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  • 1. Ambjörn, Naeve
    et al.
    Palmér, Matthias
    Nilsson, MIkael
    Paulsson, Fredrik
    Umeå University, Faculty of Teacher Education, Interactive Media and Learning.
    Quick, K
    Scott, Peter
    CoCoFlash: Conzilla, Confolio, and FlashMeeting Integration for Enhanced Professonal Learning.2006In: In the proceedings of Advanced Learning Technologies, 2006. Sixth IEEE International Conference on, 2006, p. 1186-1197Conference paper (Refereed)
    Abstract [sv]

    This paper describes the integration of the Conzilla concept browser and the Confolio portfolio management system with the FlashMeeting videoconferencing tool. The result of this integration is expected to produce a combined tool, CoCoFlash, which can support a powerful e-learning model.

  • 2. Campbell, Lorna
    et al.
    Currier, Sarah
    Kraan, Wilbert
    Massart, David
    Paulsson, Fredrik
    Umeå University, Faculty of Social Sciences, Department of applied educational science, Interactive Media and Learning (IML).
    Portelli, P
    Summary of expert contributions for the LIFE Learning Object Repository Interoperability workshop2005Report (Other academic)
  • 3. Collet, Mike
    et al.
    Paulsson, Fredrik
    Umeå University, Faculty of Social Sciences, Department of applied educational science, Interactive Media and Learning (IML).
    van Assche, Frans
    Øverby, Erlend
    Curriculum exchange format (CEF): Data model2009Report (Other academic)
  • 4.
    Jahnke, Isa
    et al.
    Umeå University, Faculty of Social Sciences, Department of applied educational science, Interactive Media and Learning (IML).
    Bergström, Peter
    Umeå University, Faculty of Social Sciences, Department of applied educational science, Interactive Media and Learning (IML).
    Lindwall, Krister
    Umeå University, Faculty of Social Sciences, Department of applied educational science, Interactive Media and Learning (IML).
    Mårell-Olsson, Eva
    Umeå University, Faculty of Social Sciences, Department of applied educational science, Interactive Media and Learning (IML).
    Olsson, Andreas
    Umeå University, Faculty of Social Sciences, Department of applied educational science, Interactive Media and Learning (IML).
    Paulsson, Fredrik
    Umeå University, Faculty of Social Sciences, Department of applied educational science, Interactive Media and Learning (IML).
    Vinnervik, Peter
    Umeå University, Faculty of Social Sciences, Department of applied educational science, Interactive Media and Learning (IML).
    Understanding, reflecting and designing learning spaces of tomorrow2012In: Proceedings of IADIS Mobile Learning 2012 / [ed] I. Arnedillo Sánchez & P. Isaías, IADIS Press, 2012, p. 147-156Conference paper (Refereed)
    Abstract [en]

    This conceptual paper describes challenges in the field of Interactive Media and Learning (IML), striving towards a research and teaching field for mobile learning. The theoretical background is provided and arguments are listed, specifically what challenges researchers, practitioners (e.g., teachers, employers, employees) and designers face today on the way to mobile learning. This will be done from an educational perspective, in particular from Educational Technology from a Scandinavian community. The leading issue is how to educate the Homo Interneticus? Is learning supported by mobile devices one option? Is there a need to rethink the learning spaces of today? The paper provides answers by illustrating challenges in research and teaching with regard to mobile learning.

  • 5.
    Klerkx, Joris
    et al.
    Leuven University.
    Paulsson, Fredrik
    Umeå University, Faculty of Social Sciences, Department of applied educational science, Interactive Media and Learning (IML).
    Massart, David
    EUN.
    Rehak, Dan
    Interoperability of Registries2011Report (Other academic)
    Abstract [en]

    The CEN Workshop Learning Technologies (WS/LT) kicked off this project on “Interoperability of registries” in January 2010. The Project Team for Interoperability of Registries was appointed in April 2010 and started to work in May 2010. Work in progress was presented at several CEN WS/LT plenary meetings in 2010 and 2011. The draft CWA includes comments received during meetings.

