The ARIADNE Project (Part 1): Knowledge Pools for Computer-based and Telematics-supported Classical, Open and Distance Education

Forte, Eddy; Forte, Maria H. K. Wentland; Duval, Erik

doi:10.1080/03043799708923438

Cited by 21 publications

(16 citation statements)

References 5 publications

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“…It is important to stress once more that only pedagogical elements stored in the KPS, to be used in the previously defined context of ARIADNE curricula [1], are considered relevant in this project. We already mentioned that we are not concerned with informal learning (unstructured individual learning processes that rely on arbitrary educational material accessible over the World Wide Web (WWW)).…”

Section: Sharing and Reusing Pedagogical Materialsmentioning

confidence: 99%

“…In ARIADNE, a curriculum is a process specified by several parameters [1]. ('about 30 first-year engineering students'); • training staff ('Professor X and his two assistants Y and Z'); • content ('Introduction to Databases'); • structure in terms of pedagogical components and actual pedagogical elements to be used (' IS interactive sessions of 1.5 hours, accounting for 30% of workload, 40% expositive and 30% active documents').…”

Section: Curriculum Elaboration Support In Ariadnementioning

confidence: 99%

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The ARIADNE Project (Part 2): Knowledge Pools for Computer-based and Telematics-supported Classical, Open and Distance Education

Forte¹,

Wentland²,

Duval³

1997

European Journal of Engineering Education

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Section: Sharing and Reusing Pedagogical Materialsmentioning

confidence: 99%

Section: Curriculum Elaboration Support In Ariadnementioning

confidence: 99%

The ARIADNE Project (Part 2): Knowledge Pools for Computer-based and Telematics-supported Classical, Open and Distance Education

Forte¹,

Wentland²,

Duval³

1997

European Journal of Engineering Education

Self Cite

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“…für mehrere Lehrformen. Arbeiten wie ARIADNE [ FWD97] versuchen durch standardisierte Metadaten die Suche und die Wiederverwendung von multimedialen Lehrmaterialien zu erleichtern, sie auf einer verteilten Plattform anzubieten und dadurch den Aufwand der Multimedia-Entwicklungen zu reduzieren. In den meisten Entwicklungsmodellen hypermedialer Lernsysteme werden die Wiederverwendung der Inhalte für verschiedene Zwecke sowie die Verwendung der Inhalte von externen Quellen nicht berücksichtigt oder nur ein Teil des Entwicklungsprozesses im Vorgehensmodell behandelt.…”

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Ein Vorgehensmodell zur Erstellung virtueller Bildungsinhalte

Klein

Stucky

2001

Wirtschaftsinf

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“…All systems rely on an infrastructure providing content repository features, either generic or specifically designed for educational purposes. Examples belonging to the former category are Alfresco [2], Nuxeo [3], Sharepoint, etc., whereas for the latter category Learning Object Repositories (LORs) such as Merlot [4], MIT OCW [5], Ariadne [6] constitute a good example. Learning Management Systems (LMS) also integrate (or can connect to) a LOR, but their distinctive characteristic is to provide content creation features.…”

Section: Introductionmentioning

confidence: 99%

A New Architecture for Cross-Repository Creation and Sharing of Educational Resources

Favario

Masala

2017

Int. J. Emerg. Technol. Learn.

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Abstract-A large amount of educational resources are currently available in the Internet, covering educational needs for many school grades. However, using such wealth of material, typically dispersed in several repositories, in a simple and effective way, is rather challenging due to the difficulties encountered by teachers in learning the peculiar access and operational procedures that each repository system requires. Therefore, it is important to provide the teachers with a centralized, integrated, simple system that can address most of their needs so that every operation (search, edit, share, download) can be done from a single location. This work follows this direction by designing and presenting both an architecture to integrate different repository systems using the Content Management Interoperability Services (CMIS) API and an integration layer that provides a simple web interface suitable for the needs of both the content creators (teachers) and the users of the contents (learners). Results have been evaluated both quantitatively, i.e., using performance indicators such as response time, and qualitatively, on the basis of the user experience evaluated through a questionnaire. Both type of results show that the platform adequately addresses user needs therefore it has the potential to be embraced by a large user community. Keywords-computer uses in education, e-learning tools, CMIS, open source IntroductionIn the latest years the interest for e-learning systems is steadily increasing due to the many advantages they are expected to deliver, e.g., lower costs, better course adaptation for students, remote delivery, etc. The abundance of such software suites led to the current situation in which there is a strong fragmentation in the e-learning software suites adopted by even very similar education institutions [7]. For instance, our university relies on Alfresco while the other university in the same city is using Nuxeo. Clearly, a situation in which each institution proceeds on its own is not ideal since network and saving effects cannot be exploited. The Italian Ministry of Education, for instance, is pushing towards unification efforts by supporting projects for the creation of mini-portals and similar initiatives. However, a large amount of material has been made available in each of those institutional repositories and it would be desirable to be able to reuse it, without waiting for major infrastructure changes, through simple means, e.g., uniform access platforms and interfaces.Some solutions trying to address the fragmentation and heterogeneity of repositories have been proposed in the past. The latest trend is to use Unified E-learning Repositories (UER) that attempt to simplify sharing resources between different institutions using a single access point and solution [8]. However, several integration issues need to be solved, in particular for distributed searches [9], [10] and communication between repositories [11].Interoperability requires a common framework both for interfaces and queries. The...

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The ARIADNE Project (Part 1): Knowledge Pools for Computer-based and Telematics-supported Classical, Open and Distance Education

Cited by 21 publications

References 5 publications

The ARIADNE Project (Part 2): Knowledge Pools for Computer-based and Telematics-supported Classical, Open and Distance Education

The ARIADNE Project (Part 2): Knowledge Pools for Computer-based and Telematics-supported Classical, Open and Distance Education

Ein Vorgehensmodell zur Erstellung virtueller Bildungsinhalte

A New Architecture for Cross-Repository Creation and Sharing of Educational Resources

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