By Fotis Lazarinis, Steve Green, Elaine Pearson
Because the e-learning keeps to extend and the equipment and instruments essential to create and keep content material and infrastructure purposes develop into extra advanced, there's an inherent want for those purposes to interoperate and trade information for you to greater aid the wishes of novices and educators. guide of analysis on E-Learning criteria and Interoperability: Frameworks and concerns promotes the dialogue of particular suggestions for expanding the interoperability of standalone and Web-based academic instruments. This ebook investigates concerns bobbing up from the deployment of studying criteria and offers correct theoretical frameworks and top empirical study findings. Chapters offered during this paintings are compatible for practitioners and researchers within the zone of academic expertise with a spotlight on content material reusability and interoperability.
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Additional info for Handbook of Research on E-Learning Standards and Interoperability: Frameworks and Issues
A structured document can be modeled as a file-type property. Note that reusable documents can be put on the web and can be accessed by many assessment processes through using URLs of the web pages. 10 Modeling Activities In each emerging form of assessment, various activities are performed by diverse roles. e. , title, description, and completion). Most activities listed in the tables can be easily modeled in LD through specifying the values of attributes. For modeling some assessment activities, the question/questionnaire should be modeled as a QTI document as described above, which has to be referred to by an information item within the activity or in the associated environment.
IMS Learning Design Specification. Retrieved July 12, 2009, from http://www. cfm IMS QTI. (2003). IMS Question and Test Interoperability Specification. html IMS SS. (2003). IMS Simple Sequencing Specification. Retrieved July 12, 2009, from http://www. , & Scheerens, J. (2006). Measuring change in work behavior by means of multisource feedback. International Journal of Training and Development, 10(2), 121–139. , & Miles, L. (2004). Assessing contributions to group assignments. Assessment & Evaluation in Higher Education, 29(4), 751–768.
2. Evidence gathering Candidates collect and classify evidence about their previous experience; Mentor checks the content of candidate’s portfolio. 3. Assessment Assessors review the quality of a candidate’s evidence using assessment standards and rubrics; Candidate receives a report that describes to what extend the candidate master the competences that are included in the competence profile. 2. Recognition Assessors compose APL certificate and send to candidate; Candidate send APL certificate to examination board; Examination board notify candidate about decision on study program reduction.