    Contributions from the following partners are acknowledged: CEN WS/LT, ARIADNE, European Schoolnet, ASPECT, ICOPER, IMS, GLOBE, Learning Registry, Share.tec, Organice Edunet, Natural Europe, etc.

    The public comment period for this CWA run from 10 August 2011 until 10 October 2011. Comments were integrated in this final document. 

  • 6. Naeve, A
    et al.
    Knudsen, C
    Nilsson, M
    Palmér, M
    Paulsson, Fredrik
    Umeå University, Faculty of Teacher Education, Interactive Media and Learning.
    Petersson, A
    E, Müller
    Pargman, D
    Blomqvist, U
    En publik e-lärandeplattform byggd på kunskapsmångfalder, öppen källkod och öppna IT-standarder2002Report (Other (popular science, discussion, etc.))
  • 7. Naeve, Ambjörn
    et al.
    Nilsson, Mikael
    Palmér, Matthias
    Paulsson, Fredrik
    Umeå University, Faculty of Teacher Education, Interactive Media and Learning.
    Contributions to a Public e- Learning Platform - Infrastructure, Architecture, Frameworks and Tools2005In: International Journal of Learning Technology, Vol. 1, no 3, p. 352-381Article in journal (Refereed)
    Abstract [sv]

    Life long, flexible, collaborative, and personalised learning are words that are being increasingly used, whenever education is discussed and designed. They express new and important demands on learning architectures, both with regard to pedagogy, organisation and technology. Traditional learning architectures are based on teacher-centric and curriculum-oriented ''knowledge-push''. In this paper, we present an infrastructure, an architecture and a number of frameworks and tools that support learner-centric and interest-oriented ''knowledge-pull''. We see them as a contribution to a Public e-Learning Platform, which can achieve true interoperability based on open source and open international ICT standards

  • 8. Oberhuemer, Petra
    et al.
    Paulsson, Fredrik
    Umeå University, Faculty of Social Sciences, Department of applied educational science, Interactive Media and Learning (IML).
    Derntl, Michael
    Nguyen-Ngoc, A.V.
    Kravcik, M
    Halmiala, M
    Simon, Berndt
    Dang, M
    Klein, M
    Klein, Z
    Bizonova, B
    Schmitz, G
    Ziółek, A
    Okada, A
    Porta - Morales, M
    Sillaots, Martin
    Crespo García, R.M
    Cibulskis, G
    ISURE: Report of study of learning needs building blocks and the standards to be used2009Report (Other academic)
  • 9. Palmér, Matthias
    et al.
    Paulsson, Fredrik
    Umeå University, Faculty of Teacher Education, Interactive Media and Learning.
    Naeve, Ambjörn
    The SCAM Framework: Helping Semantic Web Applications to Store and Access Metadata2004In: Lecture Notes in Computer Science 3053, proceedings of the European Semantic Web Symposium 2004 (ESWS 2004), 2004, p. 167-181Conference paper (Refereed)
    Abstract [en]

    In this paper we discuss the design of the SCAM framework, which aims to simplify the storage and access of metadata for a variety of different applications that can be built on top of it. A basic design principle of SCAM is the aggregation of metadata into two kinds of sets of different granularity (SCAM records and SCAM contexts). These sets correspond to the typical access needs of an application with regard to metadata, and they constitute the foundation upon which access control is provided.

  • 10.
    Paulsson, Fredrik
    Umeå University, Faculty of Social Sciences, Department of applied educational science, Interactive Media and Learning (IML).
    A metadata ecology2009In: ISO IEC: SC36 WG4 N0362 Expert Contribution, ISO , 2009Conference paper (Other academic)
  • 11.
    Paulsson, Fredrik
    Umeå University, Faculty of Teacher Education, Interactive Media and Learning.
    Achieving Learner Information interoperability: Position paper for the LIFE expert meeting on Learner Information2005Conference paper (Other (popular science, discussion, etc.))
  • 12.
    Paulsson, Fredrik
    Umeå University, Faculty of Teacher Education, Interactive Media and Learning.
    Achieving Learning Object Repository interoperability:Position paper for the LIFE workshop on Learning Object Repository Interoperability2005In: Paper presented at the Presented at the LIFE workshop on Learning Object Repository Interoperability, 2005Conference paper (Other academic)
  • 13.
    Paulsson, Fredrik
    Umeå University, Faculty of Social Sciences, Department of applied educational science, Interactive Media and Learning (IML).
    Connecting learning object repositories: strategies, technologies and issues2009In: Proceedings of the the fourth international conference on internet and web applications and services, Washington: IEEE Computer Society , 2009, p. 583-589Conference paper (Refereed)
    Abstract [en]

