Collaboration in Learning Design Using Peer-to-Peer Technologies

Halm, Michael J.; Bill, Olivier; Hoadley, Christopher

doi:10.1007/3-540-27360-3_11

Cited by 8 publications

(6 citation statements)

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“…However, in other ways LD appeared to be very ambitious in some aspects of social learning. In Halm, Olivier, Farooq & Hoadley, (2005) we found the peer-to-peer model of collaborative learning to be beyond the boundaries of our current thought. If LD can accommodate that decentralised kind of learning, it should have little problem with the issues surrounding group organisation and operation.…”

Section: Extend Ld Specifications In Services For Collaborative Learningmentioning

confidence: 72%

Practical and Pedagogical Issues for Teacher Adoption of IMS Learning Design Standards in Moodle LMS

Berggren¹,

Burgos

Fontana

et al. 2005

JIME

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Abstract:Integrating the specifications and tools for IMS-Learning Design (IMS, 2003) into Moodle (Moodle, 2003), an open-source Learning Management System (LMS), is not just a technological question, but also relates to practical, pedagogical, and philosophical issues. This study documents the discussions and experiments of a team of teachers active in the Moodle community who are concerned with the development of international standards in future versions of Moodle. In the course (Moodle, 2005a) of studying the book, Learning Design (Koper & Tattersall, 2005), participants analysed the implications of integrating the LD specification into Moodle and the operation of various LD tools (CopperCore, Reload) and related tools (LAMS) within the Moodle environment. These differences were then summarized into general implications for future versions of both Moodle and Learning Design. This study concludes that continued, open dialogue between teachers and developers of both LD and Moodle is necessary to achieve transparent integration.

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Section: Extend Ld Specifications In Services For Collaborative Learningmentioning

confidence: 72%

Practical and Pedagogical Issues for Teacher Adoption of IMS Learning Design Standards in Moodle LMS

Berggren¹,

Burgos

Fontana

et al. 2005

JIME

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“…Another possibility is a schema with functions and information completely distributed to the courseware objects of each learner. Both schemata were introduced for the original LD specification included on a single state transition machine that manages all learners [13] and on a P2P network in which the distributed engines assigned to individual learners exchange information regarding the learning sequence [14]. Although the central server schema was used in this investigation, each schema must have different advantages and drawbacks in terms of scalability and flexibility.…”

Section: Implementation Case: Jigsaw Methodsmentioning

confidence: 99%

Investigation on function extension of Extensible Learning support system architecture to group learning environment

Nakabayashi

Morimoto

2013

Proceedings of 2013 IEEE International Conference on Teaching, Assessment and Learning for Engineering (TALE)

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We investigated the application of the Extensible Learning Environment with Courseware Object Architecture (ELECOA), an extensible learner-adaptive system, for group learning. ELECOA is designed to provide a flexible learning environment for both function extensibility and content reusability. To fulfill this goal, we introduced the concept of a "courseware object", which is a program module used to incrementally implement various educational functionalities. Based on this concept, we implemented ELECOA into a group learning environment based on Learning Design specifications. In this paper, we describe the application of the ELECOA to the jigsaw method, a group learning method.

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“…6(b)), and an intermediate schema in which both a central server and courseware objects are responsible for managing learner status and learning sequence. In fact, the original LD specification has been implemented in several ways, including on a single state transition machine that manages all learners [12] and on a P2P network in which the distributed engines assigned to individual learners exchange information regarding the learning sequence [13]. Because of these differences, the implementation schemata would impact the scalability of the system and the effectiveness of implementing management functionality.…”

Section: ) Function To Aggregate and Control Information For Collabomentioning

confidence: 98%

Application of Extensible Learning Support System Architecture to Collaborative Learning Environments

Nakabayashi

Morimoto

Aoki

2012

2012 IEEE 12th International Conference on Advanced Learning Technologies

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This paper discusses the application of Extensible Learning Environment with Courseware Object Architecture (ELECOA), an extensible learner-adaptive system, to a collaborative learning environment. ELECOA is designed to provide a learning environment supporting both function extensibility and content reusability. To achieve this goal, ELECOA introduces the concept of a "courseware object", which is a program module that is used to incrementally implement various educational functionalities. On the basis of this concept, a self-learning environment has been implemented that is fully compliant with the SCORM 2004 specification. This paper describes the results of an investigation into a collaborative learning environment based on the Learning Design specification within the ELECOA framework.

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Collaboration in Learning Design Using Peer-to-Peer Technologies

Cited by 8 publications

References 0 publications

Practical and Pedagogical Issues for Teacher Adoption of IMS Learning Design Standards in Moodle LMS

Practical and Pedagogical Issues for Teacher Adoption of IMS Learning Design Standards in Moodle LMS

Investigation on function extension of Extensible Learning support system architecture to group learning environment

Application of Extensible Learning Support System Architecture to Collaborative Learning Environments

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