Handbook of research on e-learning standards and interoperability: frameworks and issues
Gespeichert in:
| Format: | Buch |
|---|---|
| Sprache: | English |
| Veröffentlicht: |
Hershey [u.a.]
Information Science Reference
2011
|
| Schlagworte: | |
| Online-Zugang: | Inhaltsverzeichnis |
| Beschreibung: | XXVII, 603 S. graph. Darst. |
| ISBN: | 9781616927899 |
Internformat
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| 245 | 1 | 0 | |a Handbook of research on e-learning standards and interoperability |b frameworks and issues |c [ed. by] Fotis Lazarinis, Steve Green, and Elaine Pearson |
| 264 | 1 | |a Hershey [u.a.] |b Information Science Reference |c 2011 | |
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Datensatz im Suchindex
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| adam_text | IMAGE 1
TABLE OF CONTENTS
FOREWORD XX
PREFACE XXII
SEETION 1
INTEROPERABLE E-ASSESSMENT APPLICATIONS
CHAPTER 1 SUPPORT INTEROPERABILITY AND REUSABIIITY OFEMERGING FORMS OF
ASSESSMENT USING IMS LD AND IMS QTI 1
YONGWU MIAO, OPEN UNIVERSITY OF THE NETHERLANDS, THE NETHERLANDS JO
BOON, OPEN UNIVERSITY OFTHE NETHERLANDS, THE NETHERLANDS MARCEL VAN DER
KLINK, OPEN UNIVERSITY OFTHE NETHERLANDS, THE NETHERLANDS PETER SLOEP,
OPEN UNIVERSITY OFTHE NETHERLANDS, THE NETHERLANDS
ROB KOPER, OPEN UNIVERSITY OF THE NETHERLANDS, THE NETHERLANDS
CHAPTER 2 INTEROPERABLE ASSESSMENT BASED ON COMPETENCY MODELLING 21
ONJIRA SITTHISAK, THAKSIN UNIVERSITY, THAILAND LESTER GILBERT,
UNIVERSITY OF SOUTHAMPTON, UK
CHAPTER 3 IMPLEMENTING DISTRIBUTED ARCHITECTURE OF ONIINE ASSESSMENT
TOOLS BASED ON IMS QTI VER.2 41 VLADIMIR TOMBERG, TALLINN UNIVERSITY,
ESTONIA MART LAANPERE, TALLINN UNIVERSITY, ESTONIA
CHAPTER4 QTI: A FAILED E-LEAMING STANDARD? 59
MICHAEL PIOTROWSKI, ZHAW ZURICH UNIVERSITY OF APPLIED SCIENCES,
SWITZERLAND
IMAGE 2
CHAPTER 5
INTEROPERABILITY ISSUES FOR SYSTEMS MANAGING COMPETENCY INFORMATION: A
PRELIMINARY STUDY 83 BERNARD BLANDIN, UNIVERSITE PARIS OUEST AND CESI
GROUP, FRANCE GEOFFREY FRANK, RTF INTERNATIONAL, USA SIMONE LAUGHTON,
UNIVERSITY O/TORONTO MISSISSAUGA LIBRARY, CANADA KENJI HIRATA, TOYO
UNIVERSITY, JAPAN
SEETION 2
PERSONALIZATION, INTEROPERABILITY AND E-LEARNING STANDARDS
CHAPTER 6 DO CURRENT STANDARDS SUPPORT ADAPTIVE SEQUENCING
INTEROPERABILITY? 106
SERGIO GUTIERREZ-SANTOS, UNIVERSITY 0/ LONDON, UK
CHAPTER7 A STANDARD-BASED FRAMEWORK TO SUPPORT PERSONALISATION,
ADAPTATION, AND INTEROPERABILITY IN INCLUSIVE LEAMING SCENARIOS 126
O.E. SANTOS, THE NATIONAL DISTANCE EDUCATION UNIVERSITY O/SPAIN (UNED),
SPAIN JG. BOTICARIO, THE NATIONAL DISTANCE EDUCATION UNIVERSITY O/SPAIN
(UNED), SPAIN E. RAFFENNE, THE NATIONAL DISTANCE EDUCATION UNIVERSITY
O/SPAIN (UNED), SPAIN J GRANADO, THE NATIONAL DISTANCE EDUCATION
UNIVERSITY O/SPAIN (UNED), SPAIN A. RODRIGUEZ-ASCASO, THE NATIONAL
DISTANCE EDUCATION UNIVERSITY O/SPAIN (UNED), SPAIN
E. GUTIERREZ Y RESTREPO, THE NATIONAL DISTANCE EDUCATION UNIVERSITY 0/
SPAIN (UNED), SPAIN
CHAPTER8 E-LEARNING STANDARDS: BEYOND TECHNICAL STANDARDS TO GUIDES FOR
PROFESSIONAL PRACTICE 170 STEPHEN MARSHALI, VICTORIA UNIVERSITY 0/
WELLINGTON, NEW ZEALAND
CHAPTER 9 INTEROPERABILITY, LEAMING DESIGNS AND VIRTUAL WORLDS: ISSUES
AND STRATEGIES 193
HELEN FARLEY, UNIVERSITY O/QUEENSLAND, AUSTRALIA
CHAPTER 10 SPECIFICATION OF AN ADAPTABLE AND INCLUSIVE E-LEAMING SUPPORT
SYSTEM 207
STEVE GREEN, TEESSIDE UNIVERSITY, UK
CHAPTER 11 BUILDING A FRAMEWORK FOR AN ENGLISH LANGUAGE COURSE IN AN LMS
WITH SCORM COMPLIANT LEARNING OBJECTS AND ACTIVITIES 228
FRANCISCO ARCOS, UNIVERSITY 0/ ALICANTE, SPAIN PABLO ORTEGA, UNIVERSITY
0/ ALICANTE, SPAIN
IMAGE 3
SEETION 3
METADATA, LEARNING OBJECTS, ONTOLOGIES AND SEMANTIC WEB
CHAPTER 12 ENHANCING DIGITAL REPOSITORIES WITH LEAMING OBJECT METADATA
246
ANDREAS D. ALEXOPOULOS, UNIVERSITY 0/ PATRAS, GREECE GEORGIA D. SOLOMOU,
UNIVERSITY 0/ PATRAS, GREECE DIMITRIOS A. KOUTSOMITROPOULOS, UNIVERSITY
0/ PATRAS, GREECE THEODORE S. PAPATHEODOROU, UNIVERSITY 0/ PATRAS,
GREECE
CHAPTER 13 A COMMON SENSE APPROACH TO INTEROPERABILITY 264
KATE TAYLOR, NEWNHAM COLLEGE, UK
CHAPTER 14 LOCALISING E-LEAMING WEBSITES IN THE SEMANTIE WEB ERA 284
DIMITRIS N. KANELLOPOULOS, UNIVERSITY 0/ PATRAS, GREECE
CHAPTER 15 INTEROPERABILITY: STANDARDS FOR LEAMING OBJEETS IN SEIENEE
EDUEATION : 300
MARTA R. ARIZA, UNIVERSITY 0/ JAEN, SPAIN ANTONIO QUESADA, UNIVERSITY 0/
JAEN, SPAIN
CHAPTER 16 SEMANTIE MAPPING BETWEEN LOM - SCORM CONTENT PAEKAGE AND
MPEG-7 CONEEPTS 321 VARVARA VAGIATI, IONIAN UNIVERSITY, GREECE
SEETION 4
APPROACHES AND ISSUES IN INTEROPERABLE APPLICATIONS
CHAPTER 17 OPEN EDUEATIONAL RESOUREES IN E-LEAMING: STANDARDS AND
ENVIRONMENT 346
RICARDO J. REJAS-MUSLERA, UNIVERSIDAD DE ALCAKI, SPAIN ALVARO J.
