DocumentCode
2247860
Title
Towards Pedagogically Neutral EML Making Use of De-Contextualized Learning Objects: Myth or Reality?
Author
Nodenot, Thierry
Author_Institution
Lab. LIUPPA, IUT de Bayonne
fYear
2006
fDate
5-7 July 2006
Firstpage
1028
Lastpage
1030
Abstract
The first aim of this work is to assess the IMS-LD specification against a case-study relying on constructivist educational principles. From the analysis of the pros and cons of IMS-LD, we outline modelling principles and a language to specify diverse views of in context concepts (roles, activities, learning events, etc). Some capabilities of this language are then exemplified on the same case-study
Keywords
educational computing; formal specification; simulation languages; IMS-LD specification; constructivist educational principles; decontextualized learning objects; modelling language; modelling principles; pedagogically neutral EML; Best practices; Bicycles; Concrete; Context modeling; Layout; Road accidents; Road transportation; Testing; Unified modeling language; Vehicles;
fLanguage
English
Publisher
ieee
Conference_Titel
Advanced Learning Technologies, 2006. Sixth International Conference on
Conference_Location
Kerkrade
Print_ISBN
0-7695-2632-2
Type
conf
DOI
10.1109/ICALT.2006.1652621
Filename
1652621
Link To Document