Criteria for analyzing existing scenarios in order to create LD Units of Learning
To create a IMSLD compliant Unit of Learning, it is generally recommended to start by completing a structured template describing the main
elements of the Unit of Learning and then represent the scenario in a model conforming to the IMS Learning Design XML schema 1 . This type of
model can be done using an IMSLD compliant editor, such as MOT+LD 2 or RELOAD3.
To facilitate the creation of a Unit of Learning, the table below shows:
- main criteria in terms of IMSLD elements that must be considered
- indications on how to express them
- justification of elements
- examples that illustrate the criteria
This table may serve as a check list to analyze and prepare IMS LD compliant adaptable learning scenarios.
Main elements
Title
Indications
Give a name to the UoL that describes its
content domain
Justification
Gives an idea of the knowledge
domain
Examples
Scientific Problem solving using a
simulation tool
*Author
Name the authors of the UoL.
*Pedagogical type
Briefly describe the main characteristics of the
UoL, such as the type of pedagogical
strategies, content, learner, assistance,
evaluation etc…
Indicate granularity, that is, whether the UoL is
a curriculum, program, course, module, activity
or task.
Ensures respect for intellectual
property or copyrights
Gives an idea of the pedagogical
implications.
Marguerite Dumas, using the work
by Léonore Chapman et Jan Lopez.
Guided discovery
Individual, group and team activities
No formal evaluation
Gives an idea of how the UoL can be
reused.
15 week course structure
Self-directed Reading Module
Online Brainstorming Activity
Type of LD
Description/context
Provide a short description of the UoL,
Gives a first idea of who the actors
This UoL uses a computer
1
McAndrew, P., Woods, W., Little, A., Weller, M., Koper, R., & Vogten, H. (2004). http://ausweb.scu.edu.au/aw04/papers/refereed/mcandrew/paper.html
2
http://www.licef.teluq.uquebec.ca/fr/index.htm
http://www.reload.ac.uk/ldeditor.html OR
3
Karin Lundgren-Cayrol and Ileana de la Teja (2005)
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Prerequisites
including possible delivery mode usage.
are and the tools involved in
delivering the UoL.
simulation to encourage
collaborative scientific problem
solving. It caters to students
studying natural sciences or
mathematics at university level.
The delivery tools consist of email
and a textual conference system
(asynchronous communication), a
course resource repository.
Identify general prerequisites needed by the
student before starting the UoL as a whole
(Method level).
Specifies the overall entry
requirements for learners before
taking on UoL.
B.A. Physics
Hold basic knowledge of problem
solving strategies.
Specifies the intended outcome of the
UoL.
To apply collaborative scientific
problem solving strategies.
Make a list of all roles actors can take on in the
UoL classifying them either into Learners or
Staff.
Allows developing the Role hierarchy
of UoL. Facilitates role referencing to
keep coherence all through the UoL.
Staff : Moderator, Animator, Tutor,
Learner : Students, Team A1, Team,
List and describe services and learning objects
that are recurrent in the UoL.
There are three types of IMSLD services:
Conference (C), Send-Mail (SM) and IndexSearch (IS).
There is any number of learning objects.
Allows contextual grouping of services
in order to facilitate modeling. They
can all be declared in one
environment and reused in another.
An environment can be reused or
referred to in many places in the LD.
It is also possible to include prerequisites for
each learning activity in each Act.
Learning Objective
Identify general learning objectives for the UoL
as a whole.
It is possible to also include specific learning
objectives for each Learning Activity in every
Act.
Roles
Main learning
environments
Karin Lundgren-Cayrol and Ileana de la Teja (2005)
A2, Group A; Group B, Team B1,
Team B2.
Portal Environment

Asynchronous Conferencing (C)

Announcement board (C)

Email (SM)

Index of all learning activities
and learning objects (IS)
Reading environments:
2


Collaboration types
List types of collaboration and tools needed.
Play
Identify the number of Plays in the UoL and
name them.
Different Plays are used when, for the same
set of learning objectives and prerequisites, a
different path is needed due to the need for a
different learning strategy or different types of
learning objects.
Act
Identify the number of Acts for each Play. As a
rule, each activity-structure must be associated
to at least 1 role (forming a rolepart), which
means that this role is inherited into all subactivities. If this rolepart should be absent in
one or several sub-activities, a new act needs
to be developed. It is however possible, to
associate a new role at any point in the activity
structure.
An act consists of concurrently played
roleparts. A rolepart is the association between
a role and an activitiy, such as an Activity
structure, Learning or Support Activity or an
External Unit of Learning, which may have an
environment containing learning objects,
outcomes and services.
Karin Lundgren-Cayrol and Ileana de la Teja (2005)
Helps to structure and model the type
of services and learning objects
required in collaborative activities.
Allows to easily producing correct
number of Plays.
Knowing the number of acts from the
start is time saving and gives a good
idea of the scope and complexity of
UoL.


Repository
Index of learning objects
Synchronous brainstorming
Asynchronous group discussion
Same unit can be played in two or
more languages.
Play 1: English
Play 2: French
Same unit can be played for
completely online versus blended
education.
Play 1: Online
Play 2: Blended
Act 1

Individually, each student tries
to solve the problem proposed
by the simulation tool

Each student proposes a
strategy to solve the problem
and justifies the solution.

Each student sends a proposition
to his/her group
Act 2
The propositions are discussed
within each team in the forum.

Each team solution is posted on
the announcement board for the
others to read.

Each team analyses the
propositions from the other
teams.

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Act 3
As a group, all solutions are
discussed to evaluate the quality
of each strategy

Individually, each student votes
on the solution s/he sees as the
best

Activity Structures
If you have recurrent sets of sequential and/or
selective activities, create an activity structure
for each set and associate appropriate roles.
Other needs
List any external system that needs to be
connected to the UoL.
The Activity Structure might help to
construct external UoLs which then
become reusable in other UoL’s
Activity Structures.
Permits to link outcomes to other
systems.
Activity Structure 1: Self-directed
reading module
Activity Structure 2: Guided reading
with test

ePortfolio management system

Student account management
system
* Optional
Karin Lundgren-Cayrol and Ileana de la Teja (2005)
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Analysis Tasks
Description
Provide Title
Indicate Author(s)
Describe main Pedagogical
type
Classify LD according to
granularity
Describe context
Specify Prerequisites
Specify Learning Objectives
Structure Roles to identify Staff
and Learners
Identify main learning
environments’ Services and
Learning Objects
Describe main collaborative
activities
Define number of plays
Define number of Acts
Identify sets of recurrent
activities in Activity Structures
List other system(s) connected
to the UoL.
Karin Lundgren-Cayrol and Ileana de la Teja (2005)
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