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Title: A Competence-Based Course Authoring Concept for Learning Platforms with Legacy Assignment Tools
Authors: Then, Matthias
Wallenborn, Benjamin
Ianniello, Birgit
Vu, Duc
Swoboda, Tobias
Fuchs, Michael
Hemmje, Matthias
Keywords: competence based learning
e-learning tools
course authoring tools
Moodle plugins
hybrid tool solutions
legacy tools
platform bridges
IMS learning design
Issue Date: 2016
Citation: Then, M., Wallenborn, B., Ianniello, B., Vu, D. B., Swoboda, T., Fuchs, M., & Hemmje, M. (2016). A Competence-Based Course Authoring Concept for Learning Platforms with Legacy Assignment Tools. GSTF Journal on Computing (JoC), vol. 4, no. 4, 2016. DOI:10.5176/2251-3043_4.4.341. Also available at:
Series/Report no.: GSTF Journal on Computing;
Abstract: This paper is concerned with several of the most important aspects of Competence-Based Learning (CBL): course authoring, assignments, and categorization of learning content. The latter is part of the so-called Bologna Process (BP) and can effectively be supported by integrating knowledge resources like, e.g., standardized skill and competence taxonomies into the target implementation approach, aiming at making effective use of an open integration architecture while fostering the interoperability of hybrid knowledge-based e-learning solutions. Modern scenarios ask for interoperable software solutions to seamlessly integrate existing e-learning infrastructures and legacy tools with innovative technologies while being cognitively efficient to handle. In this way, prospective users are enabled to use them without learning overheads. At the same time, methods of Learning Design (LD) in combination with CBL are getting more and more important for production and maintenance of easy to facilitate solutions. We present our approach of developing a competence-based course-authoring and assignment support software. It is bridging the gaps between contemporary Learning Management Systems (LMS) and established legacy learning infrastructures by embedding existing resources via Learning Tools Interoperability (LTI). Furthermore, the underlying conceptual architecture for this integration approach will be explained. In addition, a competence management structure based on knowledge technologies supporting standardized skill and competence taxonomies will be introduced. The overall goal is to develop a software solution which will not only flawlessly merge into a legacy platform and several other learning environments, but also remain intuitively usable. As a proof of concept, the so-called platform independent conceptual architecture model will be validated by a concrete use case scenario.
Appears in Collections:1. RAGE Publications

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