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Towards Pedagogically Neutral EML Making Use of De-Contextualized Learning Objects: Myth or Reality?
Kerkrade, The Netherlands July 05-July 07
DOI Bookmark: http://doi.ieeecomputersociety.org/10.1109/ICALT.2006.330Sixth IEEE International Conference o ...
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Thierry Nodenot, "Towards Pedagogically Neutral EML Making Use of De-Contextualized Learning Objects: Myth or Reality?," Advanced Learning Technologies, IEEE International Conference on, pp. 1028-1030, Sixth IEEE International Conference on Advanced Learning Technologies (ICALT'06), 2006.
 
 
BibTex
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@article{ 10.1109/ICALT.2006.330,
author = {Thierry Nodenot},
title = {Towards Pedagogically Neutral EML Making Use of De-Contextualized Learning Objects: Myth or Reality?},
journal ={Advanced Learning Technologies, IEEE International Conference on},
volume = {0},
year = {2006},
isbn = {0-7695-2632-2},
pages = {1028-1030},
doi = {http://doi.ieeecomputersociety.org/10.1109/ICALT.2006.330},
publisher = {IEEE Computer Society},
address = {Los Alamitos, CA, USA},
}
 
 
RefWorks Procite/RefMan/Endnote
x 
 
TY - CONF
JO - Advanced Learning Technologies, IEEE International Conference on
TI - Towards Pedagogically Neutral EML Making Use of De-Contextualized Learning Objects: Myth or Reality?
SN - 0-7695-2632-2
SP1028
EP1030
A1 - Thierry Nodenot,
PY - 2006
KW - null
VL - 0
JA - Advanced Learning Technologies, IEEE International Conference on
ER -
 
Thierry Nodenot, IUT de Bayonne, France
The first aim of this work is to assess the IMS-LD specification against a case-study relying on constructivist educational principles. From the analysis of the pros and cons of IMS-LD, we outline modelling principles and a language to specify diverse views of in context concepts (roles, activities, learning events, etc). Some capabilities of this language are then exemplified on the same case-study.
Citation:
Thierry Nodenot, "Towards Pedagogically Neutral EML Making Use of De-Contextualized Learning Objects: Myth or Reality?," icalt, pp.1028-1030, Sixth IEEE International Conference on Advanced Learning Technologies (ICALT'06), 2006
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