EML (Educational Modelling Language)
EML is the result of the “work carried out by the Open Universiteit [Nederland] on educational modelling comes from an R&D project funded by the Dutch national government through their structural funds for universities. The R&D work on learning technologies is paid from these funds with the objective of innovating education through the use of ICT”
“EML is no longer under development. EML was taken as a base to develop the IMS Learning Design specification EML files DTD Schema and related articles and several outcomes can be found at the DSpace repository of the Learning Networks programme “.
Related publication: Modelling units of study from a pedagogical perspective (2001)
The SOURCE project (SOftware Use, Reuse, and Customisation in Education) was funded by the Teaching and Learning Technologies Programme, UK.
Source: Virtual Teaching Tools article (2002)
LAMS (Learning Activities Management System)
The research and development of LAMS is managed by LAMS Foundation which is a non-profit organisation based at Macquarie University, Australia and it is part of Macquarie E-learning Centre of Excellence (MELCOE).
Source: LAMS Foundation web site
IMS LD (IMS Learning Design)
This initiative produced the specifications published in a document containing the Learning Design Information model representing “an integration of the Educational Modelling Language (EML) work, submitted to the Learning Design working group (LDWG) by the Open University of the Netherlands [LD1], and existing IMS Specifications, notably Content Packaging [LD2] that this specification extends and builds on, but also Meta-Data [LD3] and Simple Sequencing [LD4]”.
LAMS UK Practitioner Trial
As part of the e-Learning and Pedagogy programme, a Review of Learning Design Tools was carried out by JISC (Joint Information Systems Committee). The principle aim of this project was to to review and evaluate currently available software tools related to learning design, of which LAMS (Learning Activity Management System) is one. As part of the theme of activities, ‘Designing for Learning’, an evaluation of LAMS will be carried out, with the following aims:
- To evaluate the use of LAMS (Learning Activity Management System) by practitioners, instructional and course designers, and learners in various UK education contexts and sectors
- To offer a selected group of practitioners the opportunity to study and evaluate LAMS in their educational context and institutional environment
Source: JISC Evaluation of LAMS web site
Ped Patterns refers to high-level pedagogical patterns recognised in areas of training and pedagogy (See more about Pedagogical Patterns here). This work also relates to LDSE (Learning Design Support Environment, see below)
8LEM (The Eight Events Model)
8LEM was created by Leclercq and Poumay at the University of Liege as a pedagogical reference framework “to help teachers and trainers to conceive and/or describe teaching sequences and training strategies”. Leclercq and Poumay have developed “a theoretical reference model that has three components:
(1) A series of Learning Events (LE), seeking to describe and conceive the multiplicity of learning/teaching experiences and their underpinning psychological theories ;
(2) a series of Principles helping in designing and evaluating learning environments, and their underpinning educational theories ;
(3) a series of more specific descriptors, or metadata, that provide detailed information about the Learning Events, enabling to judge their intrinsic qualities, their underpinning theories (from media properties to group work rules) and their degree of appropriateness to specific learners and situations”.
LADIE (Learning Activity Design in Education)
As part of e-Learning Framework (ELF) initiative by UK’s JISC, Australia’s Department of Education, Science and Training (DEST), and the Carnegie Mellon Learning Services Architecture Lab (LSAL), and others, several ELF Reference Model projects are mapping specific areas of the e-learning domain to the ELF, for instance assessment, course validation and learning activities, and provide guidelines on the use and implementation of the ELF in these contexts.
“The LADIE reference model supports Learning Activity Authoring (the design and construction of learning activities and the discovery, specification, sequencing and packaging of content) and Learning Activity Realisation (the construction of the environment in which learning activities are to take place and execution of the learning activities themselves). The LADIE project combines practical teaching and learning experience, pedagogy/didactics through the DialogPlus project in addition to the needs of existing technologies”.
