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version 1.2, 2003/08/20 16:17:40
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\label{Guts_Authoring} |
\label{Guts_Authoring} |
\subsection{Content Re-usage and Granularity} |
\subsection{Content Re-usage and Granularity} |
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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 |
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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 |
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pool or with highly selective access controls. |
Learning resources could be simple paragraphs of text, movies, applets, |
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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 |
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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 |
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College \textbf{C} and an online homework problem from Publisher |
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\textbf{D}, to form one page. Another instructor from High School |
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\textbf{E} can take that page from Community College \textbf{A} and |
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combine it with other pages into a module, unit or chapter. Those in |
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turn can be combined into whole course packs. Faculty can design their |
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own curricula from existing and newly created resources instead of |
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having to buy into a complete off-the-shelf product. |
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\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} |
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\caption{Resource Assembly} |
\caption{Resource Assembly} |
Line 44 and pages can be assembled into a page.
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Line 51 and pages can be assembled into a page.
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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. |
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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. |
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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
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Line 78 menus or \char`\"{}next page\char`\"{} b
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on those resources. |
on those resources. |
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\subsection{Cirriculum Adaptivity} |
\subsection{Curriculum Adaptivity} |
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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 |