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Impact of Context-Awareness on the Architecture of E-Learning Solutions

by: Andreas Schmidt

In: Architecture Solutions for E-Learning SystemsInformation Science Reference, IGI Publishing (November 2007) , p. 306-319.

Abstract

Recently, the situatedness of learning has come to the center of attention in both research and practice, also a result of the insight that traditional learning methods in the form of large decontextualized courses lead to inert knowledge; i.e., knowledge that can be reproduced, but not applied to real-world problem solving. In order to avoid the inertness, pedagogy tries to set up authentic learning settings, an approach increasingly shared in e-learning domain. If we consider professional training, it is the immediacy of purpose and context that makes it largely different to learning in schools or academic education. This immediacy has the benefit that we actually have an authentic context that we need to preserve. The majority of current e-learning approaches, however, ignores this context and provides decontextualized forms of learning as a multimedia copy of traditional presence seminars. We show how making learning solutions aware of the context actually affects their architecture and present a showcase solution in the form of the Learning in Process service-oriented architecture.

BibTeX record

@incollection{SchmidtArchitectureBook07,
  abstract = {Recently, the situatedness of learning has come to the center of attention in both research and practice, also a result of the insight that traditional learning methods in the form of large decontextualized courses lead to inert knowledge; i.e., knowledge that can be reproduced, but not applied to real-world problem solving. In order to avoid the inertness, pedagogy tries to set up authentic learning settings, an approach increasingly shared in e-learning domain. If we consider professional training, it is the immediacy of purpose and context that makes it largely different to learning in schools or academic education. This immediacy has the benefit
	
	that we actually have an authentic context that we need to preserve.
	The majority of current e-learning approaches, however, ignores
	this context and provides decontextualized forms of learning as
	a multimedia copy of traditional presence seminars. We show how
	making learning solutions aware of the context actually affects
	their architecture and present a showcase solution in the form of
	the Learning in Process service-oriented architecture.},
  added-at = {2007-12-03T21:48:23.000+0100},
  author = {Schmidt, Andreas},
  biburl = {http://www.bibsonomy.org/bibtex/2d6a1c53ec2c8c7969488dfc0f85e04f5/aschmidt},
  booktitle = {Architecture Solutions for E-Learning Systems},
  chapter = 16,
  editor = {Pahl, Claus},
  interhash = {4adda57eb0244db4afaa3f2873a2c96a},
  intrahash = {d6a1c53ec2c8c7969488dfc0f85e04f5},
  keywords = {aps architecture context elearning fzi ipe lang:en lip myown},
  month = Nov,
  owner = {aschmidt},
  pages = {306-319},
  pdf = {http://publications.professional-learning.eu/Schmidt_ContextAware_Architecture.pdf},
  publisher = {Information Science Reference, IGI Publishing},
  timestamp = {2007-12-03T21:48:23.000+0100},
  title = {Impact of Context-Awareness on the Architecture of E-Learning Solutions},
  year = 2007
}

Endnote record

%0 Book Section
%1 SchmidtArchitectureBook07
%A Schmidt, Andreas
%B Architecture Solutions for E-Learning Systems
%D 2007
%E Pahl, Claus
%I Information Science Reference, IGI Publishing
%K 
%P 306-319
%T Impact of Context-Awareness on the Architecture of E-Learning Solutions
%X Recently, the situatedness of learning has come to the center of attention in both research and practice, also a result of the insight that traditional learning methods in the form of large decontextualized courses lead to inert knowledge; i.e., knowledge that can be reproduced, but not applied to real-world problem solving. In order to avoid the inertness, pedagogy tries to set up authentic learning settings, an approach increasingly shared in e-learning domain. If we consider professional training, it is the immediacy of purpose and context that makes it largely different to learning in schools or academic education. This immediacy has the benefit
	
	that we actually have an authentic context that we need to preserve.
	The majority of current e-learning approaches, however, ignores
	this context and provides decontextualized forms of learning as
	a multimedia copy of traditional presence seminars. We show how
	making learning solutions aware of the context actually affects
	their architecture and present a showcase solution in the form of
	the Learning in Process service-oriented architecture.
%& 16