GARCIA-TEJEDOR, UNIVERSIDAD FRANCISCO DE VITORIA, SPAIN GIGA PEIIALBA
RODRIGUEZ, UNIVERSIDAD FRANCISCO DE VITORIA, SPAIN
CHAPTER 18 INTEROPERABILITY OF WEB- BASED EDUCATION SYSTEMS 360
NATAUA I. HUGHSON, UNIVERSITY 0/ ADVANCING TECHNOLOGY, USA
CHAPTER 19 DIAGNOSTIE AND FORMATIVE E-ASSESSMENT IN ENGINEERING ON A
MOODLE-BASED VLE 378 M C. MORA-AGUILAR, UNIVERSITAT JAUME I, SPAIN J. L.
SANCHO-BRU, UNIVERSITAT JAUME I, SPAIN
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CHAPTER 20
INTEROPERABILITY APPROACH IN E-LEAMING STANDARDIZATION PROCESSES 399
CARMEN BAO, LA RIOJA UNIVERSITY, SPAIN JOSE MARIA CASTRESANA, BASQUE
COUNTRY UNIVERSITY (UPV/EHU), SPAIN
SEETION 5
QUALITY AND PEDAGOGY IN LEARNING TECHNOLOGY
CHAPTER 21 E-LEAMING: PSYCHO-PEDAGOGICAL UTILITY, USABILITY AND
ACCESSIBILITY CRITERIA FROM A LEAMER CENTRED PERSPECTIVE 419
MARTA FUENTES AGUSTI, UNIVERSITAT AUTONOMA DE BARCELONA, SPAIN MARGARIDA
ROMERO VELASCO, UNIVERSITAT AUTONOMA DE BARCELONA, SPAIN MARIA JOSE
HEMANDEZ SERRANO, UNIVERSIDAD DE SALAMANCA, SPAIN
CHAPTER 22 SATISFACTION MEASUREMENT IN EDUCATION 435
LI/YANA NACHEVA-SKOPALIK, TECHNICAL UNIVERSITY OFGABROVO, BULGARIA
CHAPTER 23 QUALITY E-LEAMING GUIDELINES AND THEIR IMPLEMENTATION 467
JOHN MI/NE, MASSEY UNIVERSITY, NEW ZEALAND GORDON SUDDABY, MASSEY
UNIVERSITY, NEW ZEALAND
CHAPTER24 ONLINE DELIVERY OFDEAF STUDIES CURRICULA IN IRELAND AT THIRD
LEVEL 482
BRIAN NOLAN, INSTITUTE OFTECHNOLOGY, IRELAND LORRAINE LEESON, TRINITY
COLLEGE DUBLIN, IRELAND
CHAPTER25 LEAMER MANAGEMENT SYSTEMS AND ENVIRONMENTS, IMPLICATIONS FOR
PEDAGOGY AND APPLICATIONS TO RESOURCE POOR ENVIRONMENTS 499
OLUGBEMIGA T. EKUNDAYO, JACKSON STATE UNIVERSITY, USA FRANCIS TULURI,
JACKSON STATE UNIVERSITY, USA
COMPILATION OF REFERENCES 526
ABOUT THE CONTRIBUTORS 582
INDEX 595
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DETAILED TABLE OF CONTENTS
FOREWORD XX
PREFACE XXII
SEETION 1
INTEROPERABLE E-ASSESSMENT APPLICATIONS
THIS SECTION PRESENTS JIVE CHAPTERS RELATED TO INTEROPERABLE
E-ASSESSMENTS. THE RESEARCH STUDIES INCLUDED IN THIS SECTION DISCUSS THE
ROLE OF E-LEARNING STANDARDS SUCH AS IMS QTI IN ENCODING TESTING DATA.
THEY FURTHER PRESENT EMERGING FORMS OF E-ASSESSMENT AND DISCUSS HOW
THESE CAN BE ACCOMMODATED BY USING ONE SPECIJICATION OR A COMBINATION OF
E-LEARNING STANDARDS.
CHAPTER 1 SUPPORT INTEROPERABILITY AND REUSABILITY OFEMERGING FORMS OF
ASSESSMENT USING IMS LD AND IMS QTI 1
YONGWU MIAO, OPEN UNIVERSITY OFTHE NETHERLANDS, THE NETHERLANDS JO BOON,
OPEN UNIVERSITY OF THE NETHERLANDS, THE NETHERLANDS MARCEL VAN DER
KLINK, OPEN UNIVERSITY OFTHE NETHERLANDS, THE NETHERLANDS PETER SLOEP,
OPEN UNIVERSITY OF THE NETHERLANDS, THE NETHERLANDS
ROB KOPER, OPEN UNIVERSITY OF THE NETHERLANDS, THE NETHERLANDS
IN THIS CHAPTER, THE AUTHORS PRESENT A COMBINED USE OFIMS QTI (QUESTION
AND TEST INTEROPERABILITY) AND IMS LEARNING DESIGN (LD) THAT IS ABLE TO
SUPPORT INTEROPERABILITY AND REUSABILITY OF EMERGING FORMS OF
ASSESSMENT. SUPPORTING THEIR CASE, THEY FIRST ANALYZE THE
CHARACTERISTICS OF FOUTEMERGING FORMS OF ASSESSMENT FROM THE PERSPECTIVE
OF PROCESS TECHNOLOGIES AND PRESENT THE METHOD TO SPECIFY EMERGING AS-
SESSMENT FORMS USING QTI AND LD. FURTHERMORE, THEY DISCUSS THE
DIFFICULTIES AND PROBLEMS ENCOUNTERED WHEN MODELLING EMERGING ASSESSMENT
FORMS AND THEY PROPOSE POSSIBLE SOLUTIONS TO SOLVE THE PROBLEMS.
