Multi-Channel-Learning (MCL) - Ein Referenzmodell für Learning-Content-Systeme (LCS)

dc.creator	Jan vom Brocke
dc.date	2005-12-01T00:00:00Z
dc.date.accessioned	2015-07-20T22:26:56Z
dc.date.available	2015-07-20T22:26:56Z
dc.identifier	1860-7470
dc.identifier	https://doaj.org/article/b18b8f336a26465cb96515c37e737ea7
dc.identifier.uri	http://evidence.thinkportal.org/handle/123456789/21697
dc.description	Lerneinheiten müssen stark variierenden Anforderungen gerecht werden. Neben unterschiedlichen Lerntypen spielen vor allem auch die Umfeldbedingungen eine wesentliche Rolle, in denen Lernprozesse stattfinden. Faktoren wie z. B. die Tagesform führen letztlich dazu, dass nicht einmal für eine einzelne Person konstante Lernpräferenzen herrschen.Mit diesem Beitrag wird vorgeschlagen, zur Lösung des Problems einer Mehrkanalstrategie zu folgen. Allerdings sind spezifische Eigenschaften von Learning-Content-Systemen (LCS) notwendig, um ein sog. Multi-Channel-Learning (MCL) zu ermöglichen. Diese Eigenschaften werden im Beitrag anhand von Informationsmodellen beschrieben werden. Sie sollen als Referenzmodell dienen, das sowohl bei der Entwicklung als auch bei der Auswahl und Anpassung von LCS hilfreich sein kann.Das Referenzmodell wird deduktiv abgeleitet und anhand praktischer Anwendungen geprüft. Vorgestellt werden sowohl Anwendungs- als auch Organisationssysteme, die nach dem Modell realisiert worden sind. Auf dieser Grundlage kann schließlich eine Nutzenabschätzung des Modells für das Multi-Channel-Learnings vorgenommen werden.<br><br>This paper presents a reference model for the design of learning-content systems (LCS) according to a multi-channel strategy.The model comes into play when various requirements for editing learning contents need to be considered. Both the learner's preferences as well as the situative varieties of the learner's context are of utmost importance for the construction of appropriate learning units. One strategy in order to meet these requirements is the editing of content according to a multi-channel strategy. That way, learners can decide via which channel they prefer to deal with the content in a specific situation. The reference model for MCL that is provided with this paper, supports the implementation of such strategies. It gives a description of essential characteristics of LCS in order to facilitate Multi-Channel Learning (MCL).The reference model is grounded on findings in the field of didactics and is described by means of information models. In order to prove the application of the model, both eLearning platforms and organisational settings are presented that have been realised according to the model in practise. This forms the basis for a first evaluation of the usability MCL.
dc.language	English
dc.language	German
dc.publisher	FernUniversität Hagen, CampusSource
dc.relation	http://eleed.campussource.de/archive/2/234/
dc.relation	https://doaj.org/toc/1860-7470
dc.source	E-learning and Education, Vol 1, Iss 2 (2005)
dc.subject	E-Learning
dc.subject	Multimedia
dc.subject	Learning-Management-System
dc.subject	Learning-Content-System
dc.subject	Electronic computers. Computer science
dc.subject	QA75.5-76.95
dc.subject	Instruments and machines
dc.subject	QA71-90
dc.subject	Mathematics
dc.subject	QA1-939
dc.subject	Science
dc.subject	Q
dc.subject	DOAJ:Computer Science
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	Electronic computers. Computer science
dc.subject	QA75.5-76.95
dc.subject	Instruments and machines
dc.subject	QA71-90
dc.subject	Mathematics
dc.subject	QA1-939
dc.subject	Science
dc.subject	Q
dc.subject	DOAJ:Computer Science
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	Electronic computers. Computer science
dc.subject	QA75.5-76.95
dc.subject	Instruments and machines
dc.subject	QA71-90
dc.subject	Mathematics
dc.subject	QA1-939
dc.subject	Science
dc.subject	Q
dc.subject	Theory and practice of education
dc.subject	LB5-3640
dc.subject	Education
dc.subject	L
dc.subject	Electronic computers. Computer science
dc.subject	QA75.5-76.95
dc.subject	Instruments and machines
dc.subject	QA71-90
dc.subject	Mathematics
dc.subject	QA1-939
dc.subject	Science
dc.subject	Q
dc.subject	Theory and practice of education
dc.subject	LB5-3640
dc.subject	Education
dc.subject	L
dc.subject	Electronic computers. Computer science
dc.subject	QA75.5-76.95
dc.subject	Instruments and machines
dc.subject	QA71-90
dc.subject	Mathematics
dc.subject	QA1-939
dc.subject	Science
dc.subject	Q
dc.subject	Theory and practice of education
dc.subject	LB5-3640
dc.subject	Education
dc.subject	L
dc.title	Multi-Channel-Learning (MCL) - Ein Referenzmodell für Learning-Content-Systeme (LCS)
dc.type	article