Learning Design: A Handbook on Modelling and Delivering Networked Education and Training

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Rob Koper, Colin Tattersall
Springer Science & Business Media, Dec 28, 2005 - Computers - 412 pages

E-learning is still in its infancy. This can be seen both in the limited pedagogical quality and lack of portability of e-learning content, and in the lack of user-friendly tools to exploit the opportunities offered by current technologies. To be successful, e-learning must offer effective and attractive courses and programmes to learners, while at the same time providing a pleasant and effective work environment for staff members who have the task to develop course materials, plan the learning processes, provide tutoring, and assess performance.

To overcome these deficiencies, the IMS Global Learning Consortium Inc. released the Learning Design Specification in 2003. With Learning Design it is possible to develop and present advanced, interoperable e-learning courses embracing educational role and game playing methods, problem-based learning, learning community approaches, adaptivity and peer coaching and assessment methods.

In this handbook Koper and Tattersall have put together contributions from members of the "Valkenburg Group", consisting of 33 experts deeply involved in e-learning and more specifically learning design. The result is a rich and lasting source of information for both e-learning course and tool developers, providing information about the specification itself, how to implement it in practice, what tools to use, and what pitfalls to avoid. The book not only reports first experiences, but also goes beyond the current state of the art by looking at future prospects and emerging applications.

 

Contents

Specification Architectures and Tools 1 An Introduction to Learning Design 2 The Learning Design Specification
2
Architectures to Support Authoring and Con tent Management with Learning Design
3
An Architecture for the Delivery of Elearning Courses
4
An Architecture for Learning Design Engines
5
A Reference Implementation of a Learning De sign Engine
6
The Learning Design Specification
21
Architectures to Support Authoring and Content Management with
41
An Architecture for the Delivery of Elearning Courses 63 4 1 Introduction
63
Collaboration in Learning Design Using Peer toPeer Technologies
203
Designing Adaptive Learning Environments
214
Designing Educational Games
227
Designing Learning Networks for Lifelong Learners
239
How to Integrate Learning Design into Existing Practice 253 15 1 Introduction
253
How to Integrate Learning Design into Existing Practice
263
Experience
268
Applying Learning Design to SelfDirected Learning
271

An Architecture for Learning Design Engines 75 5 1 Introduction
75
A Reference Implementation of a Learning Design Engine 91 6 1 Introduction
91
Learning Design Tools
109
Designing Elearning Courses
136
Basic Design Procedures for Elearning Courses
139
Acknowledgements
160
An Instructional Engineering Method and Tool for the Design of Units of Learning
161
The editors and authors wish to thank the management and staff of
177
Integrating Assessment into Elearning Courses
185
Applying Learning Design to Supported Open Learning 281 17 1 Introduction
281
Applying Learning Design to Support Open Learning 18 Using Learning Design to Support Design and Runtime Adaptation
291
The Edubox Learning Design Player
302
the Explor Sys tems Case 21 Challenges in the Wider Adoption of LD Two Exploratory Case Studies 22 A Learning Design Worked Example
340
Appendix
367
Glossary 387
386
Index 405
404
Copyright

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About the author (2005)

Rob Koper is Director of R&D Learning Technologies and member of the Management Team of the Educational Technology Expertise Centre (OTEC) of the Open University of The Netherlands. Results: EML (Educational Modelling Language), IMS Learning Design, models for competency based learning, personalised instruction, web-based learning environments, XML based authoring environments (design, editing, content management), pedagogical meta-models and new generative models for building personalised curricula). Leader of new 5 year programme into Self-Organized Learning Networks.

Colin Tattersall studied Computational Science before working on his PhD at the Computer Based Learning Unit at Leeds University. He subsequently moved to The Netherlands to work for the R&D arm of one of the major Dutch telecommunications operators. There, he investigated new technologies in the area of sales and marketing support systems, publishing several articles and participating in technology dissemination and consultancy exercises. In the mid-nineties, he moved into the software industry, working as Product Manager for a company specializing in (XML-based) support systems for knowledge-intensive processes. In mid 2002 he joined The Open University of The Netherlands as an educational technologist, where his responsibilities cover work related to innovation in e-learning and learning technology standardisation.

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