CHAPTER 2 INTEROPERABLE ASSESSMENT BASED ON COMPETENCY MODELLING 21
ONJIRA SITTHISAK, THAKSIN UNIVERSITY, THAILAND LESTER GILBERT,
UNIVERSITY OF SOUTHAMPTON, UK
IMAGE 6
THE AIM OF THIS CHAPTER IS TO ILLUSTRATE SOME AFFORDANCES OF
MACHINE-PROCESSABLE COMPETENCY STATE-
MENTS. SUCH COMPETENCY STATEMENTS ARE SUPPORTED BY ONTOLOGIES AND
TAXONOMIES OF COMPETENCY. MACHINE PROCESSING CAN OFF ER INTEROPERABLE
AND REUSABLE RESOURCES AND APPLICATIONS THAT ARE PEDAGOGICALLY EFFECTIVE
FOR E-LEARNING AND ASSESSMENT. A COMPETENCY STATEMENT WHICH CAN BE READ,
PROCESSED, AND INTERPRETED BY MACHINE CONTRIBUTES TO THE AUTOMATIC
GENERATION OF QUESTIONS AND OFFERS A SEMANTIC
STRUCTURE USING THE WEB ONTOLOGY LANGUAGE (OWL) TO EXPRESS COMPETENCIES
FOR FURTHER PROCESSING.
THE GENERATED QUESTIONS ARE EXPRESSED IN THE IMS QUESTION AND TEST
INTEROPERABILITY SPECIFICATION (LMS QTI) TO ENABLE INTEROPERABILITY.
CHAPTER 3 IMPLEMENTING DISTRIBUTED ARCHITECTURE OF ONLINE ASSESSMENT
TOOLS BASED ON IMS QTI VER.2 41 VLADIMIR TOMBERG, TALLINN UNIVERSITY,
ESTONIA MART LAANPERE, TALLINN UNIVERSITY, ESTONIA
THIS CHAPTER DISCUSSES SOME OF THE ISSUES INVOLVED IN DEVELOPING ONLINE
TESTING OF LEARNING OUTCOMES.
THE RESEARCH IS FOCUSED ON THE CHANGES AND IMPLEMENTATION SCENARIOS OF
THE LATEST VERSIONS OF IMS QTI - THE MAJOR TECHNICAL SPECIFICATION FOR
TESTING. STANDARDIZATION OF CONTENT AND APPLICATIONS USED FOR ONLINE
TESTING IS PARTLY DRIVEN BY THE PARADIGM SHIFTS THAT ARE TAKING PLACE IN
THE FIELDS OF PEDAGOGY AND WEB TECHNOLOGY. THIS CHAPTER PAYS A SPECIAL
ATTENTION TO THE INCREASING TREND OF USING WEB 2.0
TECHNOLOGY IN EDUCATION, ESPECIALLY MASH-UP PERSONAL LEARNING
ENVIRONMENTS AND THEIR IMPACT ON THE ARCHITECTURAL DECISIONS WHILE
DEVELOPING THE NEXT GENERATION ONLINE ASSESSMENT TOOLS.
CHAPTER4 QTI: A FAILED E-LEARNING STANDARD? 59
MICHAEL PIOTROWSKI, ZHAW ZURICH UNIVERSITY 0/ APPLIED SCIENCES,
SWITZERLAND
THIS CHAPTER FOCUSES ON THE REUSABILITY AND SUSTAINABILITY OF ELECTRONIC
TESTS AND PRESENTS THE IMS QTI SPECIFICATION. THE MAIN AIM OF THE
CHAPTER IS TO INVESTIGATE WHETHER THIS SPECIFICATION IMPROVES THE
INTEROPERABILITY AMONG TESTING SYSTEMS AND THE SHAREABILITY OF THE DATA.
THE AUTHOR CLAIMS THAT THE SPECIFICATION HAS NOT SIGNIFICANTLY ADVANCED
THE MAIN AIMS OF THE SPECIFIC STANDARD.
CHAPTER 5 INTEROPERABILITY ISSUES FOR SYSTEMS MANAGING COMPETENCY
INFORMATION: A PRELIMINARY STUDY 83 BERNARD BLANDIN, UNIVERSITE PARIS
QUEST AND CESI GROUP, FRANCE GEOFFREY FRANK, RTI INTERNATIONAL, USA
SIMONE LAUGHTON, UNIVERSITY O/TORONTO MISSISSAUGA LIBRARY, CANADA KENJI
HIRATA, TOYO UNIVERSITY, JAPAN
THE CHAPTER FIRST DESCRIBES HOW THE NEEDS FOR INTEROPERABILITY IN
EXCHANGING COMPETENCY INFORMATION HAVE BEEN ADDRESSED SO FAR AND THEN
DISCUSSES THE ISSUES RELATED TO THE EXCHANGE OF COMPETENCY INFORMATION
ACROSS SYSTEMS. THE THIRD PART IS THE CORE PART OF THIS CHAPTER AS IT
DESCRIBES THE 4 LEVELS OF THE PROPOSED APPROACH: THE CONCEPTUAL
REFERENCE MODEL (CRM), THE SEMANTIC MODEL, THE INFORMATION MODEL AND THE
DATA MODEL. THE FINAL SECTION PRESENTS THE RESEARCH DIRECTIONS CURRENTLY
ENVISAGED, AND THE RESEARCH PROGRAMME NEEDED TO MAKE THE PROPOSED
APPROACH OPERATIONAL.
IMAGE 7
SEETION 2
PERSONALIZATION, INTEROPERABILITY AND E-LEARNING STANDARDS
THE SECOND SECTION FOCUSES ON THE PERSONALIZATION AND ADAPTATION OF
LEARNING MATERIALS TO THE NEEDS AND SPECIAL ABI/ITIES OR DISABI/ITIES
OFLEARNERS. THE ROLE OF STANDARDISED STRUCTURES IN ENCODING ADAPTIVE
LEARNING CONTENT IS DISCUSSED AND SPECIFIC PROPOSALS ARE MADE. THE
EFFICIENCY OF THE CURRENT E-LEARNING SPECIFICATIONS FOR BUI/DING
ADAPTIVE TOOLS IS RESEARCHED AND METHODOLOGIES FOR ASSESSING THE QUALITY
OF
STANDARDS-BASED E-LEARNING TOOLS ARE DISCUSSED.
CHAPTER 6 DO CURRENT STANDARDS SUPPORT ADAPTIVE SEQUENCING
INTEROPERABILITY? 106
SERGIO GUTIERREZ-SANTOS, UNIVERSITY OF LONDON, UK
THIS CHAPTER CONCENTRATES ON THE PROBLEM OF ADAPTIVE SEQUENCING WHICH IS
ABOUT FINDING THE OPTIMUM SEQUENCE OF LEAMING RESOURCES WITH RESPECT TO
THE SPECIAL CHARACTERISTICS, GOALS, NEEDS, AND BACKGROUND OF LEAMERS. AN
APPROPRIATE SEQUENCING, ADAPTED TO THE STUDENT, HAS A POSITIVE IMPACT ON
MOTIVATION AND LEAMING. HOWEVER, THIS IS A PROBLEM THAT HAS NOT BEEN YET
CAREFULLY CONSIDERED IN ANY STANDARD OR
SPECIFICATION, HINDERING INTEROPERABILITY AMONG PLATFORMS THAT ADAPT THE
SEQUENCING OF LEAMING CONTENT TO THEIR USERS. THIS CHAPTER REVIEWS THE
TWO SPECIFICATIONS MOST RELEVANT FOR THE STANDARD EXPRESSION OF ADAPTED
SEQUENCINGS: IMS SIMPLE SEQUENCING AND IMS LEAMING DESIGN. THE STRONG
AND WEAK POINTS OF EACH SPECIFICATION ARE HIGHLIGHTED, SHOWING THEIR
IMPLICATIONS ON ADAPTIVE SEQUENCING INTEROPERABIL-
ITY.
