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This paper addresses the urgent need for international standardization of Context Metadata for e-Learning environments. In particular, E-Learning when distributed over the Internet, can synchronously and asynchronously reach a huge number of learners but also has to deal with a variety of different cultures and societies and the related complications. A lot of the differences strongly demand adaptation processes in which especially the contents are being modified to fit the needs in the targeted contexts. In our approach solving this task, we determined a list of around 160 significant possible differences and defined those as context metadata. In this paper, we show the results of our research regarding to the determination of context related influence factors as well as approaches to deal with them and present a first specification of the representing context-metadata.
This paper addresses the problem of adaptation of E-Learning to a given or proposed context. Current learning technology standards are available for various purposes, such as contents, learner profiles or learning activities, but there are no specifications to describe the context of learning scenarios. Such a description is crucial to identify change-requirements or to compare situations when learning scenarios are re-used. In this paper, we define a specification of context metadata. We show how they can be used to adapt learning scenarios from a given to a new context, in particular to identify change requirements for the internationalization of learning scenarios.
Adaptation of e-Learning Environments: Determining National Differences through Context Metadata
(2008)
The paper shows how existing e-learning modules can be internationalized using structured information on the context and specifically culture. Reusing e-Learning contents is a promising concept for the internationalization or cross-cultural purposes. However, most adaptation efforts are often limited to pure language translation.
As the only alternative is rewriting, reusability allows a massive cost reduction by implementing and adapting already established courses, for example into developing countries on a low-cost level. Our approach provides a basis for international and cross-cultural adaptation. In the approach, we identify, collect and store as many parameters about the source and target context and culture as available. After comparing contexts, we determine changing needs by analyzing the impacting differences.
To implement this approach on a large-scale, we plan a public database containing the necessary information for the comparison process. In our research, we have identified a set of around 170 parameters describing national and, more specifically, cultural attributes related to various situations. Utilizing those in an adequate way will lead to an easier and efficient adaptation process.
Eine internationale Verbreitung von OER ist u. a. davon abhängig, ob bereitstehende Inhalte an den jeweiligen Kontext angepasst werden können. Dieser Beitrag befasst sich mit studierendenspezifischen, kulturell motivierten Einflussfaktoren auf Lernsituationen, die neben u. a. inhaltlichen, technischen, didaktischen und rechtlichen Fragen für eine erfolgreiche Wiederverwendung von bereits etablierten Lernressourcen prüfend berücksichtigt werden sollten.
In this paper, we present a solution how to test cultural influences on E-Learning in a global context. Based on a metadata approach, we show how specifically cultural influence factors can be determined to transfer and adapt learning environments. We present a method how those influence factors can be validated for both, to improve the dynamical meta-data specification and to be used in the development of (international) E-Learning scenarios.