Higher education institutions need to communicate and share good teaching practices among their department and staff. These teaching practices need to be more explicit particularly when facing certification or evaluation. However, there is uncertainty regarding the capacity of teachers to understand standardized languages for instructional modeling such as IMS Learning Design. In addition it is also unclear how teachers' current teaching practices fit with the requirements of standardizing instructional models including the use of corresponding technology.
Open Graphical Learning Modeller with connection to Open ICOPER Content Space (OICS)
Open Graphical Learning Modeler (OpenGLM) is an open-source application developed to support instructional modeling scenarios. OpenGLM assists teachers in setting up instructional models (e.g. courses, teaching methods) and allows the saving of models in an institutional repository for reuse and sharing. OpenGLM is connected to the OICS, an international repository for sharable educational resources, which is designed to support learning outcome assignment to instructional models. A screenshot of OpenGLM can be viewed below.
Teachers' Understanding of IMS Learning Design (LD)
ICOPER investigated how IMS LD, a specification for formally describing instructional models, (may) affect teachers in their teaching practice. We evaluated how well teachers converted a prescribed learning scenario into IMS LD format, once with paper representations of IMS LD elements and once with IMS LD authoring software. One key finding was that teachers were able to understand the elements, structure, and modeling metaphor of IMS LD after a brief introductory demonstration. They were self-sufficiently able to set up an instructional model that was conformant to IMS LD. To minimize efforts for learning IMS LD, we recommend mapping common vocabulary terms used at an institution to the IMS LD terms.
We set up a study identifying the purpose that a taxonomy of teaching methods has to fulfill at a higher education institution. After reviewing previous taxonomies for learning and teaching, we identified a lack of categorizations for teaching methods that are user-oriented. Our goal was to identify the high level facets of the teaching method taxonomy based on the working language and the logical organization principles of teachers. Through interviews and case study research, we identified the following top level facets for the teaching method taxonomy: course type, subject matter, semester structure, study phase, and number of students. According to this taxonomy, teaching methods can be organized in the university's repository.
IMS Learning Design authoring software including interface to the Open ICOPER content space (OICS)
Open Graphical Learning Modeler http://sourceforge.net/ projects/openglm
Report on standardized description of instructional models http://icoper.org/deliverables/ICOPER_D3.1.pdf
ISURE: Report on usage of and recommendations for instructional modeling specifications http://icoper.org/deliverables /ICOPER_D3.2.pdf
Investigating Teachers' Understanding of IMS Learning Design: Yes They Can! http://tinyurl.com/derntlimsld
Constructing and Evaluating a Description Template for Teaching Methods http://tinyurl.com/derntlconstructing
Users in the Driver's Seat: A New Approach to Classifying Teaching Methods in a University Repository http://tinyurl.com/neumannclassification