Relevant bibliographies by topics / Learning Tools Interoperability (LTI)

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  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers

Academic literature on the topic 'Learning Tools Interoperability (LTI)'

Author: Grafiati
Published: 4 June 2021
Last updated: 11 February 2022

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Journal articles on the topic "Learning Tools Interoperability (LTI)"

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Shcherbyna, Oleksandr A. "LEARNING TOOLS INTEROPERABILITY – НОВИЙ СТАНДАРТ ІНТЕГРАЦІЇ ДЛЯ ПЛАТФОРМ ДИСТАНЦІЙНОГО НАВЧАННЯ". Information Technologies and Learning Tools 47, № 3 (2015): 167. http://dx.doi.org/10.33407/itlt.v47i3.1246.

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For information technology in education there is always an issue of re-usage of electronic educational resources, their transferring possibility from one virtual learning environment to another. Previously, standardized sets of files were used to serve this purpose, for example, SCORM-packages. In this article the new standard Learning Tools Interoperability (LTI) is reviewed, which allows users from one environment to access resources from another environment. This makes it possible to integrate them into a single distributed learning environment that is created and shared. The article gives
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Winterhagen, Michael, Munir Salman, Matthias Then, et al. "LTI-Connections Between Learning Management Systems and Gaming Platforms." Journal of Information Technology Research 13, no. 4 (2020): 47–62. http://dx.doi.org/10.4018/jitr.2020100104.

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E-learning standards like learning tools interoperability can support at realizing innovative learning scenarios in distributed architectures. A learning tools interoperability connection between a learning management system and a gaming platform offers possibilities like embedding a game into an online course and sending player-specific data back to the learning management system. This allows for a new and data-driven evaluation of students' individual learning performances, especially for alternative methods like qualifications-based learning. The learning tools interoperability-specified me
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Paiva, José, José Leal, and Ricardo Queirós. "Gamification of learning activities with the Odin service." Computer Science and Information Systems 13, no. 3 (2016): 809–26. http://dx.doi.org/10.2298/csis160123025p.

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Existing gamification services have features that preclude their use by e-learning tools. Odin is a gamification service that mimics the API of state-of-theart services without these limitations. This paper presents Odin as a gamification service for learning activities, describes its role in an e-learning system architecture requiring gamification, and details its implementation. The validation of Odin involved the creation of a small e-learning game, integrated in a Learning Management System (LMS) using the Learning Tools Interoperability (LTI) specification. Odin was also integrated in an
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Then, Matthias, Benjamin Wallenborn, Birgit R. Ianniello, Duc Binh Vu, Michael Fuchs, and Matthias L. Hemmje. "Innovative Authoring Tools for Online-Courses with Assignments - Integrating Heterogeneous Tools of e-Learning Platforms into Hybrid Application Solutions." International Journal of Emerging Technologies in Learning (iJET) 11, no. 02 (2016): 12. http://dx.doi.org/10.3991/ijet.v11i02.5108.

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This paper is concerned with an essential topic in e-learning - course content authoring. Besides supporting the concept of Competence-Based Learning (CBL) our solution is aiming to make effective use of an open integration architecture fostering the interoperability of hybrid e-learning solutions. Modern scenarios ask for interoperable software solutions to seamlessly integrate existing e-learning infrastructures and legacy tools with innovative technologies while being cognitively efficient to handle. In this way, prospective users are enabled to use them seamlessly without learning overhead
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Merzlykin, Oleksandr V. "ХМАРО ОРІЄНТОВАНІ ЕЛЕКТРОННІ ОСВІТНІ РЕСУРСИ ПІДТРИМКИ НАВЧАЛЬНИХ ФІЗИЧНИХ ДОСЛІДЖЕНЬ". Information Technologies and Learning Tools 49, № 5 (2015): 106. http://dx.doi.org/10.33407/itlt.v49i5.1269.

