1. Supporting an English tutor in using IMS Learning Design Mark Baxendale Liverpool Hope University

2. Overview Background and context Authoring process & demonstration Running with learners & demonstration Tutor experience Learner experience

3. Background Using IMS Learning Design (IMS LD) tools in a real Higher Education context Tutors drawing up and using IMS LD with support

4. The context English tutor at Liverpool Hope University (LHU) Supported in drawing up an IMS LD unit of learning (UoL) Using the Reload IMS LD editor UoL supports a six-week topic: “Mythologies of Loss” within a second year HE module “Twentieth-Century Readings”

5. The authoring process Tutor attended an authoring workshop Subsequently drew up a design to IMS LD level A using Reload –Some support Expert authored to level B (properties & conditions) using Reload

6. Demonstration: authoring

7. Running with students UoL published to the SLeD IMS LD player Running on a server at LHU Made available to learners attending the tutor’s module.

8. Demonstration: running

9. Tutor experience Saw the potential of the approach to help him to visualise the learning design, and to provide the learners with a visual overview of their route through the topic

10. Learner experience Generally positive about: –guidance offered –ease of navigation –ease of use –usefulness Negative about –reliability and correct operation –More to with institutional infrastructure

11. Learner experience “SLeD much better than [the institutional VLE], but would be even better if there was a forum” “I have contributed to discussions set by the lecturer and was able to download readings for class, after some difficulty at first”

12. Summary Tutor felt that the system was generally beneficial for him and for learners Learners generally positive Shown it is possible for non- expert to use IMS LD –But a lot of support required –Tools still need to be improved