The Essen Learning Model is a generic development model supporting development processes on three levels: development of curricula, learning sequences, and learning units. We focus on finding an adequate combination of didactical methods and educational technologies. Secondly, we focus on interoperability, reusability, and ease of use, using standards on the modeling level (ARIS), architecture level (LTSA, IMS), and implementation level (XML). The approach will enable educators, project managers, and authors to efficiently develop and implement Computer Supported Learning Environments.

Although instructional research on simulation has been around for almost 40 years, validation research has failed to hold itself to a common, scientifically acceptable methodology for evaluating this type of learning environment. Several comprehensive reviews of simulation assessment literature have all concluded that this problem stems from poorly designed studies, a failure to adhere to a generally accepted research taxonomy, and no well-defined constructs with which to assess learning outcomes. This article seeks to address the problem by reviewing the various concepts employed in the literature of simulation evaluation and integrating them into a coherent framework from which the evaluative process may proceed in a more systematic manner. KEYWORDS: simulation assessment; simulation evaluation; simulation fidelity; simulation validity; simulation verifiability. One of the major problems of simulations is how to “evaluate the training effectiveness [of a simulation] ” (Hays & Singer, 1989, p. 193). Although for more than 40 years, researchers have lauded the benefits of simulation (Wolfe & Crookall, 1998), very few of these claims are supported with substantial research (Butler, Markulis, &

The dramatic increase in distance learning (DL) enrollments in higher education is likely to continue. However, research on DL that includes psychomotor, cognitive, and affective skills is virtually non-existent. Indeed, DL for psychomotor skills has been viewed as impossible. Laboratory coursework, which we define as including learning of psychomotor, cognitive, and affective skills, has become a limiting factor in the growth of DL. What is needed is a synergistic integration of technologies and Human-Computer Interface (HCI) principles from Computer Supported Collaborative Learning (CSCL), collaborative learning systems, and immersive presence technologies to enable achievement of psychomotor learning objectives. This paper defines the Computer Supported Collaborative Learning requiring Immersive Presence (CSCLIP) research area, provides a theoretical foundation for CSCLIP, and develops an agenda for research in CSCLIP to establish a foundation for the study of this emerging area. It also briefly describes a CSCLIP-based telecommunications lab currently under development. CSCLIP is presented as a major research opportunity for IS researchers interested in empirical research as well as technical development.

While current distance learning (DL), now sometimes referred to as “eLearning”, technologies focus on bringing the classroom to a remote student, the next generation of eLearning, has the potential to bring remote students into the laboratory. Virtual Reality systems are being developed to engage the user as fully as possible within a computer-supported environment. This paper describes an on-going implementation of an environment that allows remote interaction with equipment and other participants that previously required co-location. Technology is used to extend a telecommunications laboratory (lab) to enable acquisition of cognitive, affective and psychomotor skills. New hardware and software are being applied to develop a virtual lab experience through which remote students can attain learning objectives as well as students that use a traditional face-to-face (F2F) lab environment. A Same-Time/Different-Place (STDP) learning environment can be both a cost effective and convenient way to educate students. The design, development, and assessment of such a system is presented. 1.

Programmes is issued on authority of the Chief of the Defence Staff. This publication is effective on receipt. Suggestions for changes shall be forwarded through normal channels to National Defence Headquarters,

In this paper we consider three types of computer-based systems that are employed individually and in pairs to achieve learning objectives: Computer-Supported Learning Systems, Collaborative Systems, and Immersive Presence Systems. When these systems are integrated together, higher-order learning objectives that have typically required co-located interactions can be supported in a distributed fashion. The objective of this work is to report on educational uses of the intersection of these three different types of systems in the combination space we refer to as Computer Supported Collaborative Learning requiring Immersive Presence (CSCLIP). Educational uses of CSCLIP technology and their features are identified. We then provide a discussion and comparison of the features common to CSCLIP systems. Within this discussion, we develop the criteria necessary for comparison of current CSCLIPs and some key requirements of implementation of future CSCLIPs.

Teaching and learning, as processes that are performed by teachers and students respectively, are outlined. Consideration is given to various types of knowledge, especially the knowledge required for designing in engineering. A relationship among theory, subject and method is postulated. Methods may be strategic (for education, these are called pedagogic) or tactical (didactic). Various factors that influence education are brought into relationship with a model of general transformation processes. On this basis, several educational theories are discussed, individually and in their relationships to one another and to engineering design education.

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www. mcu.usmc.mil/mcupressContents Foreword.......................................................................................vii By General James N. Mattis, USMC

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