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The definition of cloud educational resource is given in paper. Its program and information components are characterized. The virtualization as the technological ground of transforming from traditional electronic educational resources to cloud ones is reviewed. Such levels of virtualization are described: data storage device virtualization (Data as Service), hardware virtualization (Hardware as Service), computer virtualization (Infrastructure as Service), software system virtualization (Platform as Service), «desktop» virtualization (Desktop as Service), software user interface virtualization
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Manzoor, Hamza, Kamil Akhuseyinoglu, Jackson Wonderly, Peter Brusilovsky, and Clifford A. Shaffer. "Crossing the Borders: Re-Use of Smart Learning Objects in Advanced Content Access Systems." Future Internet 11, no. 7 (2019): 160. http://dx.doi.org/10.3390/fi11070160.

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Researchers in many disciplines are developing novel interactive smart learning objects like exercises and visualizations. Meanwhile, Learning Management Systems (LMS) and eTextbook systems are also becoming more sophisticated in their ability to use standard protocols to make use of third party smart learning objects. But at this time, educational tool developers do not always make best use of the interoperability standards and need exemplars to guide and motivate their development efforts. In this paper we present a case study where the two large educational ecosystems use the Learning Tools
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Schweighofer, Jakob, Behnam Taraghi, and Martin Ebner. "Development of a Quiz – Implementation of a (Self-) Assessment Tool and its Integration in Moodle." International Journal of Emerging Technologies in Learning (iJET) 14, no. 23 (2019): 141. http://dx.doi.org/10.3991/ijet.v14i23.11484.

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Technology Enhanced Learning has become more popular in recent times and many organizations and universities use it as a key instrument in various teaching and training scenarios. At the University of Technology of Graz, some courses require randomized quizzes where question variables can be assigned by arbitrary mathematical functions and this feature is missing in the current solutions. This article describes the development of a quiz application that can be integrated into Moodle by utilization of the Learning Tools Interoperability protocol (LTI). The PHP application is built to support pr
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Santamaría-Buitrago, Frey Alfonso, Javier Antonio Ballesteros-Ricaurte, and Ángela María González-Amarillo. "Ecosystem for the deployment and management of virtual laboratories based on the standard IMS LTI." Revista Facultad de Ingeniería 28, no. 53 (2019): 79–99. http://dx.doi.org/10.19053/01211129.v28.n53.2019.10148.

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The advancement of information and communication technologies occurs due to the evolutionary capacity of computer equipment as well as the existence of increasingly sophisticated tools and applications. Virtual laboratories, a flexible tool which allows to design, simulate, model and test through experimentation real-life processes, are an example. Virtual laboratories have a great impact on engineering as they improve accessibility to experiments, facilitating the development of strategies in the field of education; they include interactive ways to observe, illustrate, demonstrate and investi
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Santamaría-Buitrago, Frey Alfonso, Javier Antonio Ballesteros-Ricaurte, and Juan Sebastián González-Sanabria. "plataforma cloud computing como infraestructura tecnológica para laboratorios virtuales, remotos y adaptativos -Cloud computing as technologic infrastructure for virtual, remote and adaptive labs." Revista Científica 3, no. 23 (2016): 98. http://dx.doi.org/10.14483/udistrital.jour.rc.2015.23.a8.

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Actualmente las instituciones de educación superior desarrollan su docencia apoyada en los campus virtuales, en modalidad tanto presencial como semipresencial. De igual manera, la internacionalización de la enseñanza abre nuevos desafíos como: la creación de redes de investigación, espacios de trabajos compartidos, laboratorios virtuales y remotos, entre otros, apostando por sistemas de producción, publicación y distribución de contenidos educativos digitales que permitan compartir el conocimiento y el material educativo. La presente propuesta pretende potencializar el desarrollo de ecosistema
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Mohammed, T. A. S., B. Al-Sowaidi, and F. Banda. "Towards a Technology-Enhanced Blended Approach for Teaching Arabic for Shari’ah Purposes (ASP) in the Light of the South African National Qualifications Framework." International Journal of Information and Education Technology 11, no. 1 (2021): 1–9. http://dx.doi.org/10.18178/ijiet.2021.11.1.1481.

