Abstract
Efficiency and sustainability of technology-enhanced learning is increasingly guaranteed by target-group and subject-specific arrangements of learning-conducive elements. Self-learning phases are combined with synchronous or asynchronous online collaboration and cooperation, as well as with face-to-face training sessions. In the "Up2UML" project funded by the Leonardo-da-Vinci initiative, partners from Ireland, Romania, Bulgaria, France and Germany developed an approach for designing and tailoring learning arrangements for the software modelling domain. This paper describes how such a tailoring can be set up, putting a special focus on the design of learning scenarios (IMS Learning Design) in conjunction with the design of learning media (eduDocBook).
Highlights
The challenges for reuse and repurposing of content are centered around three main areas: application context, media format, and organization
The media contribute to enabling the user to do the working tasks more efficiently. Learning content in this context is considered as a component supporting the user in addition to printed and online media. Abstracting from these different media formats in the electronic performance support system (EPSS) approach and looking at the complete scenario from the media format spanning perspective of single-source publishing, one can notice that the documents considered in the EPSS approach contain a variety of information which can be used in multiple media formats and in a reuse context
The analysis showed that tailoring educational content to the needs of each individual course is still an unsolved problem that, if solved, would provide an important stimulation of student motivation within blended learning arrangements
Summary
Traditional e-learning requires the capability to find one's own way in self-directed learning processes and it demands a high level of self-motivation. In order to evade loss of motivation and to enhance sustainability of learning, training sessions need to be carefully organized and include a well defined mix of activities [2] In this respect, there is not much difference between traditional learning in a classroom (face-toface communication) and with support from printed textbooks, and learning with online materials (e.g. SCORM packages) and computer-mediated communication (e.g. Adobe Acrobat Connect, E-Mail). The article puts a special focus on the eduDocBook format for content development, which is based on the worldwide accepted standard in publishing DocBook It shows how eduDocBook can be used to tailor learning material to the individual needs of each trainer and training session and how this is supported by easy to handle tools
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