In order to support instructional designers in the creation of distance courses, involving learning contents, collaborative activities, and assessment tests, a suite of visual languages are proposed. In particular, we define an extension of UML Activity Diagrams, named eXtended Learning Activity Diagram, to make them suitable for defining e-learning courses based on e-learning activities. We also propose the Adaptive Self consistent Learning Object SET language for defining learning contents, the SYnchronous Collaborative Learning Environment used to define synchronous and asynchronous learning environments, and the Test Maker Language for defining assessment and self-assessment tests. The proposed visual languages have been implemented in the SEAMAN tool (System for E-learning Activity MANagement) which provides means to fully design, implement, and deploy adaptive e-learning courses.
Visual Languages for Defining Adaptive and Collaborative e-Learning Activities
SCANNIELLO, GIUSEPPE
2004-01-01
Abstract
In order to support instructional designers in the creation of distance courses, involving learning contents, collaborative activities, and assessment tests, a suite of visual languages are proposed. In particular, we define an extension of UML Activity Diagrams, named eXtended Learning Activity Diagram, to make them suitable for defining e-learning courses based on e-learning activities. We also propose the Adaptive Self consistent Learning Object SET language for defining learning contents, the SYnchronous Collaborative Learning Environment used to define synchronous and asynchronous learning environments, and the Test Maker Language for defining assessment and self-assessment tests. The proposed visual languages have been implemented in the SEAMAN tool (System for E-learning Activity MANagement) which provides means to fully design, implement, and deploy adaptive e-learning courses.I documenti in IRIS sono protetti da copyright e tutti i diritti sono riservati, salvo diversa indicazione.