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The study investigates the use of a blended learning approach for teaching Arabic as a foreign language at a South African Islamic college in the light of the South African National Qualifications Framework level descriptors and their critical cross-field outcomes. In particular, the approach has been used for teaching a Ḥadīth Module in an undergraduate BA programme during the second semester of the academic year 2018-2019 at the International Peace College South Africa (IPSA). The college adopts a content and language integrated approach for teaching Arabic. The study concluded that the use
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Dissertations / Theses on the topic "Learning Tools Interoperability (LTI)"

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Sarwar, Reshad, and Nathan Manzi. "More tools for Canvas : Realizing a Digital Form with Dynamically Presented Questions and Alternatives." Thesis, KTH, Kommunikationssystem, CoS, 2019. http://urn.kb.se/resolve?urn=urn:nbn:se:kth:diva-251021.

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At KTH, students who want to start their degree project must complete a paper form called “UT-EXAR: Ansökan om examensarbete/application for degree project”. The form is used to determine students’ eligibility to start a degree project, as well as potential examiners for the project. After the form is filled in and signed by multiple parties, a student can initiate his or her degree project. However, due to the excessively time-consuming process of completing the form, an alternative solution was proposed: a survey in the Canvas Learning Management System (LMS) that replace s the UT-EXAR form.
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Manzoor, Hamza. "Disseminating Learning Tools Interoperability Standards." Thesis, Virginia Tech, 2019. http://hdl.handle.net/10919/90772.

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Until recently, most educational tools have worked in silos. If a teacher wanted her students to complete small programming exercises, record videos, and collaborate through discussion boards, three disconnected tools were probably needed. Learning Tools Interoperability (LTI) is a communication protocol that enables different learning tools to talk to each other and share scores with a Learning Management System (LMS). While most commercial LMS now support LTI, most educational software developed by small research efforts do not. This is often because of the lack of resources needed to unders
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Wonderly, Jackson Daniel. "Improving the Interoperability of the OpenDSA eTextbook System." Thesis, Virginia Tech, 2019. http://hdl.handle.net/10919/94391.

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In recent years there has been considerable adoption of the IMS Learning Tools Interoperability (LTI) standard among both Learning Management Systems (LMS), and learning applications. The LTI standard defines a way to securely connect learning applications and tools with platforms like LMS, enabling content from external learning tools to appear as if it were a native part of the LMS, and enabling these learning tools to send users' scores directly to the gradebook in the LMS. An example of such a learning tool is the OpenDSA eTextbook system which provides materials that cover a variety
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Shahin, Hossameldin Latif. "Design and Implementation of OpenDSA Interoperable Infrastructure." Thesis, Virginia Tech, 2017. http://hdl.handle.net/10919/78682.

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OpenDSA is a system for creating rich eTextbooks that combine quality text with visualizations and interactive, auto-graded exercises. As OpenDSA gains recognition, its use increases each year. This mandates a scalable, reliable, and sustainable infrastructure to accommodate the fast-growing demand for OpenDSA access. We implemented OpenDSA-LTI, an interoperable infrastructure which transforms OpenDSA from a standalone, self-contained eTextbook to an integrated learning tool communicating with a Learning Management System (LMS) through the Learning Tool Interoperability (LTI) protocol. OpenDS
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Terrematte, Patrick Cesar Alves. "A integra??o do tutorial interativo TryLogic via IMS Learning Tools Interoperability: construindo uma infraestrutura para o ensino de L?gica atrav?s de estrat?gias de demonstra??o e refuta??o." Universidade Federal do Rio Grande do Norte, 2013. http://repositorio.ufrn.br:8080/jspui/handle/123456789/18685.

