Guenter Hilmer - Phd Thesis - Glamorgan Dspace - University of ...

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2.7 E-learning and meta-data projects 2 LITERATURE REVIEW 2.7 E-learning and meta-data projects During this project the following research interests and projects have been found which have an influence on e-learning design at the moment. Universities are and have been focused on the research of e-learning [100][101]. Not only is the research concentrating on the different aspects of distance learning as described in 2.2, but also on the preparation and the allocation of educational resources for students [102][103][104] and teachers [105]. Furthermore, the interest of governments and governmental research institutions in e-learning has been continually growing over the last years. Especially countries with a low population density, for example Australia [106][13] or Canada [107], are supportive of and interested in e-learning . However, other countries support e-learning as well, for example Germany [108] or the member countries of the European Union [109]. Additionally, corporate driven projects and research institutes are continually work- ing on the further development of e-learning [110][111][112][113]. All this research in the field of e-learning resulted in the creation of several plat- tforms for e-learning and material sharing of educational content [114][115] and the establishment of conferences and the foundation of scientific journals [116][117]. Based on all these research fields there have been several attempts to build a meta- tagging standard, i.e. a commonly accepted set of meta-tags to tag educational material in an educational context. Those meta-tagging projects are especially interesting for this work as they are a possible way of separating educational and technical content by tagging the educational material with meta-data. The following projects have been identified and are being regarded as having the most important influence on this project. IEEE LTSC The Institute of Electrical and Electronics Engineers (IEEE) Learning Technology Standards Committee (LTSC) operates under the auspices of the IEEE Standards Association and the IEEE Computer Society Standards Activity Board. 52
2.7 E-learning and meta-data projects 2 LITERATURE REVIEW The IEEE LTSC is chartered to develop accredited technical standards, recom- mend practices and guides for learning technology. This includes software components, tools, technologies, and design methods that facilitate development, de- ployment, maintenance, and interoperation of computer based education and train- ing components and systems [118]. The IEEE LTSC developed a meta-data tagging standard named LOM (Learn- ing Object Metadata) [119] which focuses on the following areas of metadata for educational material: • General • Life Cycle • Meta-Metadata • Technical • Educational • Rights • Relation • Annotation • Classification As this PhD project focuses on the educational part of meta-tagging, the educational side of the LOM is of special interest. The suggested meta-tags and their designated values in the educational part of the standard are: • Interactivity Type - Values: active, expositive, mixed • Learning Resource Type - Values: exercise, simulation, questionnaire, di- agram, figure, graph, index, slide, table, narrative text, exam, experiment, problem statement, self assessment, lecture • Interactivity level - Values: very low, low, medium, high, very high 53
Page 1 and 2: Separation of educational and techn
Page 3 and 4: CONTENTS CONTENTS Contents 1 Introd
Page 5 and 6: CONTENTS CONTENTS 2.12.6 Java and J
Page 7 and 8: CONTENTS CONTENTS 6 Interview evalu
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Page 11 and 12: LIST OF FIGURES LIST OF FIGURES Lis
Page 13 and 14: LIST OF TABLES LIST OF TABLES List
Page 15 and 16: List of Abbreviations ADL - Advance
Page 17 and 18: Declaration This work has not previ
Page 19 and 20: 1 Introduction 1.1 Aim of project 1
Page 21 and 22: 1.4 Problem areas 1 INTRODUCTION ea
Page 23 and 24: 1.5 Approach 1 INTRODUCTION Secondl
Page 25 and 26: 2 Literature Review 2 LITERATURE RE
Page 27 and 28: 2.1 Definition and history of e-lea
Page 29 and 30: 2.2 Forms of e-learning 2 LITERATUR
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Page 41 and 42: 2.4 Pedagogical elements and approa
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Page 45 and 46: 2.5 Educational research 2 LITERATU
Page 47 and 48: 2.6 Teaching and learning strategie
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Page 63 and 64: 2.10 Reuse of material 2 LITERATURE
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Page 69 and 70: 2.12 Technology 2 LITERATURE REVIEW
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Page 73 and 74: 2.13 Research objectives 2 LITERATU
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4.4 TLS-Layer 4 HEAT 4.4 TLS-Layer
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4.4 TLS-Layer 4 HEAT Element Type x
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4.5 EM-Layer 4 HEAT The important f
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4.6 Content space 4 HEAT It was def
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4.7 Material delivery 4 HEAT concep
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4.8 Detailed example 4 HEAT • Add
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4.8 Detailed example 4 HEAT Figure
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4.8 Detailed example 4 HEAT the aut
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5 Evaluation methodology 5 EVALUATI
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5.1 Analysis of alternative approac
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5.2 Design of the interview evaluat
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5.3 Design of the practical evaluat
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6 Interview evaluation 6 INTERVIEW
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6.1 Analysis of the pre-test interv
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6.1 Analysis of the pre-test interv
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6.2 Analysis of the manual markup t
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6.3 Analysis of the mid-test interv
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6.3 Analysis of the mid-test interv
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6.4 Analysis of the HEAT based mark
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6.4 Analysis of the HEAT based mark
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6.5 Analysis of the post-test inter
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6.5 Analysis of the post-test inter
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7 Practical evaluation 7 PRACTICAL
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7.1 Design 7 PRACTICAL EVALUATION O
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7.2 Existing material 7 PRACTICAL E
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7.2 Existing material 7 PRACTICAL E
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7.3 New material 7 PRACTICAL EVALUA
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7.3 New material 7 PRACTICAL EVALUA
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7.4 Summary 7 PRACTICAL EVALUATION
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7.4 Summary 7 PRACTICAL EVALUATION
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8 Discussion 8 DISCUSSION The insig
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8.1 Review of the EFTECS 8 DISCUSSI
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8.1 Review of the EFTECS 8 DISCUSSI
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8.2 Review of the HEAT 8 DISCUSSION
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8.3 Critique of the study 8 DISCUSS
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9 Conclusions 9 CONCLUSIONS In this
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9.1 Research objectives 9 CONCLUSIO
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9.2 Future work 9 CONCLUSIONS 9.2 F
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9.2 Future work 9 CONCLUSIONS Howev
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9.2 Future work 9 CONCLUSIONS therm
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9.3 Contribution to knowledge 9 CON
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REFERENCES REFERENCES [10] Robert J
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REFERENCES REFERENCES [30] Kendall
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REFERENCES REFERENCES [49] Barbara
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REFERENCES REFERENCES [68] A.W. Str
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REFERENCES REFERENCES [88] Melanie
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REFERENCES REFERENCES [110] The Dep
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REFERENCES REFERENCES [131] David A
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REFERENCES REFERENCES [151] Michael
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REFERENCES REFERENCES [174] Allianc
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A Appendices 225 A APPENDICES
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A.1 Evaluation tasksheet A APPENDIC
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A.2 Evaluation Worksheet A APPENDIC
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A.3 Evaluation Interviews A APPENDI
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A.7 Contents of CD A APPENDICES A.7
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Guenter Hilmer - Phd Thesis - Glamorgan Dspace - University of ...

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