CHAPTER 7 A STANDARD-BASED FRAMEWORK TO SUPPORT PERSONALISATION,
ADAPTATION, AND INTEROPERABILITY IN INCLUSIVE LEAMING SCENARIOS 126
O.E. SANTOS, THE NATIONAL DISTANCE EDUCATION UNIVERSITY OFSPAIN (UNED),
SPAIN J.G. BOTICARIO, THE NATIONAL DISTANCE EDUCATION UNIVERSITY OFSPAIN
(UNED), SPAIN E. RAFFENNE, THE NATIONAL DISTANCE EDUCATION UNIVERSITY
OFSPAIN (UNED), SPAIN J. GRANADO, THE NATIONAL DISTANCE EDUCATION
UNIVERSITY OFSPAIN (UNED), SPAIN
A. RODRIGUEZ-ASCASO, THE NATIONAL DISTANCE EDUCATION UNIVERSITY OFSPAIN
(UNED), SPAIN E. GUTIERREZ Y RESTREPO, THE NATIONAL DISTANCE EDUCATION
UNIVERSITY OFSPAIN (UNED), SPAIN
THIS CHAPTER INTRODUCES A STANDARDS-BASED AND ADAPTIVE FRAMEWORK WHOSE
MAIN OBJECTIVE IS TO ADAPT USER INTERFACES, CONTENT AND LEAMING
ENVIRONMENT TO LEAMERS NEEDS, INCLUDING THEIR FUNCTIONAL DIVERSITY
ISSUES (I.E. DISABILITIES). THE FRAMEWORK IS INTENDED TO BE GENERAL
(E.G. TWO DIFFERENT LEAMING MANAGEMENT SYSTEMS AND TWO LARGE PILOT SITES
ARE BEING CONSIDERED) AND TO THAT END IT IS IMPLEMENTED IN TERMS
OF AN OPEN ARCHITECTURE, WHICH AIMS AT PROVIDING SERVICES FOR ACCESSIBLE
LIFELONG LEAMING. THE CHAPTER FOCUSES ON ACCESSIBILITY AND ADAPTATION
ISSUES, AND THEIR INTEROPERABILITY REQUIREMENTS.
CHAPTER 8 E-LEAMING STANDARDS: BEYOND TECHNICAL STANDARDS TO GUIDES FOR
PROFESSIONAL PRACTICE 170 STEPHEN MARSHALI, VICTORIA UNIVERSITY OF
WELLINGTON, NEW ZEALAND
IMAGE 8
OVER THE PAST DECADE E-LEARNING STANDARDS HAVE ATTRACTED SUBSTANTIAL AND
GROWING ATTENTION FROM PRAC-
TITIONERS, INSTITUTIONS AND GOVERNMENTS. SEVERAL RESOURCES HAVE BEEN
INVESTED IN A PROCESS OF STANDARDIZATION THAT, WHILE AIMED AT SUPPORTING
E-LEARNING, SEEMS TO HAVE NEGLECTED PEDAGOGY AND THE NEED TO ENGAGE WITH
PRACTITIONERS WHO ARE NOT TECHNOLOGY SPECIALISTS. IN PARALLEL, A CULTURE
OF QUALITY ASSURANCE
HAS DEVELOPED INTEMATIONALLY WITHIN HIGHER EDUCATION RESULTING IN
QUALITY FRAMEWORKS THAT ARE DRIVEN BY EXTEMAL COMPLIANCE AGENDAS RATHER
THAN DIRECTLY INFLUENCING THE QUALITY OF THE STUDENT AND TEACHER
EXPERIENCE OF EDUCATION. TBE E-LEAMING MATURITY MODEL, PRESENTED IN THE
CHAPTER, PROVIDES A STANDARD THAT GUIDES PROFESSIONALS AND ORGANIZATIONS
IN ASSESSING THEIR E-LEARNING CAPABILITY, BUT ALSO COMPLE-
MENTS THIS WITH QUALITY ENHANCEMENT AND FEASIBILITY ELEMENTS THAT
SUPPORT REFLECTION, PRIORITIZATION OF RESOURCES AND GUIDE PERSONAL AND
ORGANIZATIONAL DEVELOPMENT OF E-LEARNING.
CHAPTER9 INTEROPERABILITY, LEAMING DESIGNS AND VIRTUAL WORLDS: ISSUES
AND STRATEGIES 193
HELEN FARLEY, UNIVERSITY O/QUEENSLAND, AUSTRALIA
GIVEN THE RELATIVELY HIGH COSTS ASSOCIATED WITH DESIGNING AND
IMPLEMENTING LEAMING DESIGNS IN VIRTUAL WORLDS, A STRATEGY FOR THE
RE-USE OF DESIGNS BECOMES IMPERATIVE. IMS LD HAS EMERGED AS THE STANDARD
FOR THE DESCRIPTION AND EXPRESSION OFLEARNING DESIGNS. THIS CHAPTER
EXPLORES SOME OFTHE ISSUES ASSOCIATED WITH USING THE IMS LD
SPECIFICATION FOR LEARNING DESIGNS IN VIRTUAL WORLDS SUCH AS SECOND LIFE
AND
MULTI-PLAYER ONLINE ROLE PLAYING GARNES SUCH AS WORLD OF WARCRAF . THE
MAIN ISSUES RELATE TO THE INADEQUATE DESCRIPTION OF COLLABORATIVE
ACTIVITIES AND THE INABILITY TO ALTER THE DESIGN ON-THE-FLY IN
RESPONSE TO LEAMER INPUTS. SOME POSSIBLE SOLUTIONS TO THESE PROBLEMS ARE
CONSIDERED.
CHAPTER 10 SPECIFICATION OF AN ADAPTABLE AND INCLUSIVE E-LEAMING SUPPORT
SYSTEM 207
STEVE GREEN, TEESSIDE UNIVERSITY, UK
THE CHAPTER OUTLINES THE PROBLEMS ASSOCIATED WITH INCLUSIVE E-LEARNING
AND THE ROLE THAT USER PROFILES AND AN ADAPTATION SERVICE CAN HAVE TO
SUPPORT PERSONALIZATION. THE CHAPTER INTRODUCES THE IDEA OF AN ADAPTABLE
PERSONAL LEARNING ENVIRONMENT (APLE) AND LOOKS AT HOW ONE COMPONENT, THE
TRANSFORMATION, AUGMENTATION AND SUBSTITUTION SERVICE (TASS), CAN BE
FORMALLY SPECIFIED USING PROLOG. THE COMPLIANCE WITH A RANGE OF
STANDARDS IS IDENTIFIED: IN PARTICULAR THE IMS ACCLIP AND ACCMD
STANDARDS
FOR ACCESSIBLE LEAMER PROFILES AND LEARNER OBJECT METADATA AND THE
ACCESSFORALL PROPOSALS. THE CHAPTER ALSO CONSIDERS ISSUES OFIMS AND
SCORM CONTENT PACKAGING, LEARNER INFORMATION PROFILES AND THE JISC
DEFINITIONS FOR A PERSONAL LEARNING ENVIRONMENT, ALL WITHIN THE CONTEXT
OF INCLUSIVE E-LEARNING SUPPORT.