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Made available in DSpace on 2015-03-03T15:47:47Z (GMT). No. of bitstreams: 1 PatrickCAT_DISSERT.pdf: 4794202 bytes, checksum: 05088b21ff2be2b3c2ccec958e7e6b62 (MD5) Previous issue date: 2013-06-03<br>Logic courses represent a pedagogical challenge and the recorded number of cases of failures and of discontinuity in them is often high. Amont other difficulties, students face a cognitive overload to understand logical concepts in a relevant way. On that track, computational tools for learning are resources that help both in alleviating the cognitive overload scenarios and in allowing for
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Kokkalis, Andreas. "On-demand virtual laboratory environments for Internetworking e-learning : A first step using docker containers." Thesis, KTH, Kommunikationssystem, CoS, 2018. http://urn.kb.se/resolve?urn=urn:nbn:se:kth:diva-222010.

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Learning Management Systems (LMSs) are widely used in higher education to improve the learning, teaching, and administrative tasks for both students and instructors. Such systems enrich the educational experience by integrating a wide range of services, such as on-demand course material and training, thus empowering students to achieve their learning outcomes at their own pace. Courses in various sub-fields of Computer Science that seek to provide rich electronic learning (e-learning) experience depend on exercise material being offered in the forms of quizzes, programming exercises, laborator
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Stöwesandt, Robert. "Umsetzung einer Systemkopplung zwischen der Lernplattform OPAL und einer IMS LTI Schnittstelle." 2018. https://monarch.qucosa.de/id/qucosa%3A32938.

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Die vorliegende Bachelorarbeit befasst sich mit dem Learning Tools Interoperability Standard, kurz LTI Standard. Ziel ist es hierbei nicht nur den LTI Standard an sich in seiner Anwendung zu evaluieren sondern ebenso eine eigene Implementierung dieser Schnittstellendefinition zu erarbeiten. Um eine solche Implementierung zu erreichen wird sich Eingangs intensiv mit dem Standard in seinen verschiedenen Versionen auseinandergesetzt und anschließend der praktische Einsatz dieser Schnittstelle durch die Evaluation bestehender Kopplungsmöglichkeiten erprobt. Zur Evaluierung wird eine Auswahl von Le
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Aboualizadehbehbahani, Maziar. "Proposing a New System Architecture for Next Generation Learning Environment." Thesis, 2016. http://hdl.handle.net/1805/10289.

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Indiana University-Purdue University Indianapolis (IUPUI)<br>The emergence of information exchange and act of offering features through external interfaces is a vast but immensely valuable challenge, and essential elements of learning environments cannot be excluded. Nowadays, there are a lot of different service providers working in the learning systems market and each of them has their own advantages. On that premise, in today's world even large learning management systems are trying to cooperate with each other in order to be best. For instance, Instructure is a substantial company and can
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Books on the topic "Learning Tools Interoperability (LTI)"

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Blokdyk, Gerardus. Learning Tools Interoperability a Complete Guide - 2020 Edition. Emereo Pty Limited, 2020.

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Book chapters on the topic "Learning Tools Interoperability (LTI)"

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Sierra, Antonio J., Álvaro Martín-Rodríguez, Teresa Ariza, Javier Muñoz-Calle, and Francisco J. Fernández-Jiménez. "LTI for Interoperating e-Assessment Tools with LMS." In Methodologies and Intelligent Systems for Technology Enhanced Learning, 6th International Conference. Springer International Publishing, 2016. http://dx.doi.org/10.1007/978-3-319-40165-2_18.

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Hernández, Rocael, Christian Gütl, and Hector R. Amado-Salvatierra. "Using JSON-LD and Hydra for Cloud-Based Tool Interoperability: A Prototype Based on a Vocabulary and Communication Process Handler for Mind Map Tools." In Open Learning and Teaching in Educational Communities. Springer International Publishing, 2014. http://dx.doi.org/10.1007/978-3-319-11200-8_37.

