Enabling Enhanced Learning in an Open University Environment : A Grid-Aware Architecture
Open and Distance learning has been extensively researched in the past few years, yet the focus was more in its technological dimension. The plethora of advanced tools supporting e-learning and the difficulties in their adoption in real situations has only demonstrated that the primary need is a par...
Ausführliche Beschreibung
Gespeichert in:
| Autor*in: |
Vassiliadis, Bill [verfasserIn] Xenos, Michalis [author] Stefani, Antonia [author] |
|---|
| Format: |
E-Artikel |
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| Sprache: |
Englisch |
| Erschienen: |
2009 |
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| Umfang: |
Online-Ressource |
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| Reproduktion: |
IGI Global InfoSci Journals Archive 2000 - 2012 |
|---|---|
| Übergeordnetes Werk: |
In: International journal of information and communication technology education - Hershey, Pa : IGI Global, 2005, 5(2009), 3, Seite 59-73 |
| Übergeordnetes Werk: |
volume:5 ; year:2009 ; number:3 ; pages:59-73 |
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10.4018/jicte.2009070105 |
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Open and Distance learning has been extensively researched in the past few years, yet the focus was more in its technological dimension. The plethora of advanced tools supporting e-learning and the difficulties in their adoption in real situations has only demonstrated that the primary need is a paradigm shift in the educational model. In this work, we argue that this paradigm shift can be efficiently supported by a new computing model: the Grid. Grid computing facilitates knowledge construction and reuse in highly dynamic, distributed e-learning environments. An initial design of an e-learning Grid is presented for an Open University environment where new e-learning models, such as constructivism, can be efficiently supported |
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Open and Distance learning has been extensively researched in the past few years, yet the focus was more in its technological dimension. The plethora of advanced tools supporting e-learning and the difficulties in their adoption in real situations has only demonstrated that the primary need is a paradigm shift in the educational model. In this work, we argue that this paradigm shift can be efficiently supported by a new computing model: the Grid. Grid computing facilitates knowledge construction and reuse in highly dynamic, distributed e-learning environments. An initial design of an e-learning Grid is presented for an Open University environment where new e-learning models, such as constructivism, can be efficiently supported |
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Open and Distance learning has been extensively researched in the past few years, yet the focus was more in its technological dimension. The plethora of advanced tools supporting e-learning and the difficulties in their adoption in real situations has only demonstrated that the primary need is a paradigm shift in the educational model. In this work, we argue that this paradigm shift can be efficiently supported by a new computing model: the Grid. Grid computing facilitates knowledge construction and reuse in highly dynamic, distributed e-learning environments. An initial design of an e-learning Grid is presented for an Open University environment where new e-learning models, such as constructivism, can be efficiently supported |
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<?xml version="1.0" encoding="UTF-8"?><collection xmlns="http://www.loc.gov/MARC21/slim"><record><leader>01000caa a22002652 4500</leader><controlfield tag="001">NLEJ244477272</controlfield><controlfield tag="003">DE-627</controlfield><controlfield tag="005">20240202180150.0</controlfield><controlfield tag="007">cr uuu---uuuuu</controlfield><controlfield tag="008">150605s2009 xx |||||o 00| ||eng c</controlfield><datafield tag="024" ind1="7" ind2=" "><subfield code="a">10.4018/jicte.2009070105</subfield><subfield code="2">doi</subfield></datafield><datafield tag="035" ind1=" " ind2=" "><subfield code="a">(DE-627)NLEJ244477272</subfield></datafield><datafield tag="035" ind1=" " ind2=" "><subfield code="a">(VZGNL)10.4018/jicte.2009070105</subfield></datafield><datafield