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  1. Models for Content Management in a Next Generation Learning Management Ecosystem

    e-learning and education, Iss. 14

    The concept of sharable LOs has been around for decades, but implementing repositories, guaranteeing interoperability, managing metadata, and achieving organizational and financial sustainability has proven challenging. The realization that there will likely never be a universal Learning Management System (LMS) made the idea of universally shareable content appear even more illusionary on the one hand, but on the other hand also led to the development of learning system interoperability standards. The paper proposes to use either tool-interoperability or self-sovereignty as key technologies for establishing near-universal content repositories.

  2. A Model for Lifelong Learners' Educational Records and Identity in a Next Generation Learning Management System

    e-learning and education, Iss. 14

    The need to be competitive in a fast-changing global job market will likely lead to an increased demand for “just-in-time” educational experiences. Parallel to developments in the medical sector with virtual patient records, the paper presents a model for storing and managing educational data gathered along a lifelong learning journey, such as transcripts, artifacts, and performance analytics. Using the concept of Social Linked Data (“SOLID”), the learners instead of the educational institutions would have sovereignty over their own data, while transactional fingerprints would be used to guarantee data integrity using a federated blockchain.

  3. Project Report: VITA

    e-learning and education, Iss. 5

    In traditional recitation arrangements (e.g. manually graded homework and recitation sessions that are aligned with the lecture), students receive their results with some time delay while the lecture venue progresses. An inherent danger is that potential deficits are neither detected nor corrected. For traditional recitations to be effective (foremost to have small sessions) they require personnel, which, particularly for German universities of applied sciences, do not exist. A second problem, which in part occurs due to lack of practice, is, that many students do not review the lectures. Instead, many students attempt to cram the lecture material close to the exams, which, if successful at all, does not lead to long-term mastery of the content. Therefore, base knowledge is missing for subsequent curricular venues, which should have been established in earlier venues.

  4. Models for Content Management in a Next Generation Learning Management Ecosystem

    e-learning and education, Iss. 14

    The concept of sharable LOs has been around for decades, but implementing repositories, guaranteeing interoperability, managing metadata, and achieving organizational and financial sustainability has proven challenging. The realization that there will likely never be a universal Learning Management System (LMS) made the idea of universally shareable content appear even more illusionary on the one hand, but on the other hand also led to the development of learning system interoperability standards. The paper proposes to use either tool-interoperability or self-sovereignty as key technologies for establishing near-universal content repositories.

  5. A Model for Lifelong Learners' Educational Records and Identity in a Next Generation Learning Management System

    e-learning and education, Iss. 14

    The need to be competitive in a fast-changing global job market will likely lead to an increased demand for “just-in-time” educational experiences. Parallel to developments in the medical sector with virtual patient records, the paper presents a model for storing and managing educational data gathered along a lifelong learning journey, such as transcripts, artifacts, and performance analytics. Using the concept of Social Linked Data (“SOLID”), the learners instead of the educational institutions would have sovereignty over their own data, while transactional fingerprints would be used to guarantee data integrity using a federated blockchain.

  6. Project Report: VITA

    e-learning and education, Iss. 5

    In traditional recitation arrangements (e.g. manually graded homework and recitation sessions that are aligned with the lecture), students receive their results with some time delay while the lecture venue progresses. An inherent danger is that potential deficits are neither detected nor corrected. For traditional recitations to be effective (foremost to have small sessions) they require personnel, which, particularly for German universities of applied sciences, do not exist. A second problem, which in part occurs due to lack of practice, is, that many students do not review the lectures. Instead, many students attempt to cram the lecture material close to the exams, which, if successful at all, does not lead to long-term mastery of the content. Therefore, base knowledge is missing for subsequent curricular venues, which should have been established in earlier venues.

  7. Models for Content Management in a Next Generation Learning Management Ecosystem

    e-learning and education, Iss. 14

    The concept of sharable LOs has been around for decades, but implementing repositories, guaranteeing interoperability, managing metadata, and achieving organizational and financial sustainability has proven challenging. The realization that there will likely never be a universal Learning Management System (LMS) made the idea of universally shareable content appear even more illusionary on the one hand, but on the other hand also led to the development of learning system interoperability standards. The paper proposes to use either tool-interoperability or self-sovereignty as key technologies for establishing near-universal content repositories.

  8. A Model for Lifelong Learners' Educational Records and Identity in a Next Generation Learning Management System

    e-learning and education, Iss. 14

    The need to be competitive in a fast-changing global job market will likely lead to an increased demand for “just-in-time” educational experiences. Parallel to developments in the medical sector with virtual patient records, the paper presents a model for storing and managing educational data gathered along a lifelong learning journey, such as transcripts, artifacts, and performance analytics. Using the concept of Social Linked Data (“SOLID”), the learners instead of the educational institutions would have sovereignty over their own data, while transactional fingerprints would be used to guarantee data integrity using a federated blockchain.

  9. Project Report: VITA

    e-learning and education, Iss. 5

    In traditional recitation arrangements (e.g. manually graded homework and recitation sessions that are aligned with the lecture), students receive their results with some time delay while the lecture venue progresses. An inherent danger is that potential deficits are neither detected nor corrected. For traditional recitations to be effective (foremost to have small sessions) they require personnel, which, particularly for German universities of applied sciences, do not exist. A second problem, which in part occurs due to lack of practice, is, that many students do not review the lectures. Instead, many students attempt to cram the lecture material close to the exams, which, if successful at all, does not lead to long-term mastery of the content. Therefore, base knowledge is missing for subsequent curricular venues, which should have been established in earlier venues.