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A visão da empresa e a experiência no desenvolvimento de soluções para gestão de conteúdos digitais foi um factor decisivo para a aprovação do projecto.

No relatório sobre o estado da educação da OCDE publicado em 2009 o e-learning ainda não revolucionou o ensino e na educação do ensino superior. Designando este sistema como imaturo, assinala a fraca adopção de sistemas de gestão de conteúdos em sistema de e-learning. No Reino Unido somente 6.6% de 122 instituições apontam a adopção de sistemas de e-learning am 2004 (dados baseados no estudo do "Observatory on Borderless Higher Education (OBHE)-UK". Informação retirada de E-learning in Tertiary Education: Where do We Stand?, 2005, Conclusion; Policy Brief, 2006.

Conteúdo 1.7 The Learning Object Context Profiling Model 1.8 From Model to Tool 1.8.1 Description of the tool 1.8.2 Descriptive task 1.8.3 Explanatory task 1.8.4 Prescriptive task · Guideline 1 · Guideline 2 · Guideline 3 · Guideline 4 · Guideline 5 · Guideline 6 1.9 Reflections on the Model · Standards and metadata · Packaging · Runtime orientation · Granularity · Lifecycle of a learning object · 3-Space Design Strategy · 4-E Model · Combining the issues 1.10 Reflections on the Research Methodology 1.10.1 How well have the three tasks set out for the research been carried out? 1.10.2 Limitations of the research methodology 1.11 Where Next?

Wikieducator - inscrevi-me. Parece-me uma interessante comunidade de desenvolvimento de conteúdos abertos para elearning

Conteúdo do artigo What Is Distance Learning and Why Has It Become So Popular? Definitions & Synonyms Distance Learning History - Nothing So New Evolving Delivery Mechanisms Student Demographics & Rising Popularity Distance Learning - The Future The Instant Education Generation Not Always So Distant - The Rise of Blended and Hybrid Learning Concluding Remarks Websites & Online Resources

Uma obra de leitura bastante recomendável.

Conteúdo Introduction 1. State of the Art in CSCL 1.1 The emergence of Computer Supported Collaborative Learning 1.2 Main theoretical ideas behind CSCL 1.3 Conclusions 2. Motivation in CSCL Cognitive processes Self-regulation Co-Regulation and socially shared regulation 2.3 Challenges in CSCL Challenges of self-regulation in CSCL Challenges of sociocultural differences in CSCL 2.4 Guidance and support - to join the forces 2.5 Future challenges in CSCL? 3. Motivational and Emotional Challenges in CSCL 3.1 Introduction 3.2 Central concepts 3.3 Challenges 3.4 Improving CSCL and supporting actors involved 3.5 Conclusions 4. Socially Shared Regulation of CSCwriting 4.1 Introduction 4.3 Challenges in CSCWriting 4.4 Scaffolfding students' in writing and collaboration 4.5 Conclusions 5. The Roles of Note-Taking in CSCW Processes 5.1 Introduction 5.2 Roles of note-taking in CSCW processes 5.3 Conclusion 6. Theoretical and Practical Viewpoints for Designing CSCL 6.1 Central concepts 6.2 Important considerations when designing CSCL 6.3 Conclusion 7. Designing Teaching in CSCL 7. 1 Introduction 7. 2 The rules of pedagogical thinking in CSCL 7.3 Conclusions Conclusions and Discussions Editor's words REFERENCES