ERIC Number: ED479426
Record Type: RIE
Publication Date: 2002-Oct
Instructional Models and Scenarios for an Open Learning Repository--Instructional Design and Metadata.
Allert, Heidrun; Dhraief, Hadhami; Kunze, Tobias; Nejdl, Wolfgang; Richter, Christoph
This paper presents and discusses the evolution of a metadata-based course portal, the Open Learning Repository (OLR). 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, not only are different instructional principles and theories implemented, 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. (Contains 16 references.) (Author)
Descriptors: Computer Assisted Instruction, Course Content, Distance Education, Educational Principles, Instructional Design, Instructional Materials, Learning Strategies, Metadata, Open Education, Teaching Models
Association for the Advancement of Computing in Education (AACE), P.O. Box 3728, Norfolk, VA 23514. Tel: 757-623-7588; e-mail: firstname.lastname@example.org; Web site: http://www.aace.org/DL/.
Publication Type: Reports - Research; Speeches/Meeting Papers
Education Level: N/A
Authoring Institution: N/A
Note: In: E-Learn 2002 World Conference on E-Learning in Corporate, Government, Healthcare, & Higher Education. Proceedings (7th, Montreal, Quebec, Canada, October 15-19, 2002); see IR 022 093. Figures contain illegible type.