메뉴 건너뛰기




Volumn , Issue , 2005, Pages 503-508

The 8 Learning Events Model (8LEM): A pedagogic conceptual framework for the design of dedicated (and generic?) scenarios

Author keywords

Learning paradigms; Patterns; Pedagogic scenarios; Personalization; Reusability

Indexed keywords

CONCEPTUAL FRAMEWORKS; INSTRUCTIONAL DESIGNS; LEARNING PARADIGMS; PATTERNS; PEDAGOGIC SCENARIOS; PERSONALIZATIONS; REFERENCE FRAMEWORKS; REFERENCE MODELING;

EID: 34547728874     PISSN: None     EISSN: None     Source Type: Conference Proceeding    
DOI: None     Document Type: Conference Paper
Times cited : (2)

References (21)
  • 1
    • 84892831970 scopus 로고    scopus 로고
    • Categorization of virtual learning activities
    • Villach / Austria 24-26 September 2003, CD-ROM. Villach, Kassel University Press
    • Baumgartner, P., & Bergner I., (2003). Categorization of Virtual Learning Activities. Proceedings of the International Workshop ICL2003, Villach / Austria 24-26 September 2003, CD-ROM. Villach, Kassel University Press.
    • (2003) Proceedings of the International Workshop ICL2003
    • Baumgartner, P.1    Bergner, I.2
  • 4
    • 13244255505 scopus 로고    scopus 로고
    • Learning objects and standards: Pedagogical neutrality and engagement
    • Joensuu, Finland. August 30, 2004
    • Friesen, N. (2004). Learning objects and standards: Pedagogical neutrality and engagement. In Proceedings of the IEEE International Conference on Advanced Learning Technologies. Joensuu, Finland. August 30, 2004. [Available online: http://phenom.educ.ualberta.ca/n/papers/learning-objects-pedagogical- neutrality.pdf].
    • (2004) Proceedings of the IEEE International Conference on Advanced Learning Technologies
    • Friesen, N.1
  • 7
    • 84882991450 scopus 로고    scopus 로고
    • The role of teachers in editing and authoring units of learning using IMS learning design
    • January 2005
    • Griffiths, D, (2004), The role of teachers in editing and authoring Units of Learning using IMS Learning Design, Discussion paper for UNFOLD on-line seminar, January 2005.
    • (2004) Discussion Paper for UNFOLD On-line Seminar
    • Griffiths, D.1
  • 9
    • 85138960504 scopus 로고    scopus 로고
    • Combining re-usable learning resources and services to pedagogical purposeful units of learning
    • A. Littlejohn (Ed.) London: Kogan Page
    • Koper, E.J.R. (2003). Combining re-usable learning resources and services to pedagogical purposeful units of learning. In A. Littlejohn (Ed.), Reusing Online Resources: A Sustainable Approach to eLearning (pp. 46-59). London: Kogan Page.
    • (2003) Reusing Online Resources: A Sustainable Approach to ELearning , pp. 46-59
    • Koper, E.J.R.1
  • 10
    • 34547724752 scopus 로고    scopus 로고
    • Release 2005
    • Leclercq, D. & Poumay, M. (2005). The 8 learning Events Model. Release 2005. [Available online on LabSET's (ULg) website: http://www.labset. net/media/prod/8LEM.pdf].
    • (2005) The 8 Learning Events Model
    • Leclercq, D.1    Poumay, M.2
  • 12
    • 84882991871 scopus 로고    scopus 로고
    • Patterns, designs and activities: Unifying descriptions of learning structures
    • August 2004 Update of February 2005
    • McAndrew, P., Goodyear, P., Dalziel, J., (2003). Patterns, designs and activities: unifying descriptions of learning structures, Draft of paper submitted to Journal for review August 2004. [Update of February 2005 available online: http://kn.open.ac.uk/public/document.cfm?docid=5295].
    • (2003) Draft of Paper Submitted to Journal for Review
    • McAndrew, P.1    Goodyear, P.2    Dalziel, J.3
  • 14
    • 39749093168 scopus 로고
    • The magical number seven, plus or minus two
    • Miller, G.A. (1956). The magical number seven, plus or minus two, Psychological Review, Vol. 63, 81-97.
    • (1956) Psychological Review , vol.63 , pp. 81-97
    • Miller, G.A.1
  • 16
    • 0000631845 scopus 로고    scopus 로고
    • The elaboration theory: Guidance for scope and sequence decisions
    • C. M. Reigeluth (Ed.) Hillsdale, NJ: Lawrence Erlbaum Associates
    • Reigeluth, C. M. (1999). The elaboration theory: Guidance for scope and sequence decisions. In C. M. Reigeluth (Ed.), Instructional design theories and models: A new paradigm of instructional theory. (pp. 5-29). Hillsdale, NJ: Lawrence Erlbaum Associates.
    • (1999) Instructional Design Theories and Models: A New Paradigm of Instructional Theory , pp. 5-29
    • Reigeluth, C.M.1
  • 18
    • 0002284631 scopus 로고
    • Principles of categorization
    • E. Rosch and B.B. Lloyd (Ed.) Hillsdale, N.J.: Lawrence Erlbaum
    • Rosch, E. (1978). Principles of categorization. In E. Rosch and B.B. Lloyd (Ed.) Cognition and Categorization, Hillsdale, N.J.: Lawrence Erlbaum.
    • (1978) Cognition and Categorization
    • Rosch, E.1
  • 19
    • 77957832468 scopus 로고    scopus 로고
    • Connecting learning objects to instructional design theory: A definition, a metaphor, and a taxonomy
    • D. Wiley (Ed.) Bloomington, IN: Association for Educational Communications and Technology
    • Wiley, D. (2000). Connecting learning objects to instructional design theory: A definition, a metaphor, and a taxonomy. In D. Wiley (Ed.) The Instructional Use of Learning Objects. Bloomington, IN: Association for Educational Communications and Technology.
    • (2000) The Instructional use of Learning Objects
    • Wiley, D.1
  • 21
    • 0008780620 scopus 로고    scopus 로고
    • Learning object design and sequencing theory
    • Brigham Young University
    • Wiley, D. (2000), Learning Object Design and Sequencing Theory, Dept of Instructional Psychology and Technology, Brigham Young University. [Available online: http://wiley.ed.usu.edu/docs/dissertation.pdf].
    • (2000) Dept of Instructional Psychology and Technology
    • Wiley, D.1


* 이 정보는 Elsevier사의 SCOPUS DB에서 KISTI가 분석하여 추출한 것입니다.