    The rapid growth of digital learning resources has brought forward a number of issues concerning availability, distribution and use. Altogether, the issues are a mix of interplaited technological and pedagogical considerations. Some of those issues, mainly related to repositories and the distribution of digital learning resources, are examined and described in this article. A particular focus is put on how resources can be described and indexed using metadata, and on how access to digital learning resources can be improved and facilitated through federation and/or harvesting of metadata in order to tie several repositories together to provide a service that offers one single access point. The study also examined how this single point of access can be moved closer to the user (i.e. to the environment where digital learning resources are used) through simple federation of the service, enabling access to the network of repositories from any virtual learning environment. The study was carried out by experiments connected to a real-life case. The study concludes in several suggestions for how access to digital learning resources can be enhanced, as well as in the identifications of a couple of new issues that need to be addressed by future research.

  • 14.
    Paulsson, Fredrik
    Umeå University, Faculty of Social Sciences, Department of applied educational science, Interactive Media and Learning (IML).
    Digitala lärresurser i en målstyrd skola: Digitala lärresurser, lärplattformar och koppling till styrdokumenten2009Report (Other (popular science, discussion, etc.))
  • 15.
    Paulsson, Fredrik
    Umeå University, Faculty of Social Sciences, Department of Interactive Media and Learning (IML).
    Digitala lärresurser, lärplattformar och koppling till styrdokumenten2009Report (Other (popular science, discussion, etc.))
    Abstract [sv]

    Öppenhet och flexibilitet två viktiga komponenter för att uppnå mesta möjliga pedagogiska nytta av att använda IT. Pedagogiska krav och förväntningar måste återspeglas och stödjas av tekniken, men tyvärr tvingar tekniken istället alltför ofta till anpassning av desamma. Ser man tillbaka på utvecklingen teknikförstärkt lärande så är det tydligt att det finns en röd tråd som sträcker sig från 40-50-talens utveckling som framförallt byggde på behavioristiska teorier om lärande (som t.ex. the Teaching Machine av Skinner [1]) och utvecklades för militära behov, via koncept som Computer Assisted Instruction, fortfarande med starka drivkrafter från amerikanska militära intressen [2], fram till dagens webbaserade IT-stöd1. Det är egentligen först nu som tekniken börjar vara mogen för att kunna erbjuda ett riktigt bra IT-stöd som kan matcha moderna teorier om lärande. De senaste årens tekniska utveckling har skapat nya intressanta förutsättningar för att arbeta med de problem som fortfarande förknippas med IT-miljöer för lärande. För att lyckas med detta krävs dock en målmedveten strategi och samordning av centrala komponenter i skolans infrastruktur. Nedan beskrivs lite av den situation som präglar dagens IT-miljöer för lärande, med ett särskilt fokus på s.k. lärplattformar och digitala lärresurser. Därefter görs en analys av den pågående teknikutvecklingen i allmänhet och för lärande i synnerhet med några avslutande resonemang om strategiska vägval och förutsättningar.

  • 16.
    Paulsson, Fredrik
    Umeå University, Faculty of Social Sciences, Department of Interactive Media and Learning (IML).
    Facilitating the access to digital learning resources by harvesting and federation of learning object repositories2009In: Innovation in Learning Communities: What did you invent for tomorrow?, EDEN , 2009Conference paper (Refereed)
  • 17.
    Paulsson, Fredrik
    Umeå University, Faculty of Social Sciences, Department of applied educational science, Interactive Media and Learning (IML).
    Facilitating the access to digital learning resources: comparing different approaches to connecting learning object repositories2010Manuscript (preprint) (Other academic)
    Abstract [en]

