Information Technology Reference
In-Depth Information
Table 1.
Concept
Aspects
Examples
• ADL SCORM Content Aggregation Model
• IEEE P1484.11 Computer Managed Instruction
• IMS Content Packaging Specification
• IMS Content Packaging Specification
• IMS Simple Sequencing Specification
Resource detection
• Dublin Core Metadata Element Set
• UK LOM Core
• IEEE 1484.12.1-2002 Learning Object Metadata standard
• IMS Learning Resource Meta-data Specification
• EdNA Metadata Standard
• Gateway to Educational Materials Element Set
• Canadian Core Learning Resource Metadata Application
Profile
• SingCore
Content Management
• Le@rning Federation Accessibility Specification
• Web Content Accessibility Guidelines
• IMS AccessForAll Meta-data Specification
Standards
Accessibility
• ADL SCORM
• IMS Resource List Interoperability Specification
• IMS Enterprise Information Model
• IMS Enterprise Services Specification
• IMS Question & Test Interoperability Specification
• IMS Shareable State Persistence Specification
• IMS Digital Repositories
• IMS Learner Information Package Specification
• ISO/IEC JTC1 SC36/WG3 Learner Information
Interoperability
Pedagogy Quality
• Le@rning Federation Educational Soundness Specification
• ISO/IEC JTC1 SC36/WG4 Digital Rights Expression
Language
• Le@rning Federation Rights Management Specification
Digital Rights Management
Analysis
• ADDIE
• ASSURE
• ARCS
• CSCL
• CSILE
Design
Development
Implementation
Evaluation
Instructional design
• Telephone and Mobile
• Web-based conference
• Video conference
Synchronous Technologies:
• Postal materials
• Audio and video cassettes
• Radio and Television
• Fax and E-mail
• Voice mail, MMS and SMS
• Message boards and Forums
• E-portfolios and blogs
Knowledge Delivery Tech-
niques
Asynchronous Technologies:
WBT environment influencing the outcome.
Therefore one can find the most and the least
useful information simultaneously. Hence the
designers of WBT courses are responsible of
performing the course in the most comprehen-
sive and specific system.
Michael Allen counts three priorities for suc-
cessful Ideal course designing (Allen 2003):
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