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Galanis, Nikolas, Enric Mayol, María José Casany, and Marc Alier. "Tools Interoperability for Learning Management Systems." In Open Source Solutions for Knowledge Management and Technological Ecosystems. IGI Global, 2017. http://dx.doi.org/10.4018/978-1-5225-0905-9.ch002.

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E-learning has experienced an extraordinary growth over the last years. We have reached a point in time when most learning institutions have adopted an LMS as an integral element of their teaching and learning infrastructure. In parallel, the number of educational tools available for learning is increasing and keeps evolving. This variety means that it is not always easy or possible to add these educational tools into LMSs to enhance the learning process. It would, however, be in everyone´s interest for these tools to interact with the LMSs. To solve the problem of interoperability between LMS and learning tools, several interoperability standards define ways so that LMSs can interface with external learning tools in order to make them accessible from within the learning platform in an intuitive and concise way. This chapter is focused on the service-oriented approach to interoperability and specifically on the IMS LTI standard and the TSUGI hosting environment that aims to simplify the integration of external learning tools.
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Paiva, José Carlos, José Paulo Leal, and Ricardo Alexandre Peixoto de Queirós. "Design and Implementation of an IDE for Learning Programming Languages Using a Gamification Service." In Advances in Game-Based Learning. IGI Global, 2017. http://dx.doi.org/10.4018/978-1-5225-1034-5.ch014.

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This chapter presents the architecture and design of Enki, an Integrated Development Environment (IDE) for learning programming languages on Massive Open Online Courses (MOOCs). This environment can be used as a tool by a Learning Management System (LMS) and a typical LMS such as Moodle can launch it using the Learning Tool Interoperability (LTI) API. Student authentication tokens are passed via LTI, thus integrating Enki in the single sign-on domain of the academic institution. The proposed tool has a web user interface similar to those of reference IDEs, where the learner has access to different integrated tools, from viewing tutorial videos, to solving programming exercises that are automatically evaluated. Enki uses several gamification strategies to engage learners, including generic gamifications services provided by Odin and the sequencing of educational resources. The course content (videos, PDFs, programming exercises) is progressively disclosed to the learner as he successfully completes exercises. This is similar to what happens in a game, where new levels are unlocked as the previous are completed, thus contributing to the sense of achievement.
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"Highlights From Extracted Eras of a Live LMS Instance." In Methods for Analyzing and Leveraging Online Learning Data. IGI Global, 2019. http://dx.doi.org/10.4018/978-1-5225-7528-3.ch013.

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The data created as a byproduct of the functioning of a learning management system (LMS) have been made available to administrators of LMSes through multiple channels on Instructure's Canvas LMS. One of these channels is the packaged “Reports” function in the Admin section, which enables users to download data tables based on formal terms of the academic calendar (all terms, fall, spring, summer, and others). This work explores some highlights from select extracted eras (time periods) of a live LMS instance at Kansas State University. This chapter includes the first term out of the gate for the LMS, public courses and recently deleted ones during the fall/spring/summer sessions during the LMS lifespan, learning tools interoperability (LTI) reports in the LMS instance, competencies, and other insights. Various contemporary data analytics methods are applied to extract meanings from this time-based data.
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Montoro, Alicia, Ildefonso Ruano Ruano, Elisabet Estévez Estévez, Juan Gómez Ortega, and Javier Gámez García. "Una integración a sistemas de gestión de aprendizaje en estándares de un sistema barra-bola." In XLII JORNADAS DE AUTOMÁTICA : LIBRO DE ACTAS. Servizo de Publicacións da UDC, 2021. http://dx.doi.org/10.17979/spudc.9788497498043.282.

