By Samuel Pierre
This e-book presents state of the art e-learning networked environments and architectures conducted during the last few years from a data administration standpoint. It includes a entire dialogue of e-learning innovations, versions, experiments and top practices. featuring a wide-ranging survey of equipment and functions from members from around the globe, this publication should be a worthy source for researchers, practitioners and graduates.
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Additional info for E-Learning Networked Environments and Architectures: A Knowledge Processing Perspective
It is through this model that the learning strategy is described in the system. In a structured learning situation, learners follow the process described by this learnﬂow. Other actors, as well as resources and services, are coordinated by this workﬂow as well. To describe those models in a platform-independent language, some educational modeling languages (EML) have been proposed. In 2003, the IMS Global Learning Consortium released the IMS Learning Design speciﬁcation . IMS-LD is becoming an accepted EML standard speciﬁcation.
However, there are also some differences. E-learning processes represent pedagogical models. While an e-learning pedagogical model might be inspired in an existing face-to-face training, new models can exist without a corresponding face-to-face model. In addition, when taking into account personal differences, the model of a same unit of learning is instantiated in different ways for different students. In the business world, on the other hand, workﬂows do normally represent existing documented enterprise processes.
In this section, we present some already-available tools for creating, manipulating, and delivering LD. Editing Tools: Editing tools are applications that produce an IMS-LD document, that is, an XML document that is IMS-LD compliant. This document describes a learning design in terms of its different components: its global or pedagogical structure, which includes the method, the plays, the acts, the activities, and the activity structures; its learning environments with the associated learning objects 36 Olga Mari˜no et al and services; and its properties, prerequisites, learning objectives, expressions, notiﬁcations, and roles.