CHAPTER 11 BUILDING A FRAMEWORK FOR AN ENGLISH LANGUAGE COURSE IN AN LMS
WITH SCORM COMPLIANT LEARNING OBJECTS AND ACTIVITIES 228
FRANCISCO ARCOS, UNIVERSITY 0/ ALICANTE, SPAINPABLO ORTEGA, UNIVERSITY
0/ ALICANTE, SPAIN
FINDING THE MOST APPROPRIATE SPECIFICATION FOR LEARNING CONTENT AND
ASSURING IT IS FULLY OPERATIVE ACROSS THE EXISTING LMSS (LEARNING
MANAGEMENT SYSTEMS) IS ADEMANDING PROCESS. TBE CHAPTER CLAIMS THAT SCORM
(SHARABLE CONTENT OBJECT REFERENCE MODEL) IS COMING AFLOAT, OUTPLAYING
MOST OF ITS COMPETI-
IMAGE 9
TORS. FOR THAT REASON, SCORM IS USED IN LEARNING OBJECTS TO MANAGE A
COURSE IN MOODLE FOR THE STU-
DENTS OF ENGLISH AT THE UNIVERSITY OF ALICANTE. TBE PURPOSE OF THE
CHAPTER IS TO GIVE AN ACCOUNT OF THE PROBLEMS AND SOLUTIONS ENCOUNTERED
BY USING SCORM IN MOODLE AND TO EXPLAIN THE GUIDING AIMS OF A FRAMEWORK
FR LANGUAGE TEACHING.
SEETION 3
METADATA, LEARNING OBJECTS, ONTOLOGIES AND SEMANTIC WEB
THIS SEETION CONTAINS STUDIES RELATED TO THE ROLE 0/ METADATA SCHEMATA
AND XML STRUCTURES IN ENRICHING EDUCATIONAL RESOURCES. LEARNING OBJECTS
AND ONTOLOGIES 0/ EDUCATIONAL MATERIAL ARE USED IN THE ADJUSTMENT 0/
SEMANTIC DATA TO ACHIEVE SPECIFIC TECHNICAL AND PEDAGOGICAL GOALS.
MAPPINGS BETWEEN DIFFERENT TECHNOLOGIES WHICH COULD EVENTUALLY LEAD TO
THE RE-USE O/LEARNING RESOURCES ARE ALSO PRESENTED.
CHAPTER 12 ENHANCING DIGITAL REPOSITORIES WITH LEARNING OBJECT METADATA
246
ANDREAS D. ALEXOPOULOS, UNIVERSITY 0/ PATRAS, GREECE GEORGIA D. SOLOMOU,
UNIVERSITY 0/ PATRAS, GREECE DIMITRIOS A. KOUTSOMITROPOULOS, UNIVERSITY
0/ PATRAS, GREECE THEODORE S. PAPATHEODOROU, UNIVERSITY 0/ PATRAS,
GREECE
THIS CHAPTER PRESENTS THE BASIC CHARACTERISTICS OF SOME EDUCATIONAL
METADATA SCHEMATA AND APPLICATION PROFILES WITH A FOCUS ON IEEE LOM
STANDARD. THE STUDY SHOWS HOW THE IEEE LOM METADATA SET CAN BE
INCORPORATED IN THE DEFAULT DSPACE S QUALIFIED DUBLIN CORE METADATA
SCHEMA, INTRODUCING ENHANCEMENTS TO THE EXISTING UNIVERSITY OF PATRAS
LIVE INSTALLATION. FOR THIS REASON, THE AUTHORS DOCUMENT A
POTENTIAL LOM TO DUBLIN CORE METADATA MAPPING AND REVEAL POTENTIAL
ADVANTAGES OF SUCH AN APPROACH.
FURTHER, THEY PROPOSE AN ONTOLOGICAL MODEL FOR THE REPOSITORY S
METADATA, TAKING INTO ACCOUNT THE EDUCATIONAL CHARACTERISTICS OF
RESOURCES.
CHAPTER 13 A COMMON SENSE APPROACH TO INTEROPERABILITY 264
KATE TAYLOR, NEWNHAM COLLEGE, UK
EDUCATORS WORKING WITH EXTENDED MARKUP LANGUAGE (XML) HAVE A VARIETY OF
XML BASED TECHNOLOGIES TO CHOOSE. ANOTHER OPTION IS TO USE XML TO
GENERATE WEB RESOURCES FROM A RELATIONAL DATABASE, SUCH AS MYSQL, OR
WITH A KNOWLEDGE DATABASE, SUCH AS PROLOG. TBIS CHAPTER LOOKS AT HOW
THESE TECHNOLOGIES CAN INTERCHANGE INFORMATION WITH THE HELP OF NEW
INTELLIGENT RESOURCES SUCH AS THE OPENMIND PROJECT
THAT ARE BEGINNING TO MODEL THE WORLD AROUND USOADVANCES IN THESE AREAS
PAVE THE WAY FOR MORE AUTOMATIE ACQUISITION OFKNOWLEDGE FROM EXISTING
TEXTS USING TOOLS SUCH AS MONTYLINGUA TO PROVIDE ABASIE SEMANTIC
UNDERSTANDING OF THE MATERIAL AND PROMOTE INTEROPERABILITY. EXAMPLES OF
THE TECHNOLOGIES ARE
USED TO ILLUSTRATE THE BENEFITS OF STRUCTURING NEW LEARNING MATERIALS,
AND OPTIONS FOR INTEGRATING HERITAGE MATERIALS ARE EXAMINED.
IMAGE 10
CHAPTER 14
LOCALISING E-LEAMING WEBSITES IN THE SEMANTIC WEB ERA 284
DIMITRIS N KANELLOPOULOS. UNIVERSITY 0/ PATRAS. GREEEE
ONTOLOGIES HAVE BEEN APPLIED FOR LOCALISATION OF E-IEAMING CONTENT IN
ORDER TO PROMOTE EXISTING LEAMING SERVICES TO SEMANTIC-AWARE AND
INTELLIGENT LOCALISATION SERVICES. THIS CHAPTER PRESENTS A
LOCALISATION-AWARE SEMANTIC E-IEAMING APPROACH TO INTEGRATE MULTILINGUAL
CONTENT PROVISION, LEAMING PROCESS AND LEAMER PERSONALITY IN AN
INTEGRATED SEMANTIC E-IEAMING FRAMEWORK. AN ARCHITECTURE FOR SUPPORTING
LOCALISATION OF E-IEAMING CONTENT IS PROPOSED AND A BASIS FOR FURTHER
DEVELOPMENT OF AUTOMATIC LOCALISATION SERVICES THAT WILL BE ABLE TO
REASON ON TOP OF SUCH AN EXPLICIT INFRASTRUCTURE IS PRESENTED.
