Decision Support Models for Composing and Navigating through e-Learning Objects

Libraries of learning objects may serve as basis for deriving course offerings that are customized to the needs of different learning communities or even individuals. Several ways of organizing this course composition process are discussed. Course composition needs a clear understanding of the dependencies between the learning objects. Therefore we discuss the metadata for object relationships proposed in different standardization projects and especially those suggested in the Dublin Core Metadata Initiative. Based on these metadata we construct adjacency matrices and graphs. We show how Gozinto-type computations can be used to determine direct and indirect prerequisites for certain learning objects. The metadata may also be used to define integer programming models which can be applied to support the instructor in formulating his specifications for selecting objects or which allow a computer agent to automatically select learning objects. Such decision models could also be helpful for a learner navigating through a library of learning objects. We also sketch a graph-based procedure for manual or automatic sequencing of the learning objects.

Object-Based Customization of Learning Content: Potentials and Pitfalls

Specification consortia and standardization bodies concentrate on e-Learning objects to en-sure reusability of content. Learning objects may be collected in a library and used for deriv-ing course offerings that are customized to the needs of different learning communities. How-ever, customization of courses is possible only if the logical dependencies between the learn-ing objects are known. Metadata for describing object relationships have been proposed in several e-Learning specifications. This paper discusses the customization potential of e-Learning objects but also the pitfalls that exist if content is customized inappropriately.

Simple training tool is insufficient for appropriate diagnosis and treatment of malnutrition: A pre-post intervention study in a tertiary center.

OBJECTIVES To improve malnutrition awareness and management in our department of general internal medicine; to assess patients' nutritional risk; and to evaluate whether an online educational program leads to an increase in basic knowledge and more frequent nutritional therapies. METHODS A prospective pre-post intervention study at a university department of general internal medicine was conducted. Nutritional screening using Nutritional Risk Score 2002 (NRS 2002) was performed, and prescriptions of nutritional therapies were assessed. The intervention included an online learning program and a pocket card for all residents, who had to fill in a multiple-choice questions (MCQ) test about basic nutritional knowledge before and after the intervention. RESULTS A total of 342 patients were included in the preintervention phase, and 300 were in the postintervention phase. In the preintervention phase, 54.1% were at nutritional risk (NRS 2002 ≥3) compared with 61.7% in the postintervention phase. There was no increase in the prescription of nutritional therapies (18.7% versus 17.0%). Forty-nine and 41 residents (response rate 58% and 48%) filled in the MCQ test before and after the intervention, respectively. The mean percentage of correct answers was 55.6% and 59.43%, respectively (which was not significant). Fifty of 84 residents completed the online program. The residents who participated in the whole program scored higher on the second MCQ test (63% versus 55% correct answers, P = 0.031). CONCLUSIONS Despite a high ratio of malnourished patients, the nutritional intervention, as assessed by nutritional prescriptions, is insufficient. However, the simple educational program via Internet and usage of NRS 2002 pocket cards did not improve either malnutrition awareness or nutritional treatment. More sophisticated educational systems to fight malnutrition are necessary.

CONMICOM – conflict mitigation in communities: LforS learning and simulation game

Three extended families live around a lake. One family are rice farmers, the second family are vegetable farmers, and the third are a family of livestock herders. All of them depend on the use of lake water for their production, and all of them need large quantities of water. All are dependent on the use of the lake water to secure their livelihood. In the game, the families are represented by their councils of elders. Each of the councils has to find means and ways to increase production in order to keep up with the growth of its family and their demands. This puts more and more pressure on the water resources, increasing the risk of overuse. Conflicts over water are about to emerge between the families. Each council of elders must try to pursue its families interests, while at the same time preventing excessive pressure on the water resources. Once a council of elders is no longer able to meet the needs of its family, it is excluded from the game. Will the parties cooperate or compete? To face the challenge of balancing economic well-being, sustainable resource management, and individual and collective interests, the three parties have a set of options for action at hand. These include power play to safeguard their own interests, communication and cooperation to negotiate with neighbours, and searching for alternatives to reduce pressure on existing water resources. During the game the players can experience how tensions may arise, increase and finally escalate. They realise what impact power play has and how alliances form, and the importance of trust-building measures, consensus and cooperation. From the insights gained, important conflict prevention and mitigation measures are derived in a debriefing session. The game is facilitated by a moderator, and lasts for 3-4 hours. Aim of the game: Each family pursues the objective of serving its own interests and securing its position through appropriate strategies and skilful negotiation, while at the same time optimising use of the water resources in a way that prevents their degradation. The end of the game is open. While the game may end by one or two families dropping out because they can no longer secure their subsistence, it is also possible that the three families succeed in creating a situation that allows them to meet their own needs as well as the requirements for sustainable water use in the long term. Learning objectives The game demonstrates how tension builds up, increases, and finally escalates; it shows how power positions work and alliances are formed; and it enables the players to experience the great significance of mutual agreement and cooperation. During the game and particularly during the debriefing and evaluation session it is important to link experiences made during the game to the players’ real-life experiences, and to discuss these links in the group. The resulting insights will provide a basis for deducing important conflict prevention and transformation measures.