Innovating education with an educational modelling language: two case studies

Peter Sloep*, Jan Van Bruggen, Colin Tattersall, Hubert Vogten, Rob Koper, Francis Brouns, Peter Van Rosmalen

*Corresponding author for this work

    Research output: Contribution to journalArticleAcademicpeer-review

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    Abstract

    The intent of this study was to investigate how to maximise the chances of success of an educational innovation—specifically one based on the implementation of the educational modelling language called EML. This language is both technically and organisationally demanding. Two different implementation cases were investigated, one situated in an institution for higher professional education that caters for on‐campus students; the other in an institution for higher, open distance education, that serves off‐campus, home‐based students. Diffusion‐innovation theory is used as the backdrop for the analysis. It helps us to understand why the implementations failed and what measures might be taken to avoid future failure in similar situations.
    Original languageEnglish
    Pages (from-to)291-301
    Number of pages11
    JournalInnovations in Education and Teaching International
    Volume43
    Issue number3
    DOIs
    Publication statusPublished - 21 Nov 2006

    Keywords

    • innovation
    • innovation-diffusion theory
    • Rogers
    • education
    • virtual learning environment
    • educational modelling language
    • VLE
    • EML
    • IMS Learning Design specification
    • learning design
    • IMS LD
    • evaluation

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