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The paper reports on developing and testing a prototype search model for these repositories. 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Buzza  \nDavid Bean  \nKevin Harrigan  \nTom Carey  \nAuthor  \nDr. Dawn Buzza ([dawn@lt3.uwaterloo.ca](dawn@lt3.uwaterloo.ca)) is a Research Project Manager at the Centre for Learning & Teaching through Technology ( LT3) , University of Waterloo . Correspondence concerning this article should be addressed to: Dawn C. Buzza, LT3, University of Waterloo, Waterloo, ON, Canada N 2 L 3G 1.  \nDavid Bean ([dbean@uwaterloo.ca](dbean@uwaterloo.ca)) is a Systems Integration Specialist for Learning Systems in the Centre for Learning and Teaching Through Technology at the University of Waterloo, Canada .  \nDr. Kevin Harrigan ([kevinh@uwaterloo.ca](kevinh@uwaterloo.ca)) is an Associate Professor in Applied Health Sciences and Associate Director: Learning Objects Programs in the Centre for Learning and Teaching Through Technology, both at the University of Waterloo, Canada .  \nDr. Tom Carey (tcarey@uwaterloo .ca) is Associate Vice President, Learning Resources and Innovation, University of Waterloo, Canada .  \nAbstract  \nThe IMS Learning Design specification provides a potential means for capturing units of instruction in a machine readable, consistent way . However, in order for the IMS Learning Design specification to be used widely by educators and instructional designers for whom it is intended, we will need effective ways for users to contribute to, access and adapt the repositories where reusable learning designs are collected and stored. This paper describes a project conducted to develop and test a prototype search model for learning design repositories . We argue for development of a controlled vocabulary to describe and label learning designs . In this way, designs can be accessed according to a variety of pedagogical, as well as topical criteria specific to the instructional purposes and perspectives of t he user.  \nRé sumé : La caracté ristique de conception de scé narios d’apprentissage de la norme IMS permet de saisir des unit é s d’enseignement uniformes et lisibles par la machine . Toutefois, pour que cette caracté ristique soit utilis é e couramment par les éducateurs et les concepteurs de maté rie l d’enseignement auxquels e lle s ’adresse,  \nnous devrons mettre en place des méthodes efficaces permettant aux utilisateurs de contribuer aux logithèques, d’y accéder et de les adapter lorsque les scé nariosd’apprentissage ré utilisables sont recueillis puis emmagasiné s . L’article décrit un projet portant sur la conception et la m ise à l’essai d’un modèle de recherche pilote pour les logithèques de scé narios d’apprentissage . Nous penchons versl’élaboration d’un vocabulaire s électionné « axé sur l’utilisation » pl utôt qu’un vocabulaire s électionné « axé sur la théorie » afin de décri re et d’identifier lesscé narios d’apprentissage . Ainsi, on pourra accéder aux scé narios au moyen de divers crit è res liés à la pédagogie et aux sujets propres aux objectifsd’enseignements et aux perspectives de l’utilisateur.  \nIntroduction  \nThe IMS Learning Design [ LD] specification (IMS Global Learning Consortium, 2003) offers tremendous potential for providing sharable, interoperable resources for instructors and instructional designers, in the form of reusable designs for units of learning that meet a wide range of instructional goals . For this power to be realized, however, more effort needs to be focused on developing conceptual documentation and tools for instructors to use in accessing, adapting, and in further developing such reusable descriptions and designs .  \nThis paper describes our part of a collaborative project, involving several Canadian university partners, investigating the potential of I MS LD in a post secondary environment. At the University of Waterloo, we focused on issues concerning the development of pedagogical languag","cbCaikXqu8iRSPdD","https://ap.wps.com/l/cbCaikXqu8iRSPdD","pdf",1297045,"English","# Abstract\n# Introduction\n# Task Definition and Methodology","[{\"question\":\"What problem does the paper address in using IMS Learning Design repositories?\",\"answer\":\"It addresses how educators and instructional designers can effectively contribute to, access, and adapt repositories so the IMS Learning Design specification can be used widely.\"},{\"question\":\"What was developed and tested in the project described?\",\"answer\":\"A prototype search model for learning design repositories, including various search criteria tested with users.\"},{\"question\":\"Why does the paper advocate a controlled vocabulary?\",\"answer\":\"To describe and label learning designs in a way that supports access through multiple pedagogical and topical criteria based on users’ instructional purposes and perspectives.\"}]","Learning Design Repositories: Adapting Learning Design Specifications For Shared Instructional Knowledge - Abstract | PDF",1792085448]