12 didactic best practices to develop the most efficient Learning Virtual Environment

In this paper, We build the best Learning Virtual Environment pedagogic structure for keep inside the best methodology and resources areas for students, teachers, canal, relationship… and whatever element into an educational community. For this, we draw twelve didactic best practices to be followed for an efficient elearning system

Using the IMS Learning Design notation for the modelling and delivery of education

IMS Learning Design (IMS-LD) is a notation system for learning and instruction. It supports the description of learning processes using a set of standardised concepts, including roles, activities, acts, objectives and prerequi-sites. With the availability of such a notation, descriptions of learning processes can be shared, critiqued, modi-fied, rated, compared and evaluated. Moreover, the machine-interpretable nature of the notation means that de-signs can be executed by software to support the dynamic orchestration of multi-learner, multi-role learning processes. This chapter introduces IMS-LD and describes experience with its use, supported by the first genera-tion of tooling. We then combine these experiences with observations on the tools in the light of new develop-ments in e-learning in order to derive a set of requirements for IMS-LD enabled visual design environments.</jats:p

Representing CSCL macro-scripts using IMS LD lessons learned

Extended version of Hernández-Leo, D., Burgos, D., Tattersall, C., Koper, R. Representing Computer-Supported Collaborative Learning macro-scripts using IMS Learning Design Proceedings of the Second European Conference on Technology Enhanced Learning, CEUR Workshop Proceedings, EC-TEL'07, Crete, Greece, September 2007.This paper analyses how CSCL (Computer-Supported Collaborative Learning) macro-scripts can be implemented using IMS Learning Design (LD). CSCL macro-scripts are machine-readable collaboration scripts that structure the activities making up a learning process. In order to support a systematic analysis of the problem, we point out the requirements of CSCL macro-scripts for their representation using LD. These requirements include common collaborative learning mechanisms (group composition, role and resource distribution and coordination) and flexibility demands (such as flexible group composition). Each of these needs is described and illustrated by means of two examples proposed in the literature and which reflect the identified requirements well: Universanté and ArgueGraph Scripts. These scripts are used in the article to expose and exemplify the realization of the requirements using LD. The problem is approached from two angles – that of the LD notation itself and also from related tools and specifications. The paper positions related work and discusses the possibility of generalizing the lessons learned to the representation of CSCL micro-scripts

Fostering participation in learning networks by using reward systems and face-to-face meetings

Hummel, H. G. K., Tattersall, C., Burgos, D., Brouns, F. M. R., & Koper, E. J. R. (Submitted). Fostering participation in learning networks by using reward systems and face-to-face meetings. In Proceedings of ICALT 2006 Conference. July 5-7, Kerkrade, The NetherlandsThis paper investigates conditions for increasing participation in learning networks. ‘Lessons learned’ over a period of almost five years are phrased as recommendations for future learning network implementations. We describe three generations of facilities designed to promote learning of educational modelling languages, from a conventional website through a community site offering facilities for collaboration towards a learning network for the effective exchange of information. The paper focuses on the influence of incentive mechanisms and face-to-face meetings on participation in the LN4LD (Learning Network for Learning Design). These interventions are explained from Self-Organization and Social Exchange Theory. Repeated measurements show that the levels of both passive (accessing and reading information) and active participation (posting, replying and rating) are indeed significantly increased as a result of both interventions. Both the use of reward systems and face-to-face meetings can therefore be considered as valuable ‘add-ons’

IMS Learning Design:la flexibilité pédagogique au service des besoins de l'e-formation

La spécification IMS-Learning Design (ingénierie pédagogique) fait appel à des concepts pédagogiques permettant de modéliser les unités d’apprentissage. IMS-LD prend en compte une grande variété de modèles pédagogiques c’est là sa flexibilité. Un plan de cours extrait d’une base de données générale ou spécifique (comme Merlot 2005) peut être modélisé avec IMS-LD, grâce à la description des différents rôles, activités, environnements, méthodes , propriétés, conditions et notifications. Il est utilisé pour transformer les plans de cours en unités d’apprentissage (UOL) décrites de manière formelle et pouvant être exécutées avec un éditeur IMS-LD basé sur un moteur tel que Coppercore (Vogten & Martens, 2005). Ces unités exécutables peuvent être conçues dès le début en utilisant un éditeur tel que CopperAuthor (Van der Vegt 2005) ou Reload (Bolton 2004)). Elles peuvent être modifiées à partir d’exemples existants stockés dans un répertoire (ex. LN4LD (2004) ou Dspace (OUNL 2002)). L’Université ouverte de Hollande (OUNL Open University of the Netherland) s’est donnée pour tâche de fournir des moteurs, des outils d’édition et la documentation complète de la spécification IMS LD avec des exemples d’applications. Depuis 2004, l’OUNL participe à l’effort de diffusion mené par le projet européen UNFOLD et impliquant de nombreuses universités

Evaluation of integrated care services in Catalonia: Population-based and service-based real-life deployment protocols

Background: Comprehensive assessment of integrated care deployment constitutes a major challenge to ensure quality, sustainability and transferability of both healthcare policies and services in the transition toward a coordinated service delivery scenario. To this end, the manuscript articulates four different protocols aiming at assessing large-scale implementation of integrated care, which are being developed within the umbrella of the regional project Nextcare (2016-2019), undertaken to foster innovation in technologically-supported services for chronic multimorbid patients in Catalonia (ES) (7.5 M inhabitants). Whereas one of the assessment protocols is designed to evaluate population-based deployment of care coordination at regional level during the period 2011-2017, the other three are service-based protocols addressing: i) Home hospitalization; ii) Prehabilitation for major surgery; and, iii) Community-based interventions for frail elderly chronic patients. All three services have demonstrated efficacy and potential for health value generation. They reflect different implementation maturity levels. While full coverage of the entire urban health district of Barcelona-Esquerra (52

12 didactic best practices to develop the most efficient Learning Virtual Environment

In this paper, We build the best Learning Virtual Environment pedagogic structure for keep inside the best methodology and resources areas for students, teachers, canal, relationship… and whatever element into an educational community. For this, we draw twelve didactic best practices to be followed for an efficient elearning system