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Improving the Workspace Awareness of Authors in Asynchronous Collaborative Authoring of Learning Designs
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, , The University of Southampton, United Kingdom

EdMedia + Innovate Learning, in Denver, Colorado, USA ISBN 978-1-880094-95-2 Publisher: Association for the Advancement of Computing in Education (AACE), Waynesville, NC

Abstract

Creating adaptive learning resources is a complex, time-consuming process. Problems emerged regarding interoperability, reusability, and collaboration. This paper discusses a collaborative authoring approach to develop adaptive learning resources. The contribution of this paper is twofold. The first contribution is the analysis of the most suitable learning standard for representing adaptive learning resources and to be used for collaborative authoring. It is gained from an analysis and experiments through designing some small cases in various learning standards. The second contribution is the analysis of the implication of two collaborative features: Notes in which authors can leave comments and History which records provenance information. It is gained from a Between-group experiment. One finding shows that IMS Learning Design (IMS LD) has more advantages than other learning standards. Another finding shows that Note and History have positive implications for collaborative authoring of adaptive learning resources represented in IMS LD.

Citation

Nurjanah, D. & Davis, H.C. (2012). Improving the Workspace Awareness of Authors in Asynchronous Collaborative Authoring of Learning Designs. In T. Amiel & B. Wilson (Eds.), Proceedings of EdMedia 2012--World Conference on Educational Media and Technology (pp. 1366-1376). Denver, Colorado, USA: Association for the Advancement of Computing in Education (AACE). Retrieved September 18, 2019 from .

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