IEEE MultiMedia
Workflow and End-User Quality of Service Issues in Web-Based Education
IEEE Transactions on Knowledge and Data Engineering
A no-frills approach for accessible Web-based learning material
W4A '04 Proceedings of the 2004 international cross-disciplinary workshop on Web accessibility (W4A)
A Situated Learning Perspective on Learning Object Design
ICALT '05 Proceedings of the Fifth IEEE International Conference on Advanced Learning Technologies
Designing Intelligent Learning Objects
ICALT '05 Proceedings of the Fifth IEEE International Conference on Advanced Learning Technologies
Constructivism as guiding philosophy for software engineering education
ACM SIGCSE Bulletin
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Learner-centered design of e-learning environments provides potential for improving learning processes. Its underlying paradigm, constructivism, has not been exploited and implemented fully so far. It is still difficult to transfer specific experiences and developments from one case to another. To apply effectively constructivism to e-learning, developers need a generic design space guiding them in the translation of respective principles to features for interaction. This contribution reviews relevant inputs from e-learning and learning sciences with respect to representing domain knowledge and designing interactive learning processes. For the development of e-learning environments a structured design space capturing and relating different layers of abstraction and design dimensions is proposed. Intended for users and developers, it supports the generation and transformation of constructivist design elements to implementation components. In particular, it allows tracing and pro-active reflection for various target groups, as it can be accessed from both, a conceptual, and an implementation-oriented perspective.