Using IMS Learning Design to Model Curricula

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

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    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, so that guidance systems are needed to assist learners in their study choices. This article proposes the use of the open, technical specification IMS Learning Design as a formal model for the description of curricula used by guidance support systems for learners. The article compares the approach to other work in the area, and illustrates its application with a number of case studies. The article concludes by describing the type of advanced guidance services which are enabled through a standardised approach and examining the e-learning infrastructure required when implementing the approach.
    Original languageEnglish
    Pages (from-to)181-189
    JournalInteractive LearnIng Environments
    Issue number2
    Publication statusPublished - 5 Sep 2006


    • Guidance
    • Lifelong Learning
    • Curriculum design
    • Standardisation


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