Using and enhancing a normalized IMS-LD description to support learners in their appropriation of a distance-learning curriculum

Abstract

The general context of our work is the support that can be proposed to a distance learning student in order to appropriate a curriculum to him. In this paper we explore how the IMS learning design (LD) norm can be used to address this issue. An LD model of a curriculum permits the construction of tools that allow a student to visualize different points of view on the curriculum items, annotate his progression in the activities or build individual projects. We present what can be done with an LD model and how this model can be enhanced to propose more helpful appropriation means.