The Essen Learning Model - A Step Towards a Representation of Learning Objectives PROCEEDINGS
Markus Bick, Jan M. Pawlowski, Patrick Veith, Univ. of Essen, Germany
EdMedia + Innovate Learning, in Norfolk, VA USA ISBN 978-1-880094-42-6 Publisher: Association for the Advancement of Computing in Education (AACE), Waynesville, NC
The importance of the Extensible Markup Language (XML) technology family
in the field of Computer Assisted Learning (CAL) can not be denied. The Instructional
Management Systems Project (IMS) for example provides a learning resource XML binding
specification. Considering this specification and other implementations using XML to
represent learning contents in different ways, we developed a new approach to use an
XML based representation of learning objectives during the development process of a
Computer Supported Learning Environment (CSLE). Identifying and representing learning
objectives is an integral part of the Essen Learning Model (ELM), a generic development
model supporting developers, educators, and users on different levels of educational
activities. We illustrate how to use XML data in the context of learning objectives to support
the implementation of learning environments.
Bick, M., Pawlowski, J.M. & Veith, P. (2001). The Essen Learning Model - A Step Towards a Representation of Learning Objectives. In C. Montgomerie & J. Viteli (Eds.), Proceedings of ED-MEDIA 2001--World Conference on Educational Multimedia, Hypermedia & Telecommunications (pp. 145-150). Norfolk, VA USA: Association for the Advancement of Computing in Education (AACE). Retrieved October 21, 2018 from https://www.learntechlib.org/primary/p/8355/.
© 2001 Association for the Advancement of Computing in Education (AACE)
Debunking the Buzz Words OR Can hermeneutic analysis be used to evaluate pedagogically based learning objects designed from constructivist epistemological ontologies defined in XML Metadata?
Bronwyn Stuckey, Queensland University of Technology, Australia; Jim Hensman, Coventry University, United Kingdom; Barbara Dewey, University of Tennessee, United States; Tobias Hofmann, Bauhaus University Weimar, Germany; Helen Brown, BECTA, United Kingdom; Sonja Cameron, University of Gl
EdMedia + Innovate Learning 2002 (2002) pp. 1880–1885
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