Francis Casado

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The IMS-QTI, and other related specifications have been developed to support the creation of reusable and pedagogically neutral learning scenarios and content, as stated by the IMS Global Learning Consortium. In this paper we discuss how current specifications both constrain the design of assessment scenarios, and limit content reusability. Key issues(More)
Existing models of competence development are characterised by a fixed sequence of stages of which assessment by others and following a fixed set of competence development activities are obligatory components. This paper shows that these models do not do justice to the large diversity of learning needs among lifelong learners. It then presents a model,(More)
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