ASK-LDT: Difference between revisions
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== Definition == | == Definition == | ||
The ASK Learning Designer Toolkit (ASK-LDT) (Sampson et al., 2005) is a tool supporting the proposed | The ASK Learning Designer Toolkit (ASK-LDT) (Sampson et al., 2005) is a tool supporting the proposed architectural approach for learning activities authoring. It is tool built on top of [[IMS Learning Design]] | ||
architectural approach for learning activities authoring. {{quotation|The core design concept of the ASK-LDT is to provide a graphical user interface for the design and sequencing of learning activities, which, on one hand uses a standard low-level notation language for the description of learning scenarios (so as to be able to inter-exchange learning activities between different systems), and on the other hand enables pedagogical designers to use their own design notation (high-level notation) for the definition of learning scenarios}} (Smapson & Karamperis, 2006). | |||
{{quotation|The core design concept of the ASK-LDT is to provide a graphical user interface for the design and sequencing of learning activities, which, on one hand uses a standard low-level notation language for the description of learning scenarios (so as to be able to inter-exchange learning activities between different systems), and on the other hand enables pedagogical designers to use their own design notation (high-level notation) for the definition of learning scenarios}} (Smapson & Karamperis, 2006). | |||
Authoring with ASK-LDT involveds five steps: | |||
* Definition of pedagogical elements. These are defined as activity types of eithers learning or support activity. | |||
* Definition of the environment. This includes definition of the tools, e.g. a virtual lab environment, a forum or a software service. | |||
* Definition of the learning scenario, i.e. an activiy sequence with roles and environments | |||
* Statistical analysis. The tool will show the designer his decisions | |||
* Content packaging. Definition of needed concent components. | |||
== Status == | == Status == | ||
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== Bibliography == | == Bibliography == | ||
* | |||
* Sampson D., Karampiperis P. and Zervas P. (2005) ASK-LDT: a Web-based Learning Scenarios Authoring Environment based on IMS Learning Design. Advanced Learning Technologies Journal, 2 (5). | * Sampson D., Karampiperis P. and Zervas P. (2005) ASK-LDT: a Web-based Learning Scenarios Authoring Environment based on IMS Learning Design. Advanced Learning Technologies Journal, 2 (5). | ||
* Sampson D., Karampiperis P. (2006) Towards Next Generation Activity-based Learning Systems. International Journal on E-Learning (ISSN 1537-2456), vol.5(1), pp 129-150, Chesapeake, AACE Press, January 2006. [http://www.editlib.org/index.cfm?fuseaction=Reader.ViewAbstract&paper_id=21766 abstract/HTML/PDF] | * Sampson D., Karampiperis P. (2006) Towards Next Generation Activity-based Learning Systems. International Journal on E-Learning (ISSN 1537-2456), vol.5(1), pp 129-150, Chesapeake, AACE Press, January 2006. [http://www.editlib.org/index.cfm?fuseaction=Reader.ViewAbstract&paper_id=21766 abstract/HTML/PDF] | ||
[[Category: Educational modelling languages]] | [[Category: Educational modelling languages]] | ||
Revision as of 17:59, 27 January 2009
Definition
The ASK Learning Designer Toolkit (ASK-LDT) (Sampson et al., 2005) is a tool supporting the proposed architectural approach for learning activities authoring. It is tool built on top of IMS Learning Design
“The core design concept of the ASK-LDT is to provide a graphical user interface for the design and sequencing of learning activities, which, on one hand uses a standard low-level notation language for the description of learning scenarios (so as to be able to inter-exchange learning activities between different systems), and on the other hand enables pedagogical designers to use their own design notation (high-level notation) for the definition of learning scenarios” (Smapson & Karamperis, 2006).
Authoring with ASK-LDT involveds five steps:
- Definition of pedagogical elements. These are defined as activity types of eithers learning or support activity.
- Definition of the environment. This includes definition of the tools, e.g. a virtual lab environment, a forum or a software service.
- Definition of the learning scenario, i.e. an activiy sequence with roles and environments
- Statistical analysis. The tool will show the designer his decisions
- Content packaging. Definition of needed concent components.
Status
Unknown, Daniel K. Schneider couldn't figure out if this language/system is still alive or begin further developed.
Bibliography
- Sampson D., Karampiperis P. and Zervas P. (2005) ASK-LDT: a Web-based Learning Scenarios Authoring Environment based on IMS Learning Design. Advanced Learning Technologies Journal, 2 (5).
- Sampson D., Karampiperis P. (2006) Towards Next Generation Activity-based Learning Systems. International Journal on E-Learning (ISSN 1537-2456), vol.5(1), pp 129-150, Chesapeake, AACE Press, January 2006. abstract/HTML/PDF