| dc.creator |
Sonja Trapp |
|
| dc.creator |
Ludger Thomas |
|
| dc.creator |
Sabine Möbs |
|
| dc.date |
2009-05-01T00:00:00Z |
|
| dc.date.accessioned |
2015-07-20T22:20:02Z |
|
| dc.date.available |
2015-07-20T22:20:02Z |
|
| dc.identifier |
10.3991/ijac.v2i2.833 |
|
| dc.identifier |
1867-5565 |
|
| dc.identifier |
https://doaj.org/article/bcddffe363064b18a3de2273cd43c955 |
|
| dc.identifier.uri |
http://evidence.thinkportal.org/handle/123456789/19962 |
|
| dc.description |
Efficiency and sustainability of technology-enhanced learning is increasingly guaranteed by target-group and subject-specific arrangements of learning-conducive elements. Self-learning phases are combined with synchronous or asynchronous online collaboration and cooperation, as well as with face-to-face training sessions. In the "Up2UML" project funded by the Leonardo-da-Vinci initiative, partners from Ireland, Romania, Bulgaria, France and Germany developed an approach for designing and tailoring learning arrangements for the software modelling domain. This paper describes how such a tailoring can be set up, putting a special focus on the design of learning scenarios (IMS Learning Design) in conjunction with the design of learning media (eduDocBook). |
|
| dc.language |
English |
|
| dc.publisher |
kassel university press GmbH |
|
| dc.relation |
http://online-journals.org/i-jac/article/view/833 |
|
| dc.relation |
https://doaj.org/toc/1867-5565 |
|
| dc.rights |
CC BY |
|
| dc.source |
International Journal of Advanced Corporate Learning (iJAC), Vol 2, Iss 2, Pp 40-45 (2009) |
|
| dc.subject |
blended |
|
| dc.subject |
learning |
|
| dc.subject |
reuse |
|
| dc.subject |
reconfiguration |
|
| dc.subject |
customization |
|
| 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 |
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 |
Theory and practice of education |
|
| dc.subject |
LB5-3640 |
|
| dc.subject |
Education |
|
| dc.subject |
L |
|
| dc.subject |
Theory and practice of education |
|
| dc.subject |
LB5-3640 |
|
| dc.subject |
Education |
|
| dc.subject |
L |
|
| dc.subject |
Theory and practice of education |
|
| dc.subject |
LB5-3640 |
|
| dc.subject |
Education |
|
| dc.subject |
L |
|
| dc.title |
Tailoring Technology-Enhanced Learning Arrangements to Individual Needs |
|
| dc.type |
article |
|