Dai's Publications

Staff name : 	GRIFFITHS, D Staff identifier : Research groups : A - Learning Technology Group

Outputs :
The Role of Teachers in Editing and Authoring Units of Learning using IMS Learning Design. Location : International Journal on Advanced Technology for Learning Volume No : 2(4) Pagination : Year : 2005 ISBN/ISSN : 1710-2251 DOI : 10.2316/Journal.208.2005.4.208-0867 Co-authors : Blat, J. Type : Journal paper Output number : 	1 Research group : 	Learning Technology Group Field of enquiry : 	eLearning Audience/significance : 	teachers, learning designers, educational technologists Theory/method : Conceptual analysis Additional Information : The paper addressed a hitherto missing link between the practice of teachers and learning designers, and the technical infrastructure made available through implementation of IMS Learning Design. The means whereby this was achieved was an analysis of the outcomes of the European Framework 6 UNFOLD project. This project was proposed and run by the authors, and worked with teachers and learning designers who were interested in using IMS Learning Design. The paper made a significant intervention by identifying and analysing possible means of mediating between the two domains.

Design and evaluation of a simple eLearning authoring tool. Location : HCI Related papers of Interacción 2004. Navarro-Prieto, Raquel; Lorés-Vidal, Jesús (Eds.), Springer Volume No : Pagination : 81-89 Year : 2006 ISBN/ISSN : 978-1-4020-4204-1 DOI : 10.1007/1-4020-4205-1_7 Co-authors : Sayago, S., Martínez,J., Blat, J. Garcia, R., Casado, F. Type : Book Chapter Output number : 	2 Research group : 	Learning Technology Group Field of enquiry : 	eLearning, pedagogic modelling Audience/significance : 	Learning designers, learning technologists, teachers Theory/method : collaborative design, user testing, conceptual analysis Additional Information :	 IMS Question and Test Interoperability (QTI) is the most widely adopted interoperability specification for assessment. It is, however, represented as XML, which teachers are not able to read or edit. The work reported here was the development of the first editor for the QTI Lite specifications. It is significant because it applied a collaborative design methodology to the development of editors for interoperability specifications. This led to the development of a tool which represented QTI assessments using a model which teachers could understand, rather than the prevailing practice of reflecting the structure of the specification.

Challenges in the wider adoption of EML/LD: two exploratory case studies. Location : Learning Design: modelling and implementing network-based education & training. R. Koper and C. Tattersall (Eds), Springer Verlag Volume No : Pagination : 327-339 Year : 2006 ISBN/ISSN : 978-3-540-22814-1 DOI : 10.1007/3-540-27360-3_21 Co-authors : Blat, J.,Casado,F., Garcia,R., Martinez,J., and Sayago,S. Type : Book Chapter Output number : 	3 Research group : 	Learning Technology Group Field of enquiry : 	eLearning, Pedagogic modelling Audience/significance : 	educational technologists, learning designers, teachers Theory/method : 	collaborative design, user testing, conceptual analysis Additional Information :The IMS Learning Design specification has been used as the basis for the design and development of a set of tools for eLearning. The use cases for this work were based on practice in large scale distance education. This chapter reported on implementation and evaluation of one of the first practical initiatives to adapt this methodology for a mixed presential and online environment. It identified substantial issues of usability of the available toolset and human resources required to make use of it which have informed current research work in JISC projects such as DesignShare and the European Framework 6 TENCompetence Integrated Research project.

Learning Design Tools. Location : Learning Design: modelling and implementing network-based education & training. R. Koper and C. Tattersall (Eds), Springer Verlag Volume No : Pagination : 109-135 Year : 2006 ISBN/ISSN : 978-3-540-22814-1 DOI : 10.1007/3-540-27360-3_7 Co-authors : Blat,J., Garcia,R., Vogten,H., Kwong,K. Type : Book Chapter Output number : 	4 Research group : 	Learning Technology Group Field of enquiry : 	eLearning, pedagogic modelling Audience/significance : 	learning designers, educational technologists Theory/method :survey, Conceptual analysis Additional Information :The editor of the book in was Professor Rob Koper of the Open University Netherlands, the architect of the IMS Learning Design specification, who invited this contribution. The chapter provides the first survey and description of IMS LD tooling, and also establishes a classificatory framework within which the tools discussed are situated. The chapter builds on an analysis of work carried out by the authors in the European Framework 6 UNFOLD project to coordinate the development of IMS LD tooling, as well as practical experience in the development of IMS LD compliant applications. It identifies a number of key aspects of IMS LD tooling which have been taken up in current implemenation work, in particular the provision of a rich set of interoperable services.