Authoring learning designs: The expressiveness of IMS LD and collaboration supports

To date, learning technologies have offered new opportunities to meet the needs of learners and teachers for learning systems supporting adaptive and collaborative learning. These opportunities come with a challenge regarding the provision of pedagogical knowledge, which is commonly comprised in learning designs. There are two issues in authoring learning designs, that are authoring approaches and knowledge representations. In this paper, we propose a collaborative authoring approach for creating learning designs and discuss our analysis on the pedagogical expressiveness of IMS Learning Design for adaptive and collaborative learning. A qualitative experiment was conducted to test the proposed authoring approach. As a result, it is proven that learning designers can work effectively in asynchronous collaborative work with implicit coordination and awareness supports in forms of Notes of History.