The first aim of this work is to assess the IMS-LD specification against a case-study relying on constructivist educational principles. From the analysis of the pros and cons of IMS-LD, we outline modelling principles and a language to specify diverse views of in context concepts (roles, activities, learning events, etc). Some capabilities of this language are then exemplified on the same case-study.
['Thierry Nodenot']
Towards Pedagogically Neutral EML Making Use of De-Contextualized Learning Objects: Myth or Reality?