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International Journal on E-Learning

2006 Volume 5, Number 1

Editors

Gary H. Marks

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Table of Contents

Number of articles: 17

  1. Guest Editors Introduction: Learning Objects in Context

    Erik Duval & Stefaan Ternier, Katholieke Universiteit Leuven, Belgium; Frans Van Assche, European Schoolnet, Belgium

    Welcome to this special issue on "learning objects in context"! The papers in this issue have their origins in a workshop we organized in March 2005, with the support of the ProLearn network of... More

    pp. 7-9

  2. The Challenge of Content Creation to Facilitate Personalized E-Learning Experiences

    Ali Turker & Ilhami Görgün, METU Technopolis, Turkey; Owen Conlan, Trinity College, Ireland

    The runtime creation of pedagogically coherent learning content for an individual learner's needs and preferences is a considerable challenge. By selecting and combining appropriate learning assets... More

    pp. 11-17

  3. Learning Group Formation Based on Learner Profile and Context

    Martin Muehlenbrock, German Research Center for Artificial Intelligence DFKI, Germany

    An important but often neglected aspect in Computer-Supported Collaborative Learning (CSCL) is the formation of learning groups. Until recently, most support for group formation was based on... More

    pp. 19-24

  4. Authoring of Learning Objects in Context

    Marcus Specht, Open University of the Netherlands, Netherlands; Milos Kravcik, Fraunhofer Institute for Applied Information Technology, Germany

    Learning objects and content interchange standards provide new possibilities for e-learning. Nevertheless the content often lacks context data to find appropriate use for adaptive learning on... More

    pp. 25-33

  5. Modularization and Structured Markup for Learning Content in an Academic Environment

    Samuel Schluep & Marco Bettoni, Swiss Federal Institute of Technology, Zurich, Switzerland; Sissel Guttormsen Schär, Institute of Medical Education, University of Bern, Switzerland

    This article aims to present a flexible component model for modular, web-based learning content, and a simple structured markup schema for the separation of content and presentation. The article... More

    pp. 35-44

  6. Virtual Workspace Environment (VWE): A Taxonomy and Service Oriented Architecture Framework for Modularized Virtual Learning Environments - Applying the Learning Object Concept to the VLE

    Fredrik Paulsson & Ambjörn Naeve, Royal Institute of Technology, NADA, Sweden

    Based on existing Learning Object taxonomies, this article suggests an alternative Learning Object taxonomy, combined with a general Service Oriented Architecture (SOA) framework, aiming to... More

    pp. 45-57

  7. A Metadata Profile to Establish the Context of Small learning Objects: The Slicing Book Approach

    Ingo Dahn, University Koblenz-Landau, Germany

    In order to re-use small learning objects their correct technical and semantic context must be preserved. The paper discusses this problem based on the experience of re-engineering a large corpus... More

    pp. 59-66

  8. Ontology-Based Learning Content Repurposing: The ALOCoM Framework

    Katrien Verbert, Dept. Computerwetenschappen, Katholieke Universiteit Leuven, Belgium; Jelena Jovanovic, FON-School of Business Administration, University of Belgrade, Yugoslavia; Erik Duval, Dept. Computerwetenschappen, Katholieke Universiteit Leuven, Belgium; Dragan Gasevic, School of Interactive Arts and Technology, Simon Fraser University Surrey, Canada; Michael Meire, Dept. Computerwetenschappen, Katholieke Universiteit Leuven, Belgium

    This article reports on the development of a framework for repurposing learning object components, more specifically components of slide presentations. Unlike the usual practice where learning... More

    pp. 67-74

  9. Competence-Based Knowledge Structures for Personalised Learning

    Juergen Heller, Christina Steiner, Cord Hockemeyer & Dietrich Albert, University of Graz, Austria

    Competence-based extensions of Knowledge Space Theory are suggested as a formal framework for implementing key features of personalised learning in technology-enhanced learning. The approach links ... More

    pp. 75-88

  10. Strategies for Reuse of Learning Objects: Context Dimensions

    Allard Strijker & Betty Collis, University of Twente, Netherlands

    Based on research in ten projects in a university, corporate learning, and military context, a set of dimensions is found that can help decision makers to develop strategies for reuse (Strijker,... More

    pp. 89-94

  11. A Knowledge-Based Approach to Describe and Adapt Learning Objects

    Amel Bouzeghoub, Bruno Defude, Freddy Duitama & Claire Lecocq, GET/INT, France

    Our claim is that semantic metadata are required to allow a real reusing and assembling of learning objects. Our system is based on three models used to describe the domain, learners, and learning ... More

    pp. 95-102

  12. Progressive Inquiry Learning Object Templates (PILOT)

    Hans Põldoja & Teemu Leinonen, Media Lab, University of Art and Design Helsinki, Finland; Terje Väljataga, Hypermedia Laboratory, Tampere University of Technology, Finland; Antti Ellonen & Marjo Priha, Uusimaa Regional Environment Centre, Finland

    In most cases digital learning objects are used for individual learning (reading, looking, playing, quizzes) or by teachers in their class-room or online teaching (presentations). In PILOT project ... More

    pp. 103-111

  13. Just-in-time Generation of Pedagogically Sound, Context Sensitive Personalized Learning Experiences

    Ian O' Keeffe, Aoife Brady, Owen Conlan & Vincent Wade, Knowledge and Date Engineering Group, Dept. of Computer Science, School of Computer Science and Statistics, Faculty of Engineering and Systems Sciences Trinity College Dublin, Ireland

    The just-in-time generation of personalized learning experiences requires the assembly of atomic learning assets into coherent learning activities for a learner, based on his/her preferences and... More

    pp. 113-127

  14. Towards Next Generation Activity-Based Learning Systems

    Demetrios G. Sampson & Pythagoras Karampiperis, University of Piraeus & Informatics and Telematics Institute,, Greece

    The need for e-learning systems that support a diverse set of pedagogical requirements has been identified as an important issue in web-based education. Until now, significant research and... More

    pp. 129-149

  15. A “Simple Query Interface” Adapter for the Discovery and Exchange of Learning Resources

    David Massart, European Schoolnet, Belgium

    Developed as part of CEN/ISSS Workshop on Learning Technology efforts to improve interoperability between learning resource repositories, the Simple Query Interface (SQI) is an Application Program ... More

    pp. 151-159

  16. Interoperability of Repositories: The Simple Query Interface in ARIADNE

    Stefaan Ternier & Erik Duval, Katholieke Universiteit Leuven, Belgium

    This article reports on our experiences in providing interoperability between the ARIADNE knowledge pool system (KPS) (Duval, Forte, Cardinaels, Verhoeven, Van Durm, Hendrickx et al., 2001) and... More

    pp. 161-166

  17. Learning Objects and Process Interoperability

    Keith D. Baker, University of Reading, United Kingdom

    There has been considerable emphasis on the availability and reuse of learning content in recent years. Since 2000, the ADL initiative has refined the recommendations contained in the SCORM... More

    pp. 167-172