jos{\'e} Janssen and {Van den Berg}, Bert and Rob Koper",

note = "DS_Description: Tattersall, C., Janssen, J., van den Berg, B., & Koper, R. (2006). Using IMS Learning Design to model curricula. In R. Koper & K. Stefanov (Eds.). Proceedings of International Workshop in Learning Networks for Lifelong Competence Development (pp. 37-42). March, 30-31, 2006, Sofia, Bulgaria: TENCompetence Conference. Retrieved June 30th, 2006, from http://dspace.learningnetworks.org DS_Sponsorship:This work has been sponsored by the EU project TENCompetence",

year = "2006",

month = sep,

day = "25",

language = "English",

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TY - CONF

T1 - Using IMS Learning Design to Model Curricula

AU - Tattersall, Colin

AU - Janssen, José

AU - Van den Berg, Bert

AU - Koper, Rob

N1 - DS_Description: Tattersall, C., Janssen, J., van den Berg, B., & Koper, R. (2006). Using IMS Learning Design to model curricula. In R. Koper & K. Stefanov (Eds.). Proceedings of International Workshop in Learning Networks for Lifelong Competence Development (pp. 37-42). March, 30-31, 2006, Sofia, Bulgaria: TENCompetence Conference. Retrieved June 30th, 2006, from http://dspace.learningnetworks.org DS_Sponsorship:This work has been sponsored by the EU project TENCompetence

PY - 2006/9/25

Y1 - 2006/9/25

N2 - The traditional notion of the curriculum as a fixed list of topics to be studied sequentially is under strain as pressure for flexibility in education increases. However, curriculum flexibility can lead to curriculum complexity, hindering learners in the development of their competences. This article presents a formal model for the description of curricula, designed to underpin guidance support systems for learners. The article compares the model to other work in the area, illustrates its application with a number of case studies and concludes with a discussion of the broader e-learning infrastructure required in implementing the approach.

AB - The traditional notion of the curriculum as a fixed list of topics to be studied sequentially is under strain as pressure for flexibility in education increases. However, curriculum flexibility can lead to curriculum complexity, hindering learners in the development of their competences. This article presents a formal model for the description of curricula, designed to underpin guidance support systems for learners. The article compares the model to other work in the area, illustrates its application with a number of case studies and concludes with a discussion of the broader e-learning infrastructure required in implementing the approach.

KW - TENCompetence

KW - IMS Learning Design

KW - Curricula

M3 - Paper

ER -

Using IMS Learning Design to Model Curricula

Abstract

Keywords

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