CHAPTER 15 INTEROPERABILITY: STANDARDS FOR LEAMING OBJECTS IN SCIENCE
EDUCATION 300
MARTA R. ARIZA. UNIVERSITY 0/ JAEN. SPAIN ANTONIO QUESADA. UNIVERSITY 0/
JAEN, SPAIN
THIS CHAPTER OFFERS ABRIEF OVERVIEW OF THE MAIN IDEAS UNDERLYING THE
LEAMING OBJECT (LO) PARADIGM, WITH SPECIAL EMPHASIS PLACED ON
PEDAGOGICAL ASPECTS. REQUIREMENTS FOR THE INTEROPERABILITY AND
REUSABILITY OF LEAMING OBJECTS (LOS) ARE DISCUSSED, WITH ATTENTION DRAWN
TO THE NEED OF DEVELOPING NEW METADATA MODELS TO FULLY BENEFIT FROM THIS
APPROACH. A WIDER UTILIZATION OF LO PRINCIPLE DESIGN BASED
ON EDUCATIONAL RESEARCH IS PROPOSED, TO IMPROVE THE CHANCES OFPROMOTING
EFFICIENT LEAMING. A LITERATURE REVIEW ON TECHNOLOGY AND SCIENCE
EDUCATION IS ALSO PROVIDED, REVEALING A GAP BETWEEN COMPUTER AND LEAMING
SCIENCE, IN RELATION TO THE EMBRACEMENT OF THE LO PARADIGM. REFLECTIONS
ON THIS SITUATION AND IMPLICATIONS FOR THE SCIENCE EDUCATION COMMUNITY
ARE ALSO INCLUDED. FINALLY, ONE PROJECT ON COMPUTER-
SUPPORTED SCIENCE EDUCATION IS ANALYZED FROM THE PERSPECTIVE OF
INTEROPERABILITY AND REUSABILITY.
CHAPTER 16 SEMANTIC MAPPING BETWEEN LOM - SCORM CONTENT PACKAGE AND
MPEG-7 CONCEPTS 321 VARVARA VAGIATI. IONIAN UNIVERSITY. GREEEE
THIS CHAPTER DISCUSSES THE EFFORTS TO HARMONIZE MPEG-7 AND SCORM CONTENT
PACKAGE. IN PARTICULAR A MODEL FOR THE INTEROPERABILITY BETWEEN THESE
STANDARDS IS DEVELOPED. THE MPEG- 7 PROVIDES A STANDARDIZED SET OF
TECHNOLOGIES FOR DESCRIBING MULTIMEDIA CONTENT, WHILE SCORM IS A
COLLECTION OF SPECIFICATIONS FOR DEVELOPING, ORGANIZING AND DELIVERING
INSTRUCTIONAL CONTENT. THE PROPOSED MODEL CONCERNS THE
SEMANTIC MAPPING BETWEEN THE DIFFERENT ELEMENTS OF THESE STANDARDS,
WHICH ARE CREATED TO SATISFY THE SPECIFIC NEEDS OF DIFFERENT
COMMUNITIES. THE FOLLOWED APPROACH IS BASED ON THE MAIN PRINCIPLES AND
PROCEDURES FOR METADATA INTEROPERABILITY, SUCH AS ON THE CROSSWALKING
AND MAPPING TECHNIQUES. MOREOVER SOME EMPIRICAL REMARKS CONCLUDE THE
MAPPING PROCESS.
SECTION 4
APPROACHES AND ISSUES IN INTEROPERABLE APPLICATIONS
THIS SEETION GROUPS WORKS DEA/ING WITH OPEN EDUEATIONAL RESOUREES AND
WEB BASED EDUEATIONAL TOOLS. STANDARDIZATION AETIVITIES ARE DISEUSSED
AND STRENGTHS AND /IMITATIONS 0/ SPEEIFIE APPROAEHES ARE PRE-
IMAGE 11
SENTED. THE EMPHASIS 0/ THE RESEARCH STUDIES IS NOT ON THE TECHNICAL
ASPECTS 0/ INTEROPERABLE TOOLS BUT
RATHER ON ISSUES CONCERNING EDUCATORS AND LEARNING CONTENT DEVELOPERS.
CHAPTER 17 OPEN EDUEATIONAL RESOUREES IN E-LEARNING: STANDARDS AND
ENVIRONMENT 346
RICARDO J. REJAS-MUSLERA, UNIVERSIDAD DE ALCALA, SPAIN ALVARO J. GARCIA-
TEJEDOR, UNIVERSIDAD FRANCISCODE VITORIA, SPAIN OLGA PENALBA RODRIGUEZ,
UNIVERSIDAD FRANCISCO DE VITORIA, SPAIN
THE AIM OFTHIS PROPOSAL IS TO PRESENT AN OVERVIEW OFOPEN EDUEATIONAL
RESOUREES (OER) IN E-LEARNING, FOEUSED ON TEEHNIEAL ISSUES, MAINLY
STANDARDS AND SOEIO-EEONOMIE AND LEGAL QUESTIONS. THIS WAY THE PAPER
DEAL WITH THE MOST RELEVANT ISSUES IN THIS MATTER: WHIEH IS THE OER S
ROLE IN EDUEATION, ESPEEIALLY FOR E-LEARNING PERFORMANCE? WHIEH ARE THE
TECHNIEAL RESOUREES AND CURRENT STANDARDS NEEDED FOR THEM?
WHICH SOCIO-ECONOMICS AND LEGAL ASPEETS INFLUENCE THE DIFFUSION AND USE
OFOER?
CHAPTER 18 INTEROPERABILITY OF WEB-BASED EDUEATION SYSTEMS 360
NATAUA 1. HUGHSON, UNIVERSITY 0/ ADVANCING TECHNOLOGY, USA
IN THIS CHAPTER, THE FUNDAMENTAL PRINCIPLES OF INTEROPERABILITY OF
EOMPLEX AND DYNAMIC GLOBAL EDUCATION SYSTEM ARE PRESENTED. THE
CONTEMPORARY APPROACHES TO SYSTEMS THEORY, ENTROPY AND AUTOPOETIC
THEORY, SOCIAL SYSTEM THEORY, SOCIOCYBERNETICS, THE STRENGTHS AND
LIMITATIONS OF THESE APPROACHES, AND THEIR PO-
TENTIAL APPLICATIONS IN EDUEATION ARE EXAMINED.
CHAPTER 19 DIAGNOSTIC AND FORMATIVE E-ASSESSMENT IN ENGINEERING ON A
MOODLE-BASED VLE 378 M C. MORA-AGUILAR, UNIVERSITAT JAUME I. SPAIN J. L.