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Los laboratorios de tipo online tienen cada vez más aceptación dentro de la educación universitaria relacionada con las ciencias, tecnologías, ingenierías y matemáticas (CTIM o STEM en inglés), donde el trabajo práctico es de vital importancia para los estudiantes. El presente trabajo trata un ejemplo de integración de un laboratorio online en un sistema de gestión de aprendizaje (LMS-Learning Management System). Los estándares SCORM (Shareable Content Object Reference Model) y LTI (Learning Tool Interoperability) ofrecen la posibilidad de integrar laboratorios online en un LMS. Este trabajo, ha adaptado un sistema barra-bola convencional para posteriormente tratarlo como ejemplo de integración de un laboratorio online virtual y remoto al LMS de la Universidad de Jaén a través del estándar SCORM.
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García, F. J., A. J. Berlanga, and J. García. "A Semantic Learning Objects Authoring Tool." In Encyclopedia of Human Computer Interaction. IGI Global, 2006. http://dx.doi.org/10.4018/978-1-59140-562-7.ch075.

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The introduction of computers is recreating a new criterion of differentiation between those who become integrated as a matter of course in the technocratic trend deriving from the daily use of these machines and those who become isolated by not using them. This difference increases when computer science and communications merge to introduce virtual education areas, where the conjunction of teacher and student in the space-time dimension is no longer an essential requirement and where the written text becomes replaced (or rather complemented) by the digital text (García &amp; García, 2005). In order to rescue those educators who have much to offer in an educational system, whether virtual or presential, as authors of teaching resources, suitable authoring tools should be designed, thinking more in the pedagogical process than in the technical aspects. Hypertext Composer, or simply HyCo, is one of these authoring tools, which presents a pedagogical interaction model that makes easier the creation of educational resources for every teacher/author, independently of his or her computer expertise level. At the same time, HyCo is an authoring tool and a retrieval tool, in that it encapsulates all the complexity in handling current tools within the facilities that the author needs and offers, as a result, a hypermedia teaching product that can be distributed in different formats for the user’s access. HyCo has an important semantic basis that nears this tool to the Semantic Web concept (Berners-Lee, Hendler &amp; Lassila, 2001) and allows creating Semantic Learning Objects (SLO) that could be imported for more specialized Learning Management Systems (LMS). In order to achieve the semantic definition of the created educational resources, HyCo uses Learning Technology Standards or Specifications (LTS), looking for obtaining contents that are able to work in other systems (interoperability), follow-up information about learners and contents (manageability), usability in other contexts (reusability), and avoiding obsolescence (durability). This article is devoted to introducing HyCo as an authoring/retrieval tool of SLOs, which presents an interaction model that hides all the technical complexity to the authors but, at same time, offers all the power of semantic definitions in order to publish or use the contents in advanced e-learning environments. The rest of the article is organized as follows: the Background section establishes the background of the presented topic, making a comparison with related works; the HyCo Authoring Tool section presents the HyCo authoring tool; finally, the sections Future Trends and Conclusion provide the future trends and the remarks of the article, respectively.
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Rizzardini, Rocael Hernandez, and Christian Gütl. "A Cloud-Based Learning Platform." In Advances in Educational Technologies and Instructional Design. IGI Global, 2016. http://dx.doi.org/10.4018/978-1-4666-9924-3.ch008.

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A wide range of innovative Web 2.0 tools can be used for STEM education; however, learning orchestration issues arise in terms of management, adaption, and intervention. These issues can be solved through the manipulation of the tools' Web application programming interfaces (APIs) in order to orchestrate the learning experience. In this chapter, the authors present a learning platform that is capable of orchestrating learning activities through Web interoperability with Web 2.0 tools. This interoperability is realized through advanced Semantic Web technologies such as JSON-LD and Hydra, and a specialized architecture to automatically recognize, process, and use the tools' Web APIs. Finally, an evaluation of the architecture in a Massive Open Online Course is presented which reveals satisfactory usability and emotional evaluation results.
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Yen, Neil Y., Timothy K. Shih, Qun Jin, Hui-Huang Hsu, and Louis R. Chao. "Mashup of E-Learning Services." In Intelligent Learning Systems and Advancements in Computer-Aided Instruction. IGI Global, 2012. http://dx.doi.org/10.4018/978-1-61350-483-3.ch012.

