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Vol: 51(65) No: 3 / September 2006 Building e-Learning Curriculum Through Analyzing Necessary Competences Danijela Milosevic University of Kragujevac, Technical Faculty Cacak, Sv. Save 65, 32000 Cacak, Serbia, phone: +381(0) 32 302-736, e-mail: danijela@tfc.kg.ac.yu, web: http://www.tfc.kg.ac.yu Matjaz Debevc University of Maribor, Faculty of Electrical Engineering and Computer Sciences, Smetanova 17, 2000 Maribor, Slovenia, phone: +386 2 220 71 05, e-mail: matjaz.debevc@uni-mb.si, web: http://www.feri.uni-mb.si Radojka Krneta University of Kragujevac, Technical faculty Cacak, Sv. Save 65, 32000 Cacak, Serbia, e-mail: radojka@tfc.kg.ac.yu Mirjana Brkovic University of Kragujevac, Technical faculty Cacak, Sv. Save 65, 32000 Cacak, Serbia, e-mail: mira@tfc.kg.ac.yu Keywords: curriculum development, e-learning, e-tutoring, competences, e-developing. Abstract An attempt was made towards creating appropriate curriculum for master studies in e-learning, through analyzing necessary competences, defining modules and grouping them. The analysis comprises competencies for e-tutors, competences for e developers and technology competences, including pedagogical and didactical point of view. The ultimate goal towards creating new e-learning curricula is to make possible the teaching of high-quality, industry-relevant, and practically-oriented skills in designing, developing, implementing and maintaining e-learning systems. References [1] http://www.blackboard.com. [2] http://www.WebCT.com. [3] http://moodle.org/. [4] http://www.adlnet.org. [5] http://www.aicc.org. [6] http://www.itsc.ieee.org. [7] http://www.imsproject.org [8] SCORM, Sharable Content Object Reference Model, 2nd Edition, 2004. (http://www.adlnet.org/). [9] M.C. van der Wende, The Bologna Declaration: Enhancing the Transparency and Competitiveness of European Higher Education, Higher Education in Europe, Routledge, part of the Taylor & Francis Group, Volume 25, Number 3 / October 1, 2000, pp. 305 – 310. [10] Dempster, J. Developing E-Skills, CAP e-learning guides, Centre for Academic Practice, University of Warwick, UK, 2004. http://www.warwick.ac.uk/go/cap/resources/eguides/. [11] TechLearn (2000) Online Tutoring Briefing Paper. http://www.techlearn.org.uk/cgi-bin/techspec.pl?l=7. [12] Breuer, J.: Curriculum “Supporting e-Learners” – development and results of an empirical study, ”, Proceedings of The 8th International Conference on Interactive Computer aided Learning - ICL2005, September 28 - 30, 2005, Villach/Austria. [13] IT Training standards Competencies for e-tutors: Framework for from the Institute of IT Training\'s Standards. http://www.iitt.org.uk/public/standards/etutorcomp.asp. [14] Samoila, C., Ursutiu, D., Cotfas, P.: Intangible resources in e-learning strategy, Proceedings of The 8th International Conference on Interactive Computer aided Learning - ICL2005, September 28 - 30, 2005, Villach/Austria. [15] F. Reichl, J. Jerlich, E. Obermüller, I.R. Herbst, Applying Active Online-Tutoring to Motivate Oline Learners in a Work Based Environment, In the conference proceedings of the 2nd Symposium of the WG HCI&UE of the Austrian Computer Society M3-Interdisciplinary Aspects on Digital Media & Education, Nov. 2006, Vienna, Austria, pp.199-209. [16] IT Training standards Competencies for e-developers: Framework for from the Institute of IT Training\'s Standards. http://www.iitt.org.uk/public/standards/edevelopercomp.asp [17] A. A. Renshaw, J. H. Reibel, A. C. Zukowski, K. Penn, R. O. McClintock and M. B. Friedman, \"An Assesment of On-Line Engineering Design Problem Presentation Strategies,\" IEEE Transaction on Education, vol. 43, no. 2, pp. 83-91. [18] J.C. Taylor, \"Distance Education: The Fifth Generation,\" in Proceedings of the 19th ICDE World Conference on Open Learning and Distance Education, Vienna, Austria, June 1999. [19] Dalsgaard, C. (2005). From Learning Objects to Learning Activities: References as an Alternative to Pedagogical Metadata. In G. Richards (Ed.), Proceedings of World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education 2005 (pp. 1263-1269). Chesapeake, VA: AACE. [20] Dabbagh, N. & Kitsantas, A. (2005). Using web-based pedagogical tools as scaffolds for self-regulated learning. Instructional Science, 33 (5–6): 513—540. [21] Gagne, R. M., The Conditions of Learning and the Theory of Instruction, (4th ed.), New York: Holt, Rinehart, and Winston, 1985. |