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

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3.2 EFTECS at EM-Layer 3 EFTECS 3.2 EFTECS at EM-Layer The first layer of the EFTECS, the Educational Module Layer, is aiming at complete educational modules, e.g. complete courses. Several other projects are also working at this level, for example the IMS [12] or the ARIADNE [174] project. From the student’s point of view the EM-Layer of the EFTECS is his main in- terface. The student does not need to know anything about the EFTECS or its implementation. It is just the educational module that is delivered to the student, whereas the underlying framework is not noticeable for the student. The first step at this layer of the EFTECS is to separate the educational information about the complete educational module from the technical information. The educational module is considered to be a big, tightly woven together piece of educational and technical material. To simplify the authoring of the material, the EFTECS is aiming at the educational information about the complete educational module. After reviewing existing projects (cf. section 2.7) the following items of educational information about complete educational modules were identified and added to the XEML (cf. section 3.9): • Author • Authoring date • Domain area • Difficulty • Target audience • Language This list does not cover all possible educational information about an educational module, however, the EFTECS as well as the XEML are generic frameworks which can be extended quite easily. At this point, the educational information about a complete educational module can easily be described and authored. However, the bigger part of the educational 78
3.2 EFTECS at EM-Layer 3 EFTECS material is still woven tightly together and must be analysed more deeply, be- cause the regarded educational material is still not on a fine-grained level. During the following analytic steps, it could be observed that the educational modules are formed by several instances of teaching and learning strategies. Those TLSs are linked together and form the EM. The next step is to analyse the rest of the educational information from a TLS point of view. 79
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Separation of educational and techn
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CONTENTS CONTENTS Contents 1 Introd
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CONTENTS CONTENTS 2.12.6 Java and J
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CONTENTS CONTENTS 6 Interview evalu
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CONTENTS CONTENTS 7.3.5 Presentatio
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LIST OF FIGURES LIST OF FIGURES Lis
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LIST OF TABLES LIST OF TABLES List
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List of Abbreviations ADL - Advance
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Declaration This work has not previ
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1 Introduction 1.1 Aim of project 1
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1.4 Problem areas 1 INTRODUCTION ea
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1.5 Approach 1 INTRODUCTION Secondl
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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 57 and 58: 2.8 Knowledge and learning objects
Page 59 and 60: 2.9 Project management and e-learni
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Page 63 and 64: 2.10 Reuse of material 2 LITERATURE
Page 65 and 66: 2.11 Adaptive Hypermedia System 2 L
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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
Page 75 and 76: 3.1 Theoretical approach 3 EFTECS p
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Page 85 and 86: 3.4 EFTECS at EHP-Layer 3 EFTECS 3.
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Page 89 and 90: 3.6 Common meta-information 3 EFTEC
Page 91 and 92: 3.8 The complete EFTECS 3 EFTECS 3.
Page 93 and 94: 3.9 The eXtensible Educational Mark
Page 95 and 96: 4.1 General approach 4 HEAT 4.1.1 T
Page 97 and 98: 4.1 General approach 4 HEAT the dif
Page 99 and 100: 4.2 EHP-Layer 4 HEAT 4.2.2 Technica
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Page 103 and 104: 4.4 TLS-Layer 4 HEAT 4.4 TLS-Layer
Page 105 and 106: 4.4 TLS-Layer 4 HEAT Element Type x
Page 107 and 108: 4.5 EM-Layer 4 HEAT The important f
Page 109 and 110: 4.6 Content space 4 HEAT It was def
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Page 127 and 128: 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.4 Summary of interview results A
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A.5 XSL-Documents A APPENDICES A.5
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A.5 XSL-Documents A APPENDICES tls
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A.6 XEML - eXtensible Educational M
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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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