    The rapid growth of digital learning resources has brought forward a number of issues concerning availability, distribution and use. Altogether, the issues are a mix of interplaited technological and pedagogical considerations. Some of those issues, mainly related to repositories and the distribution of digital learning resources, are examined and described in this article. A particular focus is put on how resources can be described and indexed using metadata, and on how access to digital learning resources can be improved and facilitated through federation and/or harvesting of metadata in order to tie several repositories together to provide a service that offers one single access point. The study also examined how this single point of access can be moved closer to the user (i.e. to the environment where digital learning resources are used) through simple federation of the service, enabling access to the network of repositories from any virtual learning environment. The study was carried out by experiments connected to a real-life case. The study concludes in several suggestions for how access to digital learning resources can be enhanced, as well as in the identifications of a couple of new issues that need to be addressed by future research.

     

  • 18.
    Paulsson, Fredrik
    Umeå University, Faculty of Social Sciences, Department of applied educational science, Interactive Media and Learning (IML).
    Learning Technology Enterprise Specification2006In: The LIFE roadmap on interoperability / [ed] Luis Anido, Brussels: EUN , 2006Conference paper (Other academic)
  • 19.
    Paulsson, Fredrik
    Umeå University, Faculty of Teacher Education, Interactive Media and Learning.
    Learning Technology Enterprise Specification2006In: LIFE Roadmap on interoperability: Learning Technology Enterprise Specification Workshop, 2006Conference paper (Other (popular science, discussion, etc.))
  • 20.
    Paulsson, Fredrik
    Umeå University, Faculty of Teacher Education, Department of Interactive Media and Learning.
    Metadata ecology2009In: ISO JTC1/SC36 WG4, 2009Conference paper (Other (popular science, discussion, etc.))
  • 21.
    Paulsson, Fredrik
    Umeå University, Faculty of Social Sciences, Department of applied educational science, Interactive Media and Learning (IML).
    SOA-frameworks for modular virtual learning environments: comparing implementation approaches2010In: Novel Developments in Web-Based Learning Technologies: Tools for Modern Teaching / [ed] Karacapilidis, Nikos, IGI Global , 2010, p. 1-404Chapter in book (Other academic)
    Abstract [en]

    A general SOA framework for Virtual Learning Environments, based on the VWE Learning Object Taxonomy, is suggested in this chapter. Five basic and general services are suggested for implementation of modular Virtual Learning Environments. The design of the service framework was tested by implementation in two prototypes, using two different approaches where a Java-RMI based implementation was compared to a Web Service (SOAP) based implementation. By implementing the VWE Learning Object Taxonomy and the VWE SOA framework, the prototypes showed that a level of modularity, similar to the level of modularity of Learning Objects, could be achieved for the Virtual Learning Environment as well. Using the VWE Learning Object Taxonomy, this was accomplished by including the learning content and the Virtual Learning Environment into the same conceptual space. The comparison of the prototypes showed that the Web Service approach was preferred in favor of the Java-RMI approach. This was mainly due to platform neutrality and the use of the http-protocol. The study was supplemented by an analysis of the two approaches in relation to a third, REST-based approach.

  • 22.
    Paulsson, Fredrik
    Umeå University, Faculty of Teacher Education, Interactive Media and Learning.
    Standardized Content Archive Management – SCAM2003In: IEEE Learning Technology newsletter, Vol. 5, no 1, p. 40-43Article in journal (Other academic)
  • 23.
    Paulsson, Fredrik
    Umeå University, Faculty of Social Sciences, Department of applied educational science, Interactive Media and Learning (IML).
    SWE-LOM: En svensk applikationsprofil av LOM -standarden2008Other (Other academic)
  • 24.
    Paulsson, Fredrik
    Umeå University, Faculty of Social Sciences, Department of applied educational science, Interactive Media and Learning (IML).
    The Spider: Connecting learning object repositories - strategies technologies and issues2008In: Journal of research in Teacher Education, ISSN 1404-7659, Vol. 3, no 4, p. 149-162Article in journal (Other academic)
    Abstract [en]

