Refine
Departments, institutes and facilities
- Fachbereich Informatik (32)
- Fachbereich Ingenieurwissenschaften und Kommunikation (16)
- Institute of Visual Computing (IVC) (16)
- Institut für Cyber Security & Privacy (ICSP) (10)
- Institut für Verbraucherinformatik (IVI) (6)
- Institut für Technik, Ressourcenschonung und Energieeffizienz (TREE) (3)
- Fachbereich Wirtschaftswissenschaften (2)
- Fachbereich Angewandte Naturwissenschaften (1)
- Sprachenzentrum (1)
Document Type
- Conference Object (71) (remove)
Year of publication
- 2013 (71) (remove)
Keywords
- Education (2)
- Three-dimensional displays (2)
- end user development (2)
- 3D user interface (1)
- ARRs (1)
- Accessibility (1)
- Appropriateness (1)
- Cloud (1)
- Cognitive processing (1)
- Component Models (1)
One idea behind Open Educational Resources (OERs) is opening up the access to learning resources for stakeholders who were not the originally targeted users. Even though making educational resources available for the public already is a remarkable achievement, their usefulness often is limited to a very particular context because of unclear or missing appropriateness regarding other contexts. In this paper, contextual appropriateness is investigated as a special quality criterion for OERs. We will introduce barriers against the use of OERs and demands from the educational community that need to be addressed in order to overcome such barriers. We will show that the hitherto implemented quality standards for Technology Enhanced Learning do not yet fully support such particular demands and discuss which additional steps are required for the context of OERs. We conclude with an outlook and recommendations that can open up the full potential of OERs.
Open Discovery Space
(2013)
The aim of our research is preserving the learners’ initial motivation in educational settings by avoiding unnecessary conflicts that could decrease the learners’ joy of learning. In order to get a better understanding of particularly cul-ture-related factors that could jeopardize the learners’ motivation in international e-Learning scenarios, we devel-oped and exemplarily implemented the standardized questionnaire ‘Learning Culture’ in the Higher Education contexts of Germany and South Korea. Regarding motivation, we analysed how the students evaluated their own motivational predispositions towards outer influences, their purpose of learning and affections towards particular knowledge, and their strategies to deal with educational tasks that appear unmanageable or too difficult for them.
Grailog embodies a systematics to visualize knowledge sources by graphical elements. Its main benefit is that the resulting visual presentations are easier to read for humans than the original symbolic source code. In this paper we introduce a methodology to handle the mapping from Datalog RuleML, serialized in XML, to an SVG representation of Grailog, also serialized in XML, via eXtensible Stylesheet Language Transformations (XSLT) 2.0/XML; the SVG is then rendered visually by modern Web browsers. This initial mapping is realized to target Grailog's "fully node copied" normal form. Elements can thus be translated one at a time, separating the fundamental Datalog-to-SVG translation concern from the concern of merging node copies for optimal (hyper)graph layout and avoiding its high computational complexity in this online tool. The resulting open source Grailog Knowledge-Source Visualizer (Grailog KS Viz) supports Datalog RuleML with positional relations of arity n>1. The on-the-fly transformation was shown to run on all recent major Web browsers and should be easy to understand, use, and extend.