What is wrong with the IMS Learning Design specification? Constraints And Recommendations

The work presented in this paper summarizes the research performed in order to implement a set of Units of Learning (UoLs) focused on adaptive learning processes, using the specification IMS Learning Design (IMS-LD). Through the implementation and analysis of four learning scenarios , and one additional application case, we identify a number of constraints on the use of IMS-LD to support adaptive learning. Indeed, our work in this paper shows how IMS-LD expresses adaptation. In addition, our research presents a number of elements and features that should be improved and-or modified to achieve a better support of adaptation for learning processes. Furthermore , we point out to interoperability and au-thoring issues too. Finally, we use the work carried out to suggest extensions and modifications of IMS-LD with the final aim of better supporting the implementation of adaptive learning processes. IMS Learning Design (or simply IMS-LD) [IMS, 2003] is aimed to transform regular lesson plans into interoperable Units of Learning (UoL). This specification is able to use any pedagogical model to get a UoL run-able and editable in an interoperable way. IMS-LD augments other well-known e-learning specifications aforementioned, like SCORM, IMS Content Packaging, IMS Question and Test Interoperability or IMS Simple Sequencing. Furthermore, IMS-LD provides a language to describe the teaching and learning process in a Unit of Learning. It describes among other things the roles, the activities, the basic information structure, the communication among different roles and users; and all these under the pedagogical approach decided by the teacher and-or the learning designer. In this section, we show what is IMS-LD and how it is struc-tured, as well as how it provides Adaptation within the UoLs IMS-LD is able to describe a full learning flow with several elements-such as roles, activities, environments or resources-and features-such as properties, conditions, monitoring services or notifications [Burgos & Griffiths, 2005; Koper & Tattersall, 2005]. The usual life-cycle starts with a lesson plan modelled according to the IMS-LD specification, defining roles, learning activities, services and several other elements, inside an XML document called Manifest. An information package written in IMS Content Packaging [IMSCP, 2001] is used as a container for the resources and links them with the IMS-LD structure. Later, the Manifest is packaged with the nested resources in a compressed ZIP file, meaning a UoL. Several examples available are shown later on. IMS Learning Design uses the metaphor of a theatrical play to visualize …