    The rapid growth of digital learning resources (sometimes referred to as Learning Objects) has brought forward a number of issues concerning availability, distribution and use. Issues that are a mix of interplaited technological and pedagogical considerations. Some of those issues, mainly related to repositories and the distribution of digital learning resources, are described and examined in this article. A particular focus is put on how resources can be described and indexed using metadata, and on how access to digital learning resources can be improved and facilitated through federation and/or harvesting of metadata in order to tie several repositories together to provide a service that offers one single entry point for access. The study also examined how this single point of entry can be moved closer to the user (i.e. to the environment where digital learning resources are intended to be used) through simple federation of the service, enabling access to the network of repositories from any virtual learning environment. The study is carried out through experiments connected to a real-life case. The study concludes in several suggestions for how access to digital learning resources can be enhanced, as well as in the identifications of a couple of new issues that need to be addressed by future research.

     

  • 25.
    Paulsson, Fredrik
    Umeå University, Faculty of Social Sciences, Department of applied educational science, Interactive Media and Learning (IML).
    The Virtual Workspace Environment: VWE for Learning - Tomorrows learning environment today?2000Conference paper (Other academic)
  • 26.
    Paulsson, Fredrik
    et al.
    Umeå University, Faculty of Social Sciences, Department of applied educational science, Interactive Media and Learning (IML).
    Berglund, Mikael
    Umeå University, Faculty of Social Sciences, Department of applied educational science, Interactive Media and Learning (IML).
    A Service Oriented Architecture-framework for modularized Virtual Learning Environments2006In: Current Developments in Technology-Assisted Education: VOL. I: General Issues, Pedagogical Issues / [ed] A. Méndez-Vilas, A. Solano Martín, J.A. Mesa González and J. Mesa González, Badajoz, Spain: Formatex , 2006, p. 21-62Chapter in book (Other academic)
    Abstract [en]

    The article suggests a general SOA framework for Virtual Learning Environments, based on the VWE Learning Object Taxonomy. The SOA framework suggests five basic services for implementation of modular Virtual Learning Environments. The SOA framework was implemented in two prototypes, using two different approaches: a Java-RMI based implementation that was compared to a Web Service (SOAP) based implementation. by using the VWE Learning Object Taxonomy and the VWE SOA framework, the prototypes showed that a level of modularity, similar to the level of modularity of Learning Objects, could be achieved for the Virtual Learning Environment as well, through the inclusion in the same conceptual space. The comparison of the prototypes showed that the Web Service approach was to prefer, in favor of the Java-RMI approach. This was mainly due to platform neutrality and the use of the http-protocol.

     

  • 27.
    Paulsson, Fredrik
    et al.
    Umeå University, Faculty of Teacher Education, Interactive Media and Learning.
    Berglund, Mikael
    Umeå University, Faculty of Teacher Education, Interactive Media and Learning.
    A Service Oriented Architecture-framework for modularized Virtual Learning Environments2006In: IV INTERNATIONAL CONFERENCE ON MULTIMEDIA AND INFORMATION AND COMMUNICATION TECHNOLOGIES IN EDUCATION m-ICTE2006, 2006, p. 1935-1939Conference paper (Refereed)
    Abstract [en]

    Modularization of digital learning content has been addressed for through the concept of Learning Ob-jects. In this article it is shown this modularized concept can be extended to the Virtual Learning Envi-ronment. A general, Service Oriented Architecture (SOA) framework for modularized Virtual Learning Environments was implemented based on the VWE Learning Objects Taxonomy. It is argued that SOA is a suitable approach for modularization, and that the resulting SOA-framework can be used as basis for implementing specialized e-learning services, specified by future standard frameworks and reference models.

