Lost in Interaction in IMS Learning Design Runtime Environments

Autor/inn/en	Derntl, Michael; Neumann, Susanne; Oberhuemer, Petra
Titel	Lost in Interaction in IMS Learning Design Runtime Environments
Quelle	In: Educational Technology & Society, 17 (2014) 3, S.332-342 (11 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1436-4522
Schlagwörter	Virtual Classrooms; Interaction; Computer Interfaces; Learning; Design + Suchen Sie Ihr Suchwort? Interaktion; Lernen
Abstract	Educators are exploiting the advantages of advanced web-based collaboration technologies and massive online interactions. Interactions between learners and human or nonhuman resources therefore play an increasingly important pedagogical role, and the way these interactions are expressed in the user interface of virtual learning environments is assumed to greatly impact the learning process. This paper presents an evaluation of how interactions for learning are expressed in the user interface of an IMS Learning Design (LD) runtime environment. Specifically, we selected Reigeluth and Moore's set of interactions for learning was selected and tested how these interactions are visually expressed and supported in the user interface of the Service Based Learning Design (SLeD) player. The findings show several drawbacks in the current way of visualizing units of learning during runtime. For instance, the synchronization of participants in corresponding learning and support activities is not clearly expressed, the current role remains unclear in multi-role settings, and the nested display of unit-of-learning contents impedes navigation. Drawing from these findings, the paper offers recommendations regarding future development of IMS LD runtime user interfaces. (As Provided).
Anmerkungen	International Forum of Educational Technology & Society. Athabasca University, School of Computing & Information Systems, 1 University Drive, Athabasca, AB T9S 3A3, Canada. Tel: 780-675-6812; Fax: 780-675-6973; Web site: http://www.ifets.info
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10