Tools

2003

LAMS v1: Learning Activities Management System

LAMS is a tool for designing, managing and delivering online collaborative learning activities. It provides teachers with a highly intuitive visual authoring environment for creating sequences of learning activities. These activities can include a range of individual tasks, small group work and whole class activities based on both content and collaboration.

Source: LAMS International

2004

MOT+: Modelling with Object Types

More information on MOT+ could be found in “The MOT+ Visual Language for Knowledge Based Instructional Design”

CopperCore

“CopperCore is one of the OUNL’s contributions to the Alfanet project. This project aims to develop new methods and services for active and adaptive learning and is funded by the European Commission under the 5th Framework Programme. In the SLeD project funded by the JISC e-Learning framework the OUNL and the Open University (UK) continued the Alfanet work and jointly developed the current full release. Furthermore there is collaboration with the RELOAD project in which an IMS-LD editor is developed. Check for details of the OUNL RTD-programma its Learning Networks website“. Source: CopperCore web site

2005

CompendiumLD

“CompendiumLD is a software tool for  designing learning activities using a flexible visual interface. It is  being developed as a tool to support lecturers, teachers and others  involved in education to help them articulate their ideas and map out  the design or learning sequence. Feedback from users suggests the  process of visualising design makes their design ideas more explicit  and highlights issues that they may not have noticed otherwise. It also  provides a useful means of representing their designs so that they can  be shared with others. CompendiumLD provides a set of icons to  represent the components of learning activities; these icons may be  dragged and dropped, then connected to form a map representing a  learning activity”. Source: CompendiumLD web site.

ReMath

Making sense of theory on learning mathematics with digital media. See ReMath web site .

2006

LAMS v2 was released on December 6, 2006

This version included  Tool Wrappers for external tools (such as Moodle, .LRN and Google Maps) and other features and improvements, as well as a complete redesign of the user interface. A number of 2.0.x releases followed over the next year, including 2.0.3, which introduced the “Live Edit” feature.

Source: LAMS Roadmap

PHOEBE: project carried out by Oxford University to create a pedagogical online planning tool.

“The aim of the Phoebe project is to guide practitioners working in post-compulsory learning (FE, HE and ACL) in designing effective and pedagogically sound learning activities.”

The project has been carried out by Oxford University Department for Continuing Education and Oxford University Computing Services, and has been funded under the  JISC Design for Learning programme. Phase 1 (01/05/06 to 28/02/07) focused on developing a proof-of-concept prototype. In phase 2 (01/03/07 to 06/05/08) we worked on a more full-featured tool for evaluation with practitioners”.

Source: Phoebe Project Wiki

The Phoebe dedicated web site ceased to be supported in February 2013.

London Pedagogy Planner

“The London Pedagogy Planner (LPP) is a prototype for a collaborative online planning and design tool that supports lecturers in analysing, developing and sharing learning designs. LPP is based on a developing model of the components involved in learning design (e.g. learning outcomes, topics, teaching methods), and the critical relationships between them. As a decision tool, it makes the pedagogical design explicit as an output from the process, capturing it for testing, redesign, reuse and adaptation by the originator, or by others.”

Source:  JISC/London Pedagogy Planner (2008).

The London Pedagogy Planner project ended in 2008

GLO

“GLO Maker is an authoring tool for creating rich, interactive learning resources. It builds on the extensive experience of the Centre for Excellence in Teaching and Learning (CETL) in Reusable Learning Objects”.

“The purpose of the GLO Maker authoring tool is to empower teachers, and other users, to develop highly adaptable multimedia learning  objects. The authoring process is design driven. The tool has two major parts:  a Planner where the basic  ‘storyline’ of the learning design is constructed, and a Designer where the screens are created based on flexible templates. You can use the built-in design patterns to structure your learning object, or you can use ‘freestyle’ mode to create your own design. All the designs are ‘executable’ – they enable you to  directly create multimedia learning objects that will run on the Web or in a Managed Learning Environment, such as Moodle or Blackboard”.

Source: GLO Maker web site

Collage

 Collage is “an application designed specifically to support a K-12 teacher in a classroom equipped with a single PC and a projector. Initial ethnography of schools suggested that a tool that offered simplicity, enabled display of images and allowed incorporation of existing paper material (such as textbooks) would be most helpful. So, Collage is at heart a simple media viewer, but adds a handful of features that allow teachers to interactively display textbook materials during instruction”.

Source: Collage: A Presentation Tool for the K-12 Classroom

DialogPlus

“The DialogPLUS project combines the efforts of geographers, education specialists, and computer scientists in two UK and two US universities (Southampton, Leeds, Penn State, UC Santa Barbara) [see team members]. It is funded jointly by the U.S. National Science Foundation (NSF) and the United Kingdom Joint Information System Committee (JISC) as part of their Digital Libraries in the Classroom (DLIC) initiative, and the partners at Southampton, Leeds and Pennsylvania State Universities have worked together as part of the Worldwide Universities Network (WUN).