  • 28.
    Paulsson, Fredrik
    et al.
    Umeå University, Faculty of Teacher Education, Interactive Media and Learning.
    Berglund, Mikael
    Umeå University, Faculty of Teacher Education, Interactive Media and Learning.
    Suggesting a SOA-framework for modular virtual learning environments: comparing two implementation approaches2008In: International Journal of Web-Based Learning and Teaching Technologies, ISSN 1548-1093, Vol. 3, no 1, p. 43-57Article in journal (Refereed)
    Abstract [sv]

    The article suggests a general SOA framework for virtual learning environments, based on the VWE learning-object taxonomy. The SOA framework suggests five basic services for implementation of modular virtual learning environments. The SOA framework was implemented in two prototypes using two different approaches: a Java-RMI-based implementation that was compared to a Web-service-based (SOAP) implementation by using the VWE learning-object taxonomy and the VWE SOA framework. The prototypes showed that a level of modularity, similar to the level of modularity of learning objects, could be achieved for the virtual learning environment as well through the inclusion in the same conceptual space. The comparison of the prototypes showed that the Web service approach was preferred in favor of the Java-RMI approach. This was mainly due to platform neutrality and the use of the HTTP protocol.

  • 29.
    Paulsson, Fredrik
    et al.
    Umeå University, Faculty of Teacher Education, Interactive Media and Learning.
    Engman, Jonas
    Marking the National Curriculum - a new model for semantic mark-up2005In: In the proceedings of the eChallenges 2005 conference: Innovation and the Knowledge Economy: Issues, Applications and Case Studies, 2005, p. 1731-1738Conference paper (Other (popular science, discussion, etc.))
    Abstract [en]

    The use of information structure and metadata for the National Curriculum becomes more and more crucial as the demands for advanced eLearning services increases. In a Swedish pilot project a simple information model was developed and tested on the National Curriculum. An implementation of a common XML based Mark-up Language called TEI was used for the first approach. An alternative model where three different kinds of metadata where identified and separated using RDF, XML and Annotea as core technologies was used for the second approach. Two approaches where tested and evaluated against five criteria. It was found that XML-based mark-up languages like TEI fail in cases where complex metadata and a combination of several metadata models are required. In conclusion we argue for the importance of separating information structure, descriptive metadata (including semantics) and catalogue metadata.

  • 30.
    Paulsson, Fredrik
    et al.
    Umeå University, Faculty of Teacher Education, Interactive Media and Learning.
    Engman, Jonas
    Umeå University, Faculty of Teacher Education, Interactive Media and Learning.
    Treating metadata as annotations: separating the content mark-up from the content2007In: International Journal of Emerging Technologies in Learning (iJET), ISSN 1863-0383, Vol. 3, no 1Article in journal (Refereed)
    Abstract [en]

    The use of digital learning resources creates an increasing need for semantic metadata, describing the whole resource, as well as parts of resources. Traditionally, schemas such as Text Encoding Initiative (TEI) have been used to add semantic markup for parts of resources. This is not sufficient for use in a ”metadata ecology”, where metadata is distributed, coherent to different Application Profiles, and added by different actors. A new methodology, where metadata is “pointed in” as annotations, using XPointers, and RDF is proposed. A suggestion for how such infrastructure can be implemented, using existing open standards for metadata, and for the web is presented. We argue that such methodology and infrastructure is necessary to realize the decentralized metadata infrastructure needed for a “metadata ecology".

  • 31.
    Paulsson, Fredrik
    et al.
    Umeå University, Faculty of Social Sciences, Department of applied educational science, Interactive Media and Learning (IML).
    Klerx, Joris
    Katholieke Universiteit Leuven.
    Massart, David
    EUN.
    Rehak, Dan
    ADL.
    Duval, Erik
    Katholieke Universiteit Leuven.
    Luis Santos, José
    Katholieke Universiteit Leuven.
    Totschnig, Michael
    Vienna University of Economics and Business Administration.
    Ternier, Stefaan
    Open Universiteit Nederland.
    Interim report: interoperability of registries2010Report (Other academic)
  • 32.
    Paulsson, Fredrik
    et al.
    Umeå University, Faculty of Social Sciences, Department of applied educational science, Interactive Media and Learning (IML).
    Naeve, Ambjörn
    Royal Institute of Technology.
    Establishing technical quality criteria for Learning Objects2006In: Exploiting the Knowledge Economy: Issues, Applications, Case Studies / [ed] P. Cunningham and M. Cunningham, Amsterdam: IOS Press , 2006, p. 1431-1439Chapter in book (Other academic)
    Abstract [en]

    The idea of Learning Objects is now a widely accepted concept for the delivery of modularized e-learning content. Originating from Object Oriented programming, the concept has evolved to embrace almost everything that is digital. Based on literature, experience from implementation and a comparative study of Learning Objects, we argue that the concept needs to be more clearly defined in order to deliver what it promises. We argue that most implementations are not technology- and pedagogy-neutral and do not support sophisticated reuse. In the conclusion, six action areas for establishing technical quality criteria are suggested: a narrow definition, a mapping taxonomy, more extensive standards, and best practise for use of existing standards, architecture models, and the separation of pedagogy from the supporting technology of Learning Objects.

