Supporting active database learning and training through interactive multimedia

The learning objectives of a database course include aspects from conceptual and theoretical knowledge to practical development and implementation skills. We present an interactive educational multimedia system based on the virtual apprenticeship model for the knowledge- and skills-oriented Web-based education of database course students. Combining knowledge learning and skills training in an integrated environment is a central aspect of our system. We show that tool-mediated independent learning and training in an authentic setting is an alternative to traditional classroom-based approaches

Integration of a course management system with interactive educational multimedia

With the recent emergence of open source course management systems, learning support infrastructures have received increased attention. More and more organisations adopt these systems to provide their educational services. Often, existing, locally developed learning support software – ranging from delivery support to multimedia content – have to be integrated into these new systems. We will report here on approaches to integrate educational multimedia into a (open source) course management system. We will use our own courseware environment – IDLE, the Interactive Database Learning Environment – and its integration into Moodle – an open source course management systems – to illustrate our experience

The generation of e-learning exercise problems from subject ontologies

The teaching/ learning of cognitive skills, such as problem-solving, is an important goal in most forms of education. In well-structured subject areas certain exercise problem types may be precisely described by means of machine-processable knowledge structures or ontologies. These ontologies can readily be used to generate individual problem examples for the student, where each problem consists of a question and its solution. An example is given from the subject domain of computer databases

Model-driven description and validation of composite learning content

Authoring of learning content for courseware systems is a complex activity requiring the combination of a range of design and validation techniques. We introduce the CAVIAr courseware models allowing for learning content description and validation. Model-based representation and analysis of different concerns such as the subject domain, learning context, resources and instructional design used are key contributors to this integrated solution. Personalised learning is particularly difficult to design as dynamic configurations cannot easily be predicted and tested. A tool-supported technique based on CAVIAr can alleviate this complexity through the validation of a set of pedagogical and non-pedagogical requirements. Courseware validation checks intra- and inter-content relationships and the compliance with requirements and educational theories

An active learning and training environment for database programming

Active learning facilitated through interactive, self-controlled learning environments differs substantially from traditional instructor-oriented, classroom-based teaching. We present a tool for database programming that integrates knowledge learning and skills training. How these tools are used most effectively is still an open question. Therefore, we discuss analysis and evaluation of these Web-based environments focusing on different aspects of learning behaviour and tool usage. Motivation, acceptance of the learning approach, learning organisation and actual tool usage are aspects of behaviour that require different techniques to be used

Utilising ontology-based modelling for learning content management

Learning content management needs to support a variety of open, multi-format Web-based software applications. We propose multidimensional, model-based semantic annotation as a way to support the management of access to and change of learning content. We introduce an information architecture model as the central contribution that supports multi-layered learning content structures. We discuss interactive query access, but also change management for multi-layered learning content management. An ontology-enhanced traceability approach is the solution

Migrating existing multimedia courseware to Moodle

Open source course management systems offer increased flexibility for instructors and instructional designers. Communities can influence the development of these systems and on an individual basis, the possibility to modify the system software exists. Migrating existing courseware to these systems can therefore be beneficial, sometimes even required. We report here about our experience in migrating an existing courseware system consisting of multimedia content and interactive, integrated infrastructure functionality to an open source course management system called Moodle. We will assess the difficulties that we have encountered during this process and, discuss the importance of standards in this context, and we aim to provide other instructors or instructional designers with guidelines and assessment support for other migration projects

Automated tutoring for a database skills training environment

Universities are increasingly offering courses online. Feedback, assessment, and guidance are important features of this online courseware. Together, in the absence of a human tutor, they aid the student in the learning process. We present a programming training environment for a database course. It aims to offer a substitute for classroom based learning by providing synchronous automated feedback to the student, along with guidance based on a personalized assessment. The automated tutoring system should promote procedural knowledge acquisition and skills training. An automated tutoring feature is an integral part of this tutoring system

A hybrid method for the analysis of learner behaviour in active learning environments

Software-mediated learning requires adjustments in the teaching and learning process. In particular active learning facilitated through interactive learning software differs from traditional instructor-oriented, classroom-based teaching. We present behaviour analysis techniques for Web-mediated learning. Motivation, acceptance of the learning approach and technology, learning organisation and actual tool usage are aspects of behaviour that require different analysis techniques to be used. A hybrid method based on a combination of survey methods and Web usage mining techniques can provide accurate and comprehensive analysis results. These techniques allow us to evaluate active learning approaches implemented in form of Web tutorials

A conceptual architecture for interactive educational multimedia

Learning is more than knowledge acquisition; it often involves the active participation of the learner in a variety of knowledge- and skills-based learning and training activities. Interactive multimedia technology can support the variety of interaction channels and languages required to facilitate interactive learning and teaching. A conceptual architecture for interactive educational multimedia can support the development of such multimedia systems. Such an architecture needs to embed multimedia technology into a coherent educational context. A framework based on an integrated interaction model is needed to capture learning and training activities in an online setting from an educational perspective, to describe them in the human-computer context, and to integrate them with mechanisms and principles of multimedia interaction