Abstract
This paper proposes a system, the Smart Learning Design Framework, designed to support the development of pedagogically sound learning material within an integrated, platform-independent data structure. The system supports sharing, reuse and adaptation of learning material via a metadata-driven philosophy that enables the technicalities of the system to be imperceptible to the author and consumer. The system proposes the use of pedagogically focused metadata to support and guide the author and to adapt and deliver the content to the targeted consumer. A prototype of the proposed system, which provides proof of concept for the novel processes involved, has been developed. The paper describes the Smart Learning Design Framework and places it within the context of alternative learning object models and frameworks to highlight similarities, differences and advantages of the proposed system.DOI: 10.1080/09687760500104591
Highlights
Much of the current focus in the e-learning arena is centred upon the development of technical infrastructures that support reusability, interoperability, durability and accessibility of learning content (Bannan-Ritland et al, 2002; Welsch, 2002; Hummel et al, 2004)
Authors converting existing learning material to Sharable Content Object Reference Model (SCORM) compliance must be able to structure the content in context-free objects, while those reusing existing SCORM objects must be able to aggregate those objects into meaningful learning sequences (Learning Systems Architecture Laboratory, 2003)
The Smart Learning Design Framework (SLDF) proposed in this paper extends the framework presented in Lukasiak et al (2005)
Summary
Much of the current focus in the e-learning arena is centred upon the development of technical infrastructures that support reusability, interoperability, durability and accessibility of learning content (Bannan-Ritland et al, 2002; Welsch, 2002; Hummel et al, 2004). Authors converting existing learning material to SCORM compliance must be able to structure the content in context-free objects, while those reusing existing SCORM objects must be able to aggregate those objects into meaningful learning sequences (Learning Systems Architecture Laboratory, 2003). This approach may be suitable for large organisations that employ teams of specialist instructional designers, subject-matter experts, graphic designers and programmers, and that are concerned mainly with self-paced, individual training. The paper concludes by summarising the proposed SLDF technique and presents avenues of future research
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