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.

The paper considers the requirement for information security within the domain of online distance learning. A generic module structure is presented which represents a high level abstraction of the different stages of the educational process. This leads into a discussion of the main security issues that must be considered at each stage. These various requirements are being addressed in practice by the security framework being developed by the SDLearn research project, a collaborative initiative between higher academic establishments in the UK and Germany. KEYWORDS Online distance learning, security, generic framework, World Wide Web.

Abstract. We present the design of a new application framework for collaborative learning. The framework guides teachers in implementing online activities based on well-known pedagogical techniques, to accomplish their educational objectives within a certain educational setting, and simplifies the development of collaboration tools needed to carry out those techniques. There are common tasks across various techniques and our framework organizes them in a layer of abstraction. The framework model has four abstraction layers: Pedagogical Models, Pedagogical Techniques, Collaboration Tasks Patterns, and CSCL Tools. By using this framework, developers will place the control of designing and implementing the pedagogical techniques in the teacher’s hand rather than in the software designer’s. 1

An investigation was carried out to determine the extent to which evidence of collaborative learning could be identified in students ’ textual interactions in an online learning environment. The literature on collaborative learning has identified a range of behaviors that characterize successful collaborative learning in face-to-face situations. Evidence of these behaviors was sought in the messages that were posted by students as they interacted in online work groups. Analysis of students ’ contributions reveals that there is substantial evidence of collaboration, but that there are differences between conventional face-to-face instances of collaborative learning and what occurs in an asynchronous, networked environment.

2. Research topics and focus 6 3. Concept of formal, non-formal and informal learning 6 4. Web based communicational practice on the web 7

Multimedia case studies: development and use in management education Abstract- The paper discusses the role of multimedia case studies in management education basing on direct experiences derived from an on going E.U. project. Literature has analysed in depth the role of Information and Communication Technologies (ICT) in education [Angehern, Thierry, 1996;

Project-based work via telecommunications requires the instructor and the students to take explicit steps to create an on-line community that is focused on high quality learning and optimal productivity for all. This paper describes the use of group learning contracts to enhance the growth of an on-line community in project-based learning in Web courses. The paper concludes with a suggested list of responsibilities for instructors and students when engaging in project-based learning in Web courses. Keywords Project-based learning, On-line learning community, Group learning contract, Web courses, Collaborative learning Introduction The Web is used both as an adjunct to face-to-face and distant-delivered instruction (Web-supported) as well as the primary mode of communication (Web-based) in higher education. The growth of Web use in higher education in the United States is documented in a late-1999 report showing that 54% of all college courses used e-mail, 38.9% us...

Enterprise Resource Planning Systems like SAP R/3 provide a software architecture, databases, and applications to support business functions. The universal usability of ERP systems leads to an enormous complexity. This results in specific requirements for corresponding educational processes. This paper shows an integrated approach of combining traditional learning methods with newer practice-oriented methods, especially Simulation Games. The presented approach will bridge the traditional gaps between education concerning managementoriented and manufacturing-oriented software.