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With the improvement of Internet technologies and multimedia resources, traditional learning has been replaced by distance learning, web-based learning, or other e-learning learning styles. According to distance learning, there are many research organizations and companies who make efforts in developing relevant systems, but they lack interoperability. The only way to reuse these applications is to redevelop them for specific purposes. In order to solve this situation and norm the various learning resources, IMS proposes a new e-learning standard named “Common Cartridge.” This standard not only integrates the past e-learning standards like LOM, SCORM, and QTI, but also proposes a technical architecture, called Learning Tools Interoperability, to make reusable applications among different systems without programming again. In this chapter, the authors firstly introduce the current e-learning environment. Then the authors pay attention to the usage of Common Cartridge standards and discuss the architecture of Learning Tools Interoperability. According to these, the authors point out the e-learning standard that could be widely utilized in the future.
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"Five Academic Years of Activated Third-Party and Custom-Coded Applications on an LMS Instance." In Methods for Analyzing and Leveraging Online Learning Data. IGI Global, 2019. http://dx.doi.org/10.4018/978-1-5225-7528-3.ch002.

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On Canvas's data portal, the “external_tool_activation_dim” data table showcases applications activated on the LMS instance through an LTI or other integration mechanism. The “apps” include those by third-party content providers, publishers, software makers, social media platforms, as well as in-house developers. The linked resources include e-books, simulated labs, inter-communications tools, digital content hosting services, assessment supports, proctoring services, work management tools, micro-credentialing services, and others. Understanding which third-party and customized applications are activated may shed light on the interests of the online instructors, the gaps between activated applications and available ones, local custom-coded applications, and others. This chapter captures activated app data through the full lifespan of the LMS instance at Kansas State University to the present moment and encapsulates five academic years: Fall 2013 – Summer 2014, Fall 2014 – Summer 2015, Fall 2015 – Summer 2016, Fall 2016 – Summer 2017, and Fall 2017 – Spring 2018.
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Conference papers on the topic "Learning Tools Interoperability (LTI)"

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Tsui, E., W. M. Wang, and Farzad Sabetzadeh. "Enacting Personal Knowledge Management & learning with web services interoperability tools." In 2014 IEEE 3rd International Conference on Cloud Computing and Intelligence Systems (CCIS). IEEE, 2014. http://dx.doi.org/10.1109/ccis.2014.7175785.

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Jurado, Francisco, and Miguel A. Redondo. "Learning tools interoperability for enhancing a distributed personal learning environment with support for programming assignments." In 2014 International Symposium on Computers in Education (SIIE). IEEE, 2014. http://dx.doi.org/10.1109/siie.2014.7017710.

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Chacon-Perez, Jonathan, Davinia Hernandez-Leo, Valerie Emin, and Eloy Villasclaras. "An Ontology-Based Architecture for the Management and Interoperability of Patterns in Collaborative Learning Design Tools." In 2014 IEEE 14th International Conference on Advanced Learning Technologies (ICALT). IEEE, 2014. http://dx.doi.org/10.1109/icalt.2014.83.

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Terrematte, Patrick, and João Marcos. "Ensino de Lógica através de estratégias de Demonstração e Refutação: A integração do tutorial interativo TryLogic via IMS Learning Tools Interoperability." In XXIV Simpósio Brasileiro de Informática na Educação. Sociedade Brasileira de Computação, 2013. http://dx.doi.org/10.5753/cbie.sbie.2013.967.

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You might also be interested in the extended bibliographies on the topic 'Learning Tools Interoperability (LTI)' for particular source types:
Journal articles
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