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The Essen Learning Model - A Step Towards a Representation of Learning Objectives
World Conference on Educational Multimedia, Hypermedia and Telecommunications (EDMEDIA) 2001:1 , 2001
The importance of the Extensible Markup Language (XML) technology family in the field of Computer Assisted Learning (CAL) can not be denied. The Instructional Management Systems Project (IMS) for example provides a learning resource XML binding...
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An Architecture of an Electronic Education Market Using XML-Standards
World Conference on Educational Multimedia, Hypermedia and Telecommunications (EDMEDIA) 2001:1 , 2001
In this paper, we describe the conceptual architecture of an Electronic Education Market based on XML standard specifications for business processes and educational processes. This architecture supports the interoperability and portability of...
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The European Quality Observatory (EQO): Harmonizing Quality Approaches for E-Learning
World Conference on Educational Multimedia, Hypermedia and Telecommunications (EDMEDIA) 2003:1 , 2003
The quality of E-Learning is not a well defined measure. Various proprietary national, regional, local approaches, limited to a certain domain/user group/context, are being used. There is no general framework for quality management, quality...
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A Simulation Game Approach Towards Establishing Knowledge Management in Organizations
World Conference on Educational Multimedia, Hypermedia and Telecommunications (EDMEDIA) 2003:1 , 2003
During the past decade knowledge management is emerging as one of the most important and widespread management issues. The knowledge contained in people's heads and organizational structures is seen as a valuable asset that needs to be developed and ...
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The Essen Learning Model A Step Towards a Standard Model of Learning Processes
World Conference on Educational Multimedia, Hypermedia and Telecommunications (EDMEDIA) 2000:1 , 2000
Several standards like the Learning Technology Systems Architecture (LTSA) or the Instructional Management Systems Project (IMS) provide a format to interchange, reuse, and combine learning contents. They do not cover didactical methods in detail....
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