Khaldoun Ateyeh

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No longer can courseware providers deal with one homogeneous target group, one learning form and possibly one pedagogical approach. Instead they must develop a broad range of courseware, each serving its specific target group, each adjusted to a specific learning and teaching form, each appealing to its own learning and teaching scenario, and each(More)
The use of multimedia in courseware and web-based learning is a current topic. This is influenced by the wide availability and the permanently improving technical possibilities. The employment of multimedia technology in education makes it possible to illustrate and to grasp complex processes and coherences. However, the development of multimedia content is(More)
In order to enable courseware reuse, it is necessary to decompose learning materials into manageable learning objects. Most scientific projects and organizations that are concerned with courseware reuse and exchange like Ariadne [2], IMS Global Learning Consortium [4], Educause [3], the IEEE Learning Technologies Standards Committee [8] with its Learning(More)
In this paper we discuss how the development of reusable courseware can be supported by using modularization and ontologies. We argue that those concepts will enhance the quality of courseware and its cooperative development as well as the degree of its reusability and exchange. An adequate development process is presented, and it is shortly sketched how to(More)
When you take a look at courses on database management systems taught by different instructors at different types of universities for different target audiences, you will notice that there are quite a number of topics that are part of nearly every (or at least a large number of) courses. These topics include, to name but a few, database design methods,(More)
Since the development of courseware is expensive, reuse is a must. In order to reach the full reuse potential, the individual courseware modules that are stored in a repository should be neutral with respect to as many aspects as possible. In this paper, we examine how didactic-neutral courseware modules can be achieved and in particular how their(More)
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