Oleg Liber

The IMS LD specification is internally complex and has been used in a number of different ways. As a result users who have a basic understanding of the role of the specification in interoperability may nevertheless find it difficult to get an overview of the potential of the specification, or to assess what has been achieved through its use. This chapter seeks to make the task simpler by articulating the modes of use of the specification and analysing the work carried out in each. The IMS LD specification is briefly introduced. Four aspects of the IMS Learning Design specification are identified and described: modeling language, interoperability specification, modeling and methodology, and infrastructure. The different opportunities provided by each mode of use are explored and the achievements of work so far carried out are assessed. A number of valuable contributions are identified, but the practical and widespread use of the specification to exchange learning activities has not so far been achieved. The changing technological and organisational environment in which IMS LD operates is discussed, and its implications are explored. Conclusions are offered which summarise achievements with IMS LD to date, with comments on prospects for the future.

The concept of ‘Personal Learning Environment’ (PLE) is fast emerging as a significant branch of learning technology. This paper describes the approach to this topic adopted by the Centre for Educational Technology and Interoperability Standards (CETIS) PLE project in the definition of a PLE Reference Model and in building a PLE prototype. In a domain that is typified by emerging technology, discursive differences and a lack of common terms of reference, we explain our approach in identifying three perspectives on the PLE for analysis: themes, patterns and categories. These three strands are viewed as different ‘strata’ to approach the topic, the interplay between which has led to a perspective on the PLE which has combined an analysis of current PLE-focused discourse (themes), an examination of current practice (patterns) and an attempt to define phenomenological categories of the ‘PLE experience’ from the philosophy of technology and cybernetics. We introduce our model as the focal point for these different investigations and discuss how the model can help in the effort to coordinate technological and discursive developments that will ensue in this area. We argue that the approach adopted in defining the model has allowed us to produce an effective tool for coordination of discourse and technological design, and that the identification of categories has contributed a powerful element to our analysis – one which may have application in other areas of e-learning.