Content Management for E-Learning
From the shift to learner-centered education to the sharing of online resources among colleges and universities, virtual learning has brought sweeping change to the educational experience. New information and communication technologies are bringing fresh
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Núria Ferran Ferrer • Julià Minguillón Alfonso Editors
Content Management for E-Learning
Editors Núria Ferran Ferrer Universitat Oberta de Catalunya Barcelona, Spain [email protected]
Julià Minguillón Alfonso Universitat Oberta de Catalunya Barcelona, Spain [email protected]
ISBN 978-1-4419-6958-3 e-ISBN 978-1-4419-6959-0 DOI 10.1007/978-1-4419-6959-0 Springer New York Dordrecht Heidelberg London Library of Congress Control Number: 2010937638 © Springer Science+Business Media, LLC 2011 All rights reserved. This work may not be translated or copied in whole or in part without the written permission of the publisher (Springer Science+Business Media, LLC, 233 Spring Street, New York, NY 10013, USA), except for brief excerpts in connection with reviews or scholarly analysis. Use in connection with any form of information storage and retrieval, electronic adaptation, computer software, or by similar or dissimilar methodology now known or hereafter developed is forbidden. The use in this publication of trade names, trademarks, service marks, and similar terms, even if they are not identified as such, is not to be taken as an expression of opinion as to whether or not they are subject to proprietary rights. Printed on acid-free paper Springer is part of Springer Science+Business Media (www.springer.com)
Foreword
This is a book about content management for technology-enhanced learning (TEL). Of course, learning is not only about content. If it was, as many have argued before, then we could have just sent students to the library in the predigital era and we could have asked them to come back for exams after 5 years or so. However, content (or maybe the more general notion of resources) certainly is important in learning: learners manipulate content to figure things out, teachers (in more or less formal settings) use content to demonstrate or illustrate or provide background or detail, etc. After the initial hype around “learning objects,” learning content suffered from a “bad reputation” in TEL research circles. This may be the natural backlash of disappointment after initial expectations that were too high or that did not factor in the time it would take to reach some of the goals. Maybe the renewed interest in Open Educational Resources will make research on learning content more respectable and popular again. But then again, it will only be a matter of time before the hype cycle will take its downward dive again. Still, then the Next Big Thing will come along and content will be “hot” again… Beyond the changing appreciation of the value of content for learning, on a more fundamental level, I am convinced that research on content management is a core topic for the TEL community and I am delighted to see how many of the more prominent researchers in our domain continue to focus on this topic, exploring issues ranging from theoretical perspectives, over pedagogical design and copyright to more technical aspects like interoperability and repositories. Even strategic management issues are explored in th
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