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IMS Learning Design (IMS LD) is an open specification to support interoperability of advanced educational designs for a wide range of technology-enhanced learning solutions and other units of learning. This paper analyses approaches to model personalised learning experiences with and without explicit adaptive features in IMS LD. The paper has two main parts. The first part analyses the relation between orchestrating learning and IMS LD’s semantic features. The second part compares modelling strategies for educational designs for personalised learning in non-collaborative learning units using IMS LD Level A and IMS LD Level B features. The analysis is based on two worked-out IMS LD units. The paper concludes with a comparison of the two modelling approaches and addresses gaps when integrating adaptation concepts at the levels of the specification.

In this paper we analyse open standards for supporting the reuse of OER in different knowledge domains based on a generic architecture for content federation and higher-order services. Plenty OER are available at different institutions. We face the problem that the mere availability of these resources does not directly lead to their reuse. To increase the accessibility we integrated existing resource repositories to allow educational practitioners to discover appropriate resources. On top of this content federation we build higher order services to allow re-authoring and sharing of resources. Open standards play an important role in this process for developing high-level services for lowering the thresholds for the creation, distribution and reuse of OER in higher education.