SANCHO-BRIT, UNIVERSITAT JAUME I, SPAIN
THIS CHAPTER FOCUSES ON E-ASSESSMENT TOOLS. IN PARTICULAR, DIAGNOSTIC
AND FORMATIVE E-ASSESSMENTS IMPLEMENTED ON A MOODLE-BASED VLE
ENVIRONMENT HAS BEEN INTRODUCED IN DIFFERENT BASIC MECHANICS SUBJECTS,
WITH SIMILAR CONTENTS BUT TAUGHT IN DIFFERENT ENGINEERING DEGREES, IN
DIVERSE YEARS OR WITH VARIOUS GROUP SIZES. THE BENEFITS AND UNDERLYING
PROBLEMS OFTHIS INTRODUETION ARE DESCRIBED HERE. THIS HAS BEEN
MADE IN ORDER TO EOMPARE RESULTS OF DIFFERENT SUBJECTS AND TO EXTRACT
GENERAL CONCLUSIONS, WHICH EOULD BE EXTRAPOLATED TO ANY OTHER
ENGINEERING DISCIPLINES.
CHAPTER 20 INTEROPERABILITY APPROACH IN E-LEARNING STANDARDIZATION
PROCESSES 399
CARMEN BAO, LA RIOJA UNIVERSITY, SPAIN JOSE MARIA CASTRESANA, BASQUE
COUNTRY UNIVERSITY (UPVIEHU), SPAIN
THE CHAPTERS STARTS WITH A BRIEF BACKGROUND TO WORLDWIDE STANDARDIZATION
ACTIVITIES IN THE FIELD OF EDUCATIONAL TECHNOLOGIES AS MEANS OF
ENHANEING THE ACCESSIBILITY, INTEROPERABILITY, DURABILITY, REUSABILITY
AND EFFIEIENCY OFE-LEARNING RESOUREES. THEN IT PRESENTS A POSSIBLE
FRAMEWORK, WHICH HELPS TO RECONCILE DIFFERENT DATA MODELS, BY E-LEARNING
SYSTEMS AND LEARNING STANDARDS AND STANDARDIZATION PROCESS.
IMAGE 12
SEETION 5
QUALITY AND PEDAGOGY IN LEARNING TECHNOLOGY
THE LAST SECTION PRESENTS RESEARCH STUDIES RELATED TO QUALITY AND
PEDAGOGY 0/ E-LEARNING APPLICATIONS. THESE STUDIES RELATE TO THE DIVERSE
ABILITIES THAT E-LEARNING TOOLS SHOULD HAVE, I.E. AFFORDABILITY,
USABILITY AND SHAREABILITY. THERE/ORE IT/OCUSES ON MORE GENERAL TOPICS
WHICH THEY CAN INCREASE THE ACCEPTANCE 0/ LEARNING APPLICATIONS
BYEDUCATORS. THE PRESENTED CRITERIA AND ISSUES COULD BE UTILIZED BY
DEVELOPERS 0/
INTEROPERABLE APPLICATIONS IN ORDER TO INCREASE THE UTI/ITY 0/ THEIR
TOOLS.
CHAPTER 21 E-LEARNING: PSYCHO-PEDAGOGICAL UTILITY, USABILITY AND
ACCESSIBILITY CRITERIA FROM A LEARNER CENTRED PERSPECTIVE 419
MARTA FUENTES AGUSTI, UNIVERSITAT AUTONOMA DE BARCELONA, SPAIN MARGARIDA
ROMERO VELASCO, UNIVERSITAT AUTONOMA DE BARCELONA, SPAIN MARIA JOSE
HERNANDEZ SERRANO, UNIVERSIDAD DE SALAMANCA, SPAIN
THIS CHAPTER AIMS AT BOTH GROUPS OF TEACHERS OR INSTRUCTIONAL
DEVELOPERS, BY OFFERING A REVIEW OF THE E-LEARNING POSSIBILITIES AND
CRITERIA, BASED ON SEVERAL ANALYSES CARRIED OUT BY THE AUTHORS ON HIGHER
EDUCATIONAL SETTINGS. BASED ON THE LEARNER CANTERED PERSPECTIVE, THIS
CHAPTER PROPOSES SOME CRITERIA FOR ASSURING THE QUALITY IN HIGHER
EDUCATION E-LEARNING CONTEXTS, MAINLY BASED ON THREE CATEGORIES: PSYCHO-
PEDAGOGICAL UTILITY, USABILITY AND ACCESSIBILITY. ONE OF THE PRINCIPAL
GOALS IS TO SUPPORT -BY MEANS OF THE CRITERIA- THE SELECTION OF
TECHNOLOGIES AND FUNCTIONALITIES (COUABORATIVE TOOLS, E-LEARNING 2.0
SOLUTIONS ...), CONSIDERING, ABOVE AU, THE LEARNING OBJECTIVES AND THE
SPECIFIC LEARNING CONTEXTS.
CHAPTER 22 SATISFACTION MEASUREMENT IN EDUCATION 435
LI/YANA NACHEVA-SKOPALIK, TECHNICAL UNIVERSITY 0/ GABROVO, BULGARIA
THE CHAPTER PRESENTS THE IMPORTANCE OF PROVIDING HIGH QUALITY E-LEARNING
AND THE NEED TO APPLY THE REQUIREMENTS OF THE STANDARDS FROM ISO 9000
SERIES FOR CONTINUAL IMPROVEMENT OF THE QUALITY MANAGEMENT SYSTEMS IN
EDUCATION. THE WORK APPLIES THE MAIN PRINCIPLES FOR MULTIPLE CRITERIA
DECISION MAKING.
AN APPROACH FOR SATISFACTION MEASUREMENT IS DEVELOPED. IT USES WEIGHTING
COEFFICIENTS AS QUALITATIVE VALUATION OF THE IMPORTANCE OF THE QUALITY
CHARACTERISTICS AND NUMERICAL VALUATION FOR THE LEVEL OF SATISFACTION
WITH THE QUALITY CHARACTERISTICS. THE SUGGESTED APPROACH IS SUITABLE TO
APPLY FOR DIFFERENT PURPOSES IN EDUCATION IN ORDER TO ACHIEVE HIGH
QUALITY E-IEARNING. IT IS ALSO SUITABLE TO APPLY TO DIFFERENT
AREAS WITHIN QUALITY MANAGEMENT SYSTEMS.
CHAPTER23 QUALITY E-LEARNING GUIDELINES AND THEIR IMPLEMENTATION 467
JOHN MI/NE, MASSEY UNIVERSITY, NEW ZEALAND GORDON SUDDABY, MASSEY
UNIVERSITY, NEW ZEALAND
THIS CHAPTER WILL INTRODUCE THE E-LEARNING GUIDELINES FOR NEW ZEALAND
AND SHOW HOW ORGANISATIONS HAVE USED THEM. IT WILL PRESENT SOME OF THE
BENEFITS OF THE GUIDELINES AS WEU AS THE LIMITATIONS AND DIS-
IMAGE 13
CUSS HOW THESE LIMITATIONS MAY BE MANAGED. THE GUIDELINES HAVE BEEN USED
IN VARIOUS WAYS IN DIFFERENT
ORGANISATIONS. TEACHING STAFF HAVE USED THE GUIDELINES TO SEARCH FOR
INFORMATION AND IDEAS OR TO HELP IN COURSE DESIGN OR REDEVELOPMENT.
MANAGERS HAVE USED THE GUIDELINES TO DEVELOP PROCEDURES TO HELP STAFF IN
THEIR USE OF E-LEAMING. STAFF DEVELOPERS HAVE USED THEM AS A TOOL TO
INFORM DEBATE ABOUT THE QUALITY OF E-LEARNING. THE GUIDELINES ALLOW
ORGANISATIONS TO SHARE THEIR E-LEAMING KNOWLEDGE AND EXPERIENCES.
