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the contribution of two groups of learning designers;
one group was supported with Notes and History,
while the other was not. Learning designers
supported with Notes and History presented better
contribution and higher workspace awareness than
the others. They understood what updates had been
made, what other authors had done, what the reasons
of updates, and who made update. To conclude, the
experiment results present evidence that Notes and
History give positive impacts in authoring IMS LD
(Conclusion 2). Another finding was about the
importance of Notes. Learning designers considers
that Notes and objects’ Notes are more necessary
than History’s Note (Conclusion 3).
Finally, although the experiments have
confirmed that asynchronous collaborative authoring
method with features for limited communication
(Notes) and workspace awareness (Notes and
History) is suitable for authoring learning designs,
further studies to compare this approach with other
approaches are required to find the best approach for
collaborative authoring of IMS LD.
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