Conference Paper

Supporting Structural Templates for Multiple Learning Systems With Standardized Qualifications

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Abstract

In a previous publication we introduced the concept of Structural Templates (ST) which are a further development of the Course Authoring Tools introduced in earlier publications. STs are defined as a possibility to describe the pedagogical structure of a course, a study program or an applied game in an abstract way. The idea of STs is based on the structure of IMS Learning Design (IMS-LD), which is a quasi-standard for modelling learning structures. We have shown what STs are useful for and that there is a need for an editor for STs in order to make the work easier and therefore less time-intensive for the producers of recurring learning content with the same pedagogical structure. The STs have been combined with the concept of Qualifications-Based Learning (QBL) in order to make it possible to define machine-readable prerequisites and learning goals on the elements (method, play, act, activity structure, activity, learning object) of the STs. In future work this will be used to add qualifications to learners, to check, if learners have the qualifications to take part in a specific learning content or for recommendation services which show the learners an individual learning path to reach their learning goal. In this paper we will go into deeper detail of STs and present the prototypical implementation of the editor for STs. Because, the STs have been combined with the QBL approach, we will call them Didactical Structural Templates (DST), since they will now represent the pedagogical structure of a course. In this evaluation we will show two different scenarios in which the DSTs are used and how useful they can be: first implementing an DSTs as a Moodle course and secondly a hybrid solution, namely a Moodle course containing an applied game which will return the learning result back to Moodle. In both scenarios we will use the same DST. Another scenario in which the same DST will be used as pedagogical structure for an applied game will be future work. Therefore, these scenarios will show that it will be possible for learners to switch between different implementations of a specific DST and the learners having the same learning progress as if they had used just one of the implementations of this specific DST.

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... The so-called Didactical Structural Templates (DST) have been introduced in [19] and extended in [17]. As described, the DSTs are based on the IMS Learning Design (IMS-LD) [8] and represent the pedagogical structure of a course and cannot only be used as pedagogical structure for creating courses. ...
... To do so, we have to go to the DSTM within the KM-EP and press on the install button next to the DST we want to implement. After pressing the install button, the DSTM will implement the selected DST as Moodle course according to the mapping we presented in [17] with default values for each learning element. Therefore, we now have an empty Moodle course created which we have to fill with the needed learning content. ...
Conference Paper
Full-text available
In our previous e-learning publications we introduced the concepts of Course Authoring Tools (CAT), and of Didactical Structural Templates (DST) which are a further development of the CAT. DSTs are defined as a possibility to describe the pedagogical structure of a course, a study program or an applied game in an abstract way. The idea of DSTs is based on the structure of IMS Learning Design (IMS-LD), which is a quasi-standard for modelling learning structures. We have shown what DSTs are useful for and that there is a need for an editor for DSTs which we already presented in combination with the Didactical Structural Template Manager (DSTM). In this paper we will focus on and go in deeper detail in implementing the same DST as a classic Learning Management (LMS) course, as a LMS course with applied gaming content and as a stand alone applied game. Therefore, these scenarios will show that it will be possible for learners to switch between different implementations of a specific DST and the learners having the same learning progress as if they had used just one of the implementations of this specific DST. One main contribution is to demonstrate the integration between, web-based, immersive Virtual Reality learning activities developed as native applications, and VR authoring tools by a gateway server. In addition, we present an RESTful API for sharing the DST and the used Competence Profiles to external tools.
Chapter
In our previous e-learning publications, we introduced the concepts of Qualifications-Based Learning (QBL), Course Authoring Tools (CAT), and of Didactical Structural Templates (DST) which are a further development of the CAT. The DSTs have been combined with QBL. Therefore, the DSTs represent the pedagogical structure of learning materials. The idea is to have an abstract definition which can be implemented as a traditional course (with or without gaming content), as an applied game, or any other form or modality of learning content. In this paper, we will go in deeper detail, how the DSTs can be accessed from any kind of tool or production environment.
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