JISC Design for Learning Programme
“The vision for the Design for Learning Programme, was to bring the technical development and the effective practice strands of JISC e-Learning Programme together, ensuring that the conceptual and practical implementation of ‘design for learning’ is informed by what is known about effective pedagogic practice. The programme inherited many of the aims and objectives of the ‘Design for Learning’ theme within the e-Learning and Pedagogy strand1 of the e-Learning programme (2004-2006)”.
Source: JISC Design for Learning Programme web site
Mod4L is a JISC (Joint Information Systems Committee, UK) project aiming to develop a range of practice models that can be used by practitioners in real life contexts and have a high impact on improving teaching and learning practice. It was expected to move JISC towards the use of models as a focus for communication, sharing and reuse of designs.
Final Mod4L report can be found here.
Source: Models of Practice (JISC)
TenCompetence is an European foundation created to support individuals, groups and organisations in Europe in the life-long development of their abilities by developing and promoting the most suitable technical and organisational infrastructure, making use of open-source, standards-based sustainable and innovative technologies.
The principal activity of the Foundation is to promote, maintain and develop the Personal Competence Manager, developed in TENCompetence project, funded by the IST Programme of the European Commission.
An example of the outcomes produced under this initiative is ReCourse, a tool to create IMS Learning Design compliant Units of Learning. It is free, open source, cross-platform and extensible.
Improving University Teaching
OULDI (Open University Learning Design Initiative)
The OU Learning Design Initiative (OULDI) started with institutional strategic funding in 2007 and has been funded by JISC under the Curriculum Design programme since September 2008.
Our aim is to develop and implement a methodology for learning design composed of tools, practice and other innovation that both builds upon, and contributes to, existing academic and practioner research. We have been working across several OU faculties and with 4 other universities to pilot curriculum design activities and relevant supporting tools and to contribute to the broader academic work in the subject
Source: Open University Learning Design Initiative web site
TSLDB (Technology Supported Learning Database)
TSLDB is a Carrick funded project at Edith Cowan University. “The Technology-Supported Learning Database is designed to make effective technology-facilitated teaching ideas, reusable and sharable. The database seeks to share good teaching ideas. The learning activities in this database have been supplied by teachers who are keen to see them used freely by others”.
Source: ECU (Edith Cowan University) Technology-Supported Learning Database web site.
LDSE (Learning Design Support Environment)
LDSE is a project funded by TLRP/ESRC/EPSRC, from September 2008 to November 2011, and led by Professor Diana Laurillard at the London Knowledge Lab, University of London. The main focus was to discover how to use digital technologies to support teachers in designing effective technology-enhanced learning (TEL).
“The purpose of the Design-Practice project is to advance teachers’ and trainers lifelong learning skills and to better prepare them in integrating ICT in teaching and training in innovative ways. Several trainings will be held in the duration of the project, targeting teachers from Cyprus and Greece. The trainings aim to prepare teachers to teach with ICT, and advance their lifelong learning skills by building a community of teachers for sharing, discussing, debating, and improving instructional activities and learning designs. This project (2009-1-CY1-LEO05-00465) is supported by LEONARDO DA VINCI TRANSFER OF INNOVATION PROJECT, under the Lifelong Learning Programme”.
Source: Design-Practice: Visualizing Learning Design web site
SPEED (Sharing Practice for Embedding E-design and Delivery)
The SPEED project aimed to disseminate and embed benefits from the University of Leicester’s DUCKLING project and associated initiatives to four other UK universities: Liverpool John Moores University, University of Northampton, London South Bank University and the University of Derby. The priority for all four partner institutions is to enhance student engagement through improved use of technologies in learning design and delivery”.
Source: JISC (Joint Information Systems Committee) SPEED web site
“The 7 Cs of Learning is a team-based model for promoting change in learner-centred e-learning design and assessment, institutional capacity building and innovation”.
OLDS MOOC 2013: Learning Design for a 21st Century Curriculum
OLDs MOOC is a free, open and online course (MOOC). The course has been funded by JISC as part of a benefits realisation programme and is intended to build on the success of the Open University Learning Design Initiative (OULDI) and other JISC funded curriculum design and delivery projects. For more information visit the official web site here.