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Instructional Models and Scenarios for an Open Learning Repository - Instructional Design and Metadata
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, University of Hanover, Germany ; , , Learning Lab Lower Saxony, Germany ; , Tobias Kunze, University of Hanover, Germany ; , Learning Lab Lower Saxony, Germany

E-Learn: World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education, in Montreal, Canada ISBN 978-1-880094-46-4 Publisher: Association for the Advancement of Computing in Education (AACE), San Diego, CA

Abstract

We present and discuss the evolution of a metadata-based course portal, the Open Learning Repository. Different instructional models and learning principles are integrated in order to meet different learning and teaching strategies: different metadata models (domain model, instructional model, cooperative and structural model) are designed and mapped. A scenario-based evaluation of a former version of OLR revealed that the use which was intended by designers and teachers can differ from actual use by learners. In the current version we do not only implement different instructional principles and theories but also help-files which address the learners reflection of their own learning strategies. In the design process, different learning theories as well as the organizational framework serve as relevant context which is addressed by scenarios written by all stakeholders. Scenarios serve as medium for communication between instructional designers, computer scientists, and teaching staff.

Citation

Kunze, T., Richter, C., Allert, H., Dhraief, H. & Nejdl, W. (2002). Instructional Models and Scenarios for an Open Learning Repository - Instructional Design and Metadata. In M. Driscoll & T. Reeves (Eds.), Proceedings of E-Learn 2002--World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education (pp. 75-82). Montreal, Canada: Association for the Advancement of Computing in Education (AACE). Retrieved December 13, 2018 from .

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