Describing Effective Collaborative Learning Flows using IMS Learning Design

D. Hernández-Leo, J.I. Asensio-Pérez, Y. Dimitriadis, M.L. Bote-Lorenzo, I.M. Jorrín-Abellán, and E.D. Villasclaras-Fernández (Spain)


CSCL, learning flow, pattern, IMS-LD, script


Computer Supported Collaborative Learning (CSCL) systems should support the needs of particular learning situations and should address the types of collaborative interaction that promote learning. Since free collaboration does not necessarily produce learning, structuring techniques aim to encourage learning. The main goal of the work presented in the paper is to enhance collaborative learning activity designs in CSCL. The adopted approach consists in collecting best practices in collaborative learning structuring and formulating them as patterns. A Collaborative Learning Flow Pattern (CLFP) captures expert practice so that it can be easily reused and communicated to others. To formalize these patterns we use IMS Learning Design (IMS-LD) specification, a standard language for the description of learning scenarios. Our results of the IMS-LD application to the CSCL domain are mainly satisfactory. Nevertheless, the language bears limited capability for describing the services that mediate interactions within a learning activity and the specification of temporal or rotated roles. This analysis is discussed in the paper, as well as our approaches towards the development of a system capable of integrating tools using IMS-LD scripts and a CLFP based learning design authoring tool.

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