| dc.creator |
Mar Pérez-SanagustÃÂn |
|
| dc.creator |
Davinia Hernández-Leo |
|
| dc.creator |
Patricia Santos |
|
| dc.creator |
Josep Blat |
|
| dc.creator |
Sergio Sayago |
|
| dc.creator |
D. Griffiths |
|
| dc.date |
2008-07-01T00:00:00Z |
|
| dc.date.accessioned |
2015-07-20T22:07:30Z |
|
| dc.date.available |
2015-07-20T22:07:30Z |
|
| dc.identifier |
1863-0383 |
|
| dc.identifier |
https://doaj.org/article/f444d49cf4d94c90a7dcfccd91dac0ad |
|
| dc.identifier.uri |
http://evidence.thinkportal.org/handle/123456789/11261 |
|
| dc.identifier.uri |
https://doaj.org/article/f444d49cf4d94c90a7dcfccd91dac0ad |
|
| dc.description |
Dialogic learning and interactive groups have proved to be a useful educational methodological approach in lifelong learning with adults. The principles of this approach stress the importance of dialogue and equal participation in every stage of the learning process – including the design of the training activities. This paper adopts these principles as the basis for a configurable template that can be integrated in runtime systems. The template is formulated as a meta-UoL which can be interpreted by IMS Learning Design players. This template serves as a guide to flexibly select and edit the activities at runtime (on the fly). The meta-UoL has been used successfully by two significant practitioners so as to create a real-life example, with positive and encouraging results. |
|
| dc.language |
English |
|
| dc.publisher |
International Association of Online Engineering (IAOE) |
|
| dc.relation |
http://online-journals.org/i-jet/article/view/550 |
|
| dc.relation |
https://doaj.org/toc/1863-0383 |
|
| dc.rights |
CC BY |
|
| dc.source |
International Journal of Emerging Technologies in Learning (iJET), Vol 3, Iss SI1: TENCompetence, Pp 38-45 (2008) |
|
| dc.subject |
authoring |
|
| dc.subject |
enactment |
|
| dc.subject |
ims |
|
| dc.subject |
lifelong |
|
| dc.subject |
learning |
|
| dc.subject |
pedagogical |
|
| dc.subject |
model |
|
| dc.subject |
template |
|
| dc.subject |
flexibility |
|
| dc.subject |
Technology (General) |
|
| dc.subject |
T1-995 |
|
| dc.subject |
Technology |
|
| dc.subject |
T |
|
| dc.subject |
DOAJ:Technology (General) |
|
| dc.subject |
DOAJ:Technology and Engineering |
|
| dc.subject |
Theory and practice of education |
|
| dc.subject |
LB5-3640 |
|
| dc.subject |
Education |
|
| dc.subject |
L |
|
| dc.subject |
DOAJ:Education |
|
| dc.subject |
DOAJ:Social Sciences |
|
| dc.subject |
Technology (General) |
|
| dc.subject |
T1-995 |
|
| dc.subject |
Technology |
|
| dc.subject |
T |
|
| dc.subject |
DOAJ:Technology (General) |
|
| dc.subject |
DOAJ:Technology and Engineering |
|
| dc.subject |
Theory and practice of education |
|
| dc.subject |
LB5-3640 |
|
| dc.subject |
Education |
|
| dc.subject |
L |
|
| dc.subject |
DOAJ:Education |
|
| dc.subject |
DOAJ:Social Sciences |
|
| dc.subject |
Technology (General) |
|
| dc.subject |
T1-995 |
|
| dc.subject |
Technology |
|
| dc.subject |
T |
|
| dc.subject |
Theory and practice of education |
|
| dc.subject |
LB5-3640 |
|
| dc.subject |
Education |
|
| dc.subject |
L |
|
| dc.subject |
Technology (General) |
|
| dc.subject |
T1-995 |
|
| dc.subject |
Technology |
|
| dc.subject |
T |
|
| dc.subject |
Theory and practice of education |
|
| dc.subject |
LB5-3640 |
|
| dc.subject |
Education |
|
| dc.subject |
L |
|
| dc.subject |
Technology (General) |
|
| dc.subject |
T1-995 |
|
| dc.subject |
Technology |
|
| dc.subject |
T |
|
| dc.subject |
Theory and practice of education |
|
| dc.subject |
LB5-3640 |
|
| dc.subject |
Education |
|
| dc.subject |
L |
|
| dc.title |
Dialogic learning and interactive groups: an IMS LD template integrated in runtime systems |
|
| dc.type |
Article |
|