tag="040" ind1=" " ind2=" "><subfield code="a">DE-627</subfield><subfield code="b">ger</subfield><subfield code="c">DE-627</subfield><subfield code="e">rakwb</subfield></datafield><datafield tag="041" ind1=" " ind2=" "><subfield code="a">eng</subfield></datafield><datafield tag="100" ind1="1" ind2=" "><subfield code="a">Vassiliadis, Bill</subfield><subfield code="e">verfasserin</subfield><subfield code="4">aut</subfield></datafield><datafield tag="245" ind1="1" ind2="0"><subfield code="a">Enabling Enhanced Learning in an Open University Environment</subfield><subfield code="b">A Grid-Aware Architecture</subfield></datafield><datafield tag="264" ind1=" " ind2="1"><subfield code="c">2009</subfield></datafield><datafield tag="300" ind1=" " ind2=" "><subfield code="a">Online-Ressource</subfield></datafield><datafield tag="336" ind1=" " ind2=" "><subfield code="a">nicht spezifiziert</subfield><subfield code="b">zzz</subfield><subfield code="2">rdacontent</subfield></datafield><datafield tag="337" ind1=" " ind2=" "><subfield code="a">nicht spezifiziert</subfield><subfield code="b">z</subfield><subfield code="2">rdamedia</subfield></datafield><datafield tag="338" ind1=" " ind2=" "><subfield code="a">nicht spezifiziert</subfield><subfield code="b">zu</subfield><subfield code="2">rdacarrier</subfield></datafield><datafield tag="520" ind1=" " ind2=" "><subfield code="a">Open and Distance learning has been extensively researched in the past few years, yet the focus was more in its technological dimension. The plethora of advanced tools supporting e-learning and the difficulties in their adoption in real situations has only demonstrated that the primary need is a paradigm shift in the educational model. In this work, we argue that this paradigm shift can be efficiently supported by a new computing model: the Grid. Grid computing facilitates knowledge construction and reuse in highly dynamic, distributed e-learning environments. An initial design of an e-learning Grid is presented for an Open University environment where new e-learning models, such as constructivism, can be efficiently supported</subfield></datafield><datafield tag="533" ind1=" " ind2=" "><subfield code="f">IGI Global InfoSci Journals Archive 2000 - 2012</subfield></datafield><datafield tag="700" ind1="1" ind2=" "><subfield code="a">Xenos, Michalis</subfield><subfield code="e">author</subfield><subfield code="4">aut</subfield></datafield><datafield tag="700" ind1="1" ind2=" "><subfield code="a">Stefani, Antonia</subfield><subfield code="e">author</subfield><subfield code="4">aut</subfield></datafield><datafield tag="773" ind1="0" ind2="8"><subfield code="i">In</subfield><subfield code="t">International journal of information and communication technology education</subfield><subfield code="d">Hershey, Pa : IGI Global, 2005</subfield><subfield code="g">5(2009), 3, Seite 59-73</subfield><subfield code="h">Online-Ressource</subfield><subfield code="w">(DE-627)NLEJ244419108</subfield><subfield code="w">(DE-600)2399994-9</subfield><subfield code="x">1550-1337</subfield><subfield code="7">nnns</subfield></datafield><datafield tag="773" ind1="1" ind2="8"><subfield code="g">volume:5</subfield><subfield code="g">year:2009</subfield><subfield code="g">number:3</subfield><subfield code="g">pages:59-73</subfield></datafield><datafield tag="856" ind1="4" ind2="0"><subfield code="u">http://services.igi-global.com/resolvedoi/resolve.aspx?doi=10.4018/jicte.2009070105</subfield><subfield code="m">X:IGIG</subfield><subfield code="x">Verlag</subfield><subfield code="z">Deutschlandweit zugänglich</subfield></datafield><datafield tag="856" ind1="4" ind2="2"><subfield code="u">http://services.igi-global.com/resolvedoi/resolve.aspx?doi=10.4018/jicte.2009070105&buylink=true</subfield><subfield code="q">text/html</subfield><subfield code="y">Abstract</subfield><subfield code="z">Deutschlandweit zugänglich</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">ZDB-1-GIS</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">GBV_NL_ARTICLE</subfield></datafield><datafield tag="951" ind1=" " ind2=" "><subfield code="a">AR</subfield></datafield><datafield tag="952" ind1=" " ind2=" "><subfield code="d">5</subfield><subfield code="j">2009</subfield><subfield code="e">3</subfield><subfield code="h">59-73</subfield></datafield></record></collection>
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