Petra Oberhuemer

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This report contains a description of the purpose of the workshop, its methodologies and results. Participating experts first brainstormed visions and problems of IMS Learning Design (IMS LD), and then developed potential solutions to some of the identified problems. Three groups formed to work on two of the identified problems in more depth: the usability(More)
—IMS Learning Design (LD) is the only available interoperability specification in the area of technology enhanced learning that allows the definition and orchestration of complex activity flows and resource environments in a multi-role setting. IMS LD has been available since 2003, and yet it has not been widely adopted either by practitioners or by(More)
In digital repositories around the globe there is an abundance of available resources like learning objects, learning designs, teaching methods, and assessments. Building web-based learning opportunities by exploiting these resources is a complex endeavor with controversial mo-tivational underpinnings. It requires provision of support for accessing, using(More)
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—The way pedagogical aspects are expressed in the user interface of virtual learning environments greatly impacts the learning process, in particular the interactions between students and other human or non-human actors in the learning environment. This paper presents an evaluation of how the interactions for learning are expressed in the user interface of(More)
In order to understand whether conceptual obscurity is truly the reason for the slow uptake of IMS Learning Design (LD), we have initiated an investigation into teachers' understanding of IMS LD outside of technological environments. Using paper representations (" snippets ") of IMS LD component and method elements at levels A and B, 21 higher education(More)