JUCS - Journal of Universal Computer Science 11(9): 1458-1469, doi: 10.3217/jucs-011-09-1458
From Contents to Activities: Modelling Units of Learning
Manuel Caeiro-Rodríguez‡, Martín Llamas-Nistal‡, Luis Anido-Rifón‡‡ University of Vigo, Spain
Corresponding author: Manuel Caeiro-Rodríguez ( manuel.caeiro@det.uvigo.es ) © Manuel Caeiro-Rodríguez, Martín Llamas-Nistal, Luis Anido-Rifón. This article is freely available under the J.UCS Open Content License. Citation:
Caeiro-Rodríguez M, Llamas-Nistal M, Anido-Rifón L (2005) From Contents to Activities: Modelling Units of Learning. JUCS - Journal of Universal Computer Science 11(9): 1458-1469. https://doi.org/10.3217/jucs-011-09-1458 |  |
Abstract
This paper discusses the modelling of a I> (UoL) (e.g. a lesson, a course) in e-learning. So far, the modelling of UoLs has been heavily focused on the definition and organization of contents. Currently, social and constructivist pedagogical approaches are demanding that learners get involved in more actual activities (e.g. solving problems, pair-work, group work). (EMLs) have been proposed to support the modelling of such activity-based UoLs. In this way, EMLs enable the definition of learning environments, goals, participants, etc. Nevertheless, the elements provided by current EMLs are not sufficient to model certain learning activities, mainly those involved in active and collaborative learning scenarios. In this paper we identify a set of perspectives and patterns that should be considered in an EML to support the design of collaborative UoLs.
Keywords
e-learning, collaborative learning, educational modelling language, unit of learning, learning object