     

  • 33.
    Paulsson, Fredrik
    et al.
    Umeå University, Faculty of Teacher Education, Interactive Media and Learning.
    Naeve, Ambjörn
    Virtual Workspace Environment (VWE): A Taxonomy and Service Oriented Architecture Framework for Modularized Virtual Learning Environments - Applying the Learning Object Concept to the VLE2006In: International Journal on E-Learning, ISSN 1537-2456, Vol. 5, no 1, p. 45-57Article in journal (Refereed)
    Abstract [en]

    Based on existing Learning Object taxonomies, this article suggests an alternative Learning Object taxonomy, combined with a general Service Oriented Architecture (SOA) framework, aiming to transfer the modularized concept of Learning Objects to modularized Virtual Learning Environments. The taxonomy and SOA-framework exposes a need for a clearer definition of the aggregation and granularity of Learning Objects together with a clearer separation of data, presentation and application logics. The Virtual Workspace Environment (VWE) demonstrator shows that there is a necessity to unite fundamentals from computer science and pedagogical theories to achieve this.

  • 34.
    Paulsson, Fredrik
    et al.
    Umeå University, Faculty of Teacher Education, Interactive Media and Learning.
    Naeve, Ambjörn
    VWE: a framework for modularized Virtual Learning Environments - Applying the Learning Object Concept to the VLE2005In: presented at the ProLearn-iClass Thematic Workshop, Learning Objects in Context, 2005Conference paper (Refereed)
  • 35. Salmenjoki, K
    et al.
    Paulsson, Fredrik
    Umeå University, Faculty of Social Sciences, Department of applied educational science, Interactive Media and Learning (IML).
    Vainio, A
    Social Learning: How the Web is Changing the Way We Process Information and Knowledge2007In: In the proceedings of the 5th International Conference on Emerging e-learning Technologies and Applications (ICETA), Lesná, Slovak Republic: ICETA , 2007Conference paper (Refereed)
  • 36.
    Tarassov, Vladimir
    et al.
    Umeå University, Faculty of Teacher Education, Interactive Media and Learning.
    Paulsson, Fredrik
    Umeå University, Faculty of Teacher Education, Interactive Media and Learning.
    Development of a standard for representation of cases – generalization of case-based learning in learning technology systems2004In: Learning in Higher Education II, 2004Conference paper (Other academic)
    Abstract [en]

    The goal of learning technology standardisation is to create systematic ways of describing learning material and scenarios. This paper deals with the issue of development of a standard for representation of cases, which are used in case-based learning. The standard is designed for learning technology systems and viewed from the user’s perspective. First, IMS QTI was described as an example of standards. Four sample cases were then analysed: one from the PharmaPaC project, two from the SwedKid project, and one from two courses taught at the Department of Interactive Media and Learning. We have proposed a case structure description comprised of parts of a case item, types of case items, different patterns of a case section, and relationship between a case, case section and case item. The developed structure can be used as a basis for elaboration of an informational model of the case standard that may increase the level of case reusability and cooperation between case creators and users. The cases and implications of standards for the users were discussed at an ELHE workshop. The discussion suggested that standards can be a good starting point for creation of learning objects, and the standard for cases can facilitate their use in instruction. Despite there was an opinion that standards could limit creativity of learning objects creators, we believe that the use of standards is not an option but compulsory when learning objects are used. In future work we will develop XML-based notation for description of cases and consider Resource Description Framework to add semantic capabilities. We will also take into consideration standards like IMS Content Packaging and EML (Educational Modelling Language).

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