[BACK]Return to Guts_Authoring.tex CVS log [TXT] [DIR] Up to [LON-CAPA] / loncom / html / adm / help / tex

Diff for /loncom/html/adm/help/tex/Guts_Authoring.tex between versions 1.1 and 1.2

version 1.1, 2003/07/25 02:16:12 version 1.2, 2003/08/20 16:17:40
Line 1 Line 1
 \label{Guts_Authoring}  \label{Guts_Authoring}
 \subsection{Content Re-usage and Granularity}  \subsection{Content Re-usage and Granularity}
   
 Any faculty participating in the Network can publish their own learning  % Replace this with stuff from LyX
 resources into the common pool. To that end, the Network provides  
 a {}``construction space''\index{construction space} which is only  {}``Resources''\index{resources} are the atomic unit of content in
 accessible to the author, and a publication process, which transfers  LON-CAPA. Learning resources could be simple paragraphs of text,
 the material to the shared pool. During the publication process, metadata  movies, applets, individualizing homework problems, etc. Any faculty
 about the resource is gathered, and system-wide update notification  member can use their {}``construction space''\index{construction
 and versioning mechanisms are triggered.  space} to create or upload their resources, either into the common
   pool or with highly selective access controls.
 Learning resources could be simple paragraphs of text, movies, applets,  
 individualizing homework problems, etc. In addition to providing a  LON-CAPA was designed from the beginning to support collaboration and
 distributed digital library with mechanisms to store and catalog these  using resources that may be distributed all across the planet. For
 resources, the Network enables faculty to combine and sequence these  each resource in the LON-CAPA network, LON-CAPA track metadata about
 resources at several levels: An instructor from Community College  that resource, provides versioning of the resource, and provides
 \textbf{A} could combine a text paragraph from University \textbf{B}  automatic subscription and change notification mechanisms. Thus, you
 with a movie from College \textbf{C} and an online homework problem  can freely use resources from other institutions, and you can either
 from Publisher \textbf{D}, to form one page. Another instructor from  tell LON-CAPA to always give you a given version of a resource if
 High School \textbf{E} can take that page from Community College \textbf{A}  you're happy with it, or allow the system to automatically propagate
 and combine it with other pages into a module, unit or chapter. Those  changes to you.
 in turn can be combined into whole coursepacks. Faculty can design  
 their own curricula from existing and newly created resources instead  For example, an instructor from Community College \textbf{A} could
 of having to buy into a complete off-the-shelf product.  combine a text paragraph from University \textbf{B} with a movie from
   College \textbf{C} and an online homework problem from Publisher
   \textbf{D}, to form one page. Another instructor from High School
   \textbf{E} can take that page from Community College \textbf{A} and
   combine it with other pages into a module, unit or chapter. Those in
   turn can be combined into whole course packs. Faculty can design their
   own curricula from existing and newly created resources instead of
   having to buy into a complete off-the-shelf product.
   
 %  %
 \begin{figure}  \begin{figure}
 \begin{center}\includegraphics[%  \begin{center}\includegraphics[%
   width=0.55\paperwidth,bb = 0 0 200 100, draft, type=eps]{Resource_Assembly}\end{center}    width=0.55\paperwidth]{Resource_Assembly}\end{center}
   
   
 \caption{Resource Assembly}  \caption{Resource Assembly}
Line 44  and pages can be assembled into a page. Line 51  and pages can be assembled into a page.
 or collection of resources that would be seen as one web page, or  or collection of resources that would be seen as one web page, or
 printed as one unit.  printed as one unit.
   
 Using the same tool, fragments (which would then be rendered as standalone  Using the same tool, fragments (which would then be rendered as stand alone
 pages), pages and other sequences can be assembled into sequences.  pages), pages and other sequences can be assembled into sequences.
 Sequences are resources which are rendered a sequence of pages, not  Sequences are resources which are rendered a sequence of pages, not
 necessarily linear. Examples are one lesson, one chapter, or one learning  necessarily linear. Examples are one lesson, one chapter, or one learning
 cycle.  cycle.
   
 On the third granularity level, fragments (rendered as standalone  On the third granularity level, fragments (rendered as stand alone
 pages), pages, and sequences can be assembled into courses. Courses  pages), pages, and sequences can be assembled into courses. Courses
 are a sequence which represents the entirety of the resources belonging  are a sequence which represents the entirety of the resources belonging
 to a learning unit into which learners can be enrolled. Examples are  to a learning unit into which learners can be enrolled. Examples are
Line 71  menus or \char`\"{}next page\char`\"{} b Line 78  menus or \char`\"{}next page\char`\"{} b
 on those resources.  on those resources.
   
   
 \subsection{Cirriculum Adaptivity}  \subsection{Curriculum Adaptivity}
   
 Maps allow for conditional choices and branching points. The actual  Maps allow for conditional choices and branching points. The actual
 path through and presentation of the learning resources is determined  path through and presentation of the learning resources is determined
Removed from v.1.1  
changed lines
  Added in v.1.2

FreeBSD-CVSweb <freebsd-cvsweb@FreeBSD.org>