The project partners proposed to develop electronic resources to support teaching and independent student learning at undergraduate levels within their existing programmes. The project specifically looks at issues surrounding the creation, sharing, reusing and repurposing online learning activities that draw on a wide range of available resources. The set of courses/modules cover the particular topics linked to digital geospatial resources, within each of the following areas: Human Geography, Geomorphology, Geographical Information Science, Earth Observation”

Source: Dialog PLUS Project

2007

LAMS Activity Planner

“The LAMS Activity Planner has been designed to produce runnable learning activities that can be readily used with students. It provides a scaffold that guides teachers through the design process so that they can add their own content to educationally sound learning activities.  In this way, the LAMS Activity Planner will support the sharing of effective pedagogy.  It encourages the reuse of existing learning designs, resources and learning objects without requiring lecturers to become experts in learning design or theory”.

Source: LAMS Activity Planner 

2008

Cloudworks

“Cloudworks is being developed by the Institute of Educational Technology at The Open University.  It is part of the Open University Learning Design Initiative (OULDI) project and is funded by both the Joint Information Systems Committee (JISC) and The Open University”.

“Cloudworks is a site for finding, sharing and discussing learning and teaching ideas, experiences and issues”.

Source: Cloudworks web site.

GLM (Graphical Learning Modeller)

“The GLM is an eclipse-based rich-client application allowing the graphical design of IMS Learning Design compliant learning and teaching flows by encapsulating the complexity of the IMS LD specification in a coherent user interface”.

Source: Graphical Learning Modeller web site

2009

OpenScenario

“OpenScenario allows, through a unique interface, to access all tools and services required to flexibly create, deploy, monitor and assess scenario-based activities, and in particular pedagogical activities”.

Source: Martel, Cl.;Vignollet, L.; Wentland, M. (2009). OpenScenario: A Flexible Integrated Environment to Develop Educational Activities Based on Pedagogical Scenarios,   In Proceedings of  Ninth IEEE International Conference on Advanced Learning Technologies, 2009, ICALT 2009.

HEART (HEaring And Realising Teaching-voice)

HEART is a strategy to support learning design process.  “HEART helps teachers elicit, depict, reflect on, and share their teaching voice during the learning design process. The teaching voice represents the confluence of teaching beliefs and educational practice”.

Source: Donald, C., & Blake, A. (2009). Reviewing learning designs with HEART: A learning design support strategy. In Proceedings of the ASCILITE 2009 conference, available online at http://www. ascilite. org. au/conferences/auckland09/procs/donald-interactivesession. pdf,[17/06/10].

2010

CADMOS

“CADMOS is a learning design tool, that has been created in order to be used by novice learning designers, i.e. practitioners with basic computer skills and knowledge of learning standards. It is compatible to the IMS LD Level A/B standard and in the same time has a friendly interface by hiding any technical details from the designers-users”.

Source: CADMOS Learning Design Tool web site

MyCels

“CeLS is a web-based system designed to enable teachers and researchers to create, enact and test multi-stage CSCL scripts in actual educational settings.” (Source: Designing and Applying Adaptation Patterns Embedded in the Script, IEEE Xplore Digital Library).  Link to MyCels web site is here.

2011

Learning Designer

The Learning Designer (Learning Design Support Environment) is a tool that aims to “scaffold teachers’ decision-making from basic planning to creative TEL (Technology Enhanced Learning) design”. We aim to lower the TEL threshold so that the majority of teachers can engage with it in a way that draws on good practice by others and is informed by the findings of pedagogical research, thereby optimising the benefits to their learners

Source: Learning Design Support Environment  web site

Pedagogical Patterns Collector

“The Pedagogical Patterns Collector suite of tools enables teachers to share their good teaching ideas. It is intended to help a subject teacher see how a particular pedagogic approach can be migrated successfully across different topics. There are sample patterns to browse and edit, or you can design your own from scratch.  This is an output from the TLRP-TEL research project on a learning design support environment for teachers and lecturers, funded by the ESRC-EPSRC” .

Source: Pedagogical Pattern Collector web site

ScenEdit

“ScenEdit is a graphical authoring environment dedicated to design learning scenarios. This environment is based on ISiS goal-oriented framework elaborated to structure the design of learning scenarios and to favour sharing and reuse practices”.

Source EducTice/ScenEdit web site

LDShake

LdShake (http://ldshake.upf.edu/)  is a social platform that enables teacher communities to share and  co-edit learning design solutions (educational materials, design of  learning activities, etc.) using various authoring tools. LdShake is  designed as an “integrative” platform where Web-based learning design  tools can be integrated adopting the sharing and asynchronous co-editing  features of LdShake.

 Source: GTI (Grup de Technologies Interactives) Universitat Pompeu Fabra Barcelona