Edutech: Where Computer-Aided Design meets Computer-Aided by Carlos Delgado Kloos, Abelardo Pardo

By Carlos Delgado Kloos, Abelardo Pardo

Computation and verbal exchange applied sciences underpin paintings and improvement in lots of diversified components. between them, Computer-Aided layout of digital structures and eLearning applied sciences are components which, although various, actually percentage many matters. The layout of CAD and eLearning platforms already touches on a few parallels, resembling process interoperability, person interfaces, standardisation, XML-based codecs, reusability elements, and so on. moreover, the educating of layout Automation instruments and techniques is especially amenable to a far off or mixed studying surroundings, and implies the interconnection of average CAD instruments, resembling simulators or synthesis instruments, with eLearning instruments. there are lots of different facets during which synergy are available whilst utilizing eLearning expertise for instructing and studying know-how. EduTech: Computer-Aided layout Meets Computer-Aided studying comprises the court cases of the EduTech2004 workshop, which was once held in August 2004 along side the 18th IFIP international computing device Congress in Toulouse, France, and subsidized by way of the overseas Federation for info Processing (IFIP). equipped by way of IFIP WG 10.5 (Design and Engineering of digital platforms) in cooperation with IFIP WG 3.6 (Distance Education), the workshop lawsuits discover the interrelationship among those matters, the place computer-aided layout meets computer-aided studying. The e-book contains papers relating to eLearning within the sector of digital CAD, but additionally contains contributions tackling normal problems with eLearning which are appropriate to this and lots of different parts akin to reusability, criteria, open resource instruments or mobility. This booklet might be of worth to these attracted to the most recent advancements in eLearning quite often, and likewise to these coming from the digital layout box who need to know the best way to observe those advancements of their quarter.

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Similarly, social recommending techniques may help to suggest appropriate resources at the right time. Newer technologies for content syndication, like RSS, could be applied in this context as well. The overall goal is to provide flexible access to advanced functionalities for end users, without putting any additional burden on their side. 3 Part One: Invited Contributions We need to go beyond content Much of the work on interoperable learning technologies has focused up to now on content and the role it plays to “deliver” learning.

Such a top-down approach will generate an enhanced Learning Design language where patterns are at all levels. Part Two: E-Learning Standards 34 Therefore it is possible to define layers of patterns. These layers are rough delineations of the typical levels that are encountered in learning design. The levels identified so far are: pedagogical, learning experiences, and activity. The different levels and associated patterns can be shown in a graph of connected patterns as the one represented in Figure 2.

This kind of pattern describes a collection of general techniques, actions, and/or tasks for describing a particular learning experience. Learning experiences should therefore be understood as a broader goal for which we are designing. The learning experience-level patterns describe common experiences and which lower level patterns can be used to create such experience. Typical learning experiences were introduced in the previous section: Team Teaching, Active Student, Try it Yourself, etc. 3 Activity patterns At this level we consider the patterns related to the constructs with IMS LD descriptions.

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