DIRECTION FROM THE LITERATURE AND EXPERIENCE FROM THIS PROJECT SHOW THAT
GUIDELINES CAN ENABLE ORGANISATIONS TO IMPROVE THEIR E-LEAMING BUT THAT
GUIDELINES NEED CAREFUL IMPLEMENTATION AND STAFF SUPPORT.
CHAPTER 24 ONLINE DELIVERY OF DEAF STUDIES CURRICULA IN IRELAND AT THIRD
LEVEL 482
BRIAN NO/AN, INSTITUTE OFTEEHN%GY, IRE/AND LORRAINE LEESON, TRINITY
COLLEGE DUBLIN, IRE/AND
THIS CHAPTER PRESENTS THE EFFORTS OF TWO INSTITUTES WHO HAVE PARTNERED
TO CREATE A UNIQUE E-LEAMING ENVIRONMENT BASED ON MOODLE FOR TEACHING
SIGN LANGUAGES TO DEAFPEOPLE. THE WORK DISCUSSES THE ASPECTS OF SIGN
LANGUAGES THAT CAN BEST BE SUPPORTED AND ASSESSED ONLINE AND THE
DECISIONS REGARDING ANNOTATION AND MARK-UP STANDARDS FOR SIGN LANGUAGES.
IT ALSO PRESENTS A CORPUS UTILIZED WITHIN DIGITAL
LEARNING OBJECTS IN A MOODLE ENVIRONMENT AND THE ARCHITECTURE OFTHE
DEVELOPED TOOLS.
CHAPTER 25 LEAMER MANAGEMENT SYSTEMS AND ENVIRONMENTS, IMPLICATIONS FOR
PEDAGOGY AND APPLICATIONS TO RESOURCE POOR ENVIRONMENTS 499
O/UGBEMIGA T. EKUNDAYO, JAEKSON STATE UNIVERSITY, USA FRANCIS TU/URI,
JAEKSON STATE UNIVERSITY, USA
THIS CHAPTER ADDRESSES THE LEARNER AND LEAMING MANAGEMENT DESCRIBING
SOME OF ITS IMPLICATIONS FOR PEDAGOGY. IT THEN DESCRIBES AND PROPOSES
SOME IMPLICATIONS OF THE APPLICATION OF THESE SYSTEMS FOR DEVELOPMENT IN
RESOURCE POOR ENVIRONMENTS. THE FIRST SECTION DESCRIBES CONTEMPORARY
DEFINITIONS OF LMS (LEARNER MANAGEMENT SYSTEMS) AND ITS CONCEPTS. IT
PROPOSES A COMPREHENSIVE DEFINITION OF LMS
AND DESCRIBES POSSIBLE FUTURE DIRECTIONS OF THESE DEFINITIONS AS A
CONCEPT IN CHANGE. THE SECOND SECTION DESCRIBES VARIOUS TOOLS AND
CLASSIFIES THEM ACCORDING TO CURRENT APPLICATIONS IN THE INDUSTRY. THE
THIRD SECTION DESCRIBES RESOURCE POOR ENVIRONMENTS AND DISCUSSES SOME
PROBLEMS IN RESOURCE POOR SETTINGS.
COMPILATION OF REFERENCES 526
ABOUT THE CONTRIBUTORS 582
INDEX 595
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| spelling | Handbook of research on e-learning standards and interoperability frameworks and issues [ed. by] Fotis Lazarinis, Steve Green, and Elaine Pearson Hershey [u.a.] Information Science Reference 2011 XXVII, 603 S. graph. Darst. txt rdacontent n rdamedia nc rdacarrier Computer-assisted instruction Standards Handbooks, manuals, etc Educational technology Standards Handbooks, manuals, etc Internetworking (Telecommunication) Handbooks, manuals, etc E-Learning (DE-588)4727098-6 gnd rswk-swf Computerunterstützter Unterricht (DE-588)4070087-2 gnd rswk-swf (DE-588)4143413-4 Aufsatzsammlung gnd-content Computerunterstützter Unterricht (DE-588)4070087-2 s DE-604 E-Learning (DE-588)4727098-6 s Lazarinēs, Phōtēs E. 1973- Sonstige (DE-588)1021043591 oth Erscheint auch als Online-Ausgabe 978-1-61520-960-6 V:DE-604 application/pdf http://bvbr.bib-bvb.de:8991/F?func=service&doc_library=BVB01&local_base=BVB01&doc_number=020660057&sequence=000001&line_number=0001&func_code=DB_RECORDS&service_type=MEDIA Inhaltsverzeichnis |
| spellingShingle | Handbook of research on e-learning standards and interoperability frameworks and issues Computer-assisted instruction Standards Handbooks, manuals, etc Educational technology Standards Handbooks, manuals, etc Internetworking (Telecommunication) Handbooks, manuals, etc E-Learning (DE-588)4727098-6 gnd Computerunterstützter Unterricht (DE-588)4070087-2 gnd |
| subject_GND | (DE-588)4727098-6 (DE-588)4070087-2 (DE-588)4143413-4 |
| title | Handbook of research on e-learning standards and interoperability frameworks and issues |
| title_auth | Handbook of research on e-learning standards and interoperability frameworks and issues |
| title_exact_search | Handbook of research on e-learning standards and interoperability frameworks and issues |
| title_full | Handbook of research on e-learning standards and interoperability frameworks and issues [ed. by] Fotis Lazarinis, Steve Green, and Elaine Pearson |
| title_fullStr | Handbook of research on e-learning standards and interoperability frameworks and issues [ed. by] Fotis Lazarinis, Steve Green, and Elaine Pearson |
| title_full_unstemmed | Handbook of research on e-learning standards and interoperability frameworks and issues [ed. by] Fotis Lazarinis, Steve Green, and Elaine Pearson |
| title_short | Handbook of research on e-learning standards and interoperability |
| title_sort | handbook of research on e learning standards and interoperability frameworks and issues |
| title_sub | frameworks and issues |
| topic | Computer-assisted instruction Standards Handbooks, manuals, etc Educational technology Standards Handbooks, manuals, etc Internetworking (Telecommunication) Handbooks, manuals, etc E-Learning (DE-588)4727098-6 gnd Computerunterstützter Unterricht (DE-588)4070087-2 gnd |
| topic_facet | Computer-assisted instruction Standards Handbooks, manuals, etc Educational technology Standards Handbooks, manuals, etc Internetworking (Telecommunication) Handbooks, manuals, etc E-Learning Computerunterstützter Unterricht Aufsatzsammlung |
| url | http://bvbr.bib-bvb.de:8991/F?func=service&doc_library=BVB01&local_base=BVB01&doc_number=020660057&sequence=000001&line_number=0001&func_code=DB_RECORDS&service_type=MEDIA |
| work_keys_str_mv | AT lazarinesphotese handbookofresearchonelearningstandardsandinteroperabilityframeworksandissues |