Teaching requirements analysis REET 2014 at RE2014Luisa Mich
Teaching requirements analysis to computer science and information system students raises a number of challenges. One of the most critical is the gap between skills needed to deal with software requirements and those necessary to grasp the business problems. To bridge that gap in teaching requirements analysis students would have to carry out an assignment of analyzing requirements for a non-trivial, term-sized project. Here we analyze the gap and propose a framework for student projects which integrates a model of the computer based system as a solution to business challenges into a template for a business requirements document. The first model comes from information systems literature and the second from an object oriented analysis approach for business analysis. A CASE (computer aided software engineering) tool to support UML (unified modeling language) modeling is also used and we give some guidelines to reduce risks of premature requirements modeling due to students’ tendency to start modeling, even if business analysis and requirements elicitation have just started. The proposed framework has been defined in many years of teaching and allowed to overcome some of the limitations of a traditional UML-focused course. Student projects of different academic terms – in different courses and different degrees – showed improved requirements models and better comprehension of the role of requirements in the later terms. Moreover, the students appeared to have greater interest and motivation towards this area of software engineering.
Jacynthe Roberge & JÖRN MESSETER & JONAS FRITSCHGeoffrey Dorne
L’enseignement supérieur du design interactif soulève de nombreuses questions. Pour en discuter, nous nous sommes entretenue avec Jörn Messeter et Jonas Fritsch, professeurs-chercheurs en design d’interaction, tous deux affiliés à des universités scandinaves reconnues pour leurs programmes d’enseignement et de recherche en design d’interaction ainsi que pour leur contribution au développement de la discipline.
Authors: Pedro Leão Ramos Ferreira Neto, Margarida Amaral.
This case study was conducted by the senior lecturer in charge of the Computer Architectural Aided Design (CAAD) course, with the support and active collaboration of Instituto de Recursos e Iniciativas Comuns da Universidade do Porto (IRICUP). CAAD is an optional course for fifth-year students at the Faculty of Architecture of the University of Porto (FAUP).
Teaching requirements analysis REET 2014 at RE2014Luisa Mich
Teaching requirements analysis to computer science and information system students raises a number of challenges. One of the most critical is the gap between skills needed to deal with software requirements and those necessary to grasp the business problems. To bridge that gap in teaching requirements analysis students would have to carry out an assignment of analyzing requirements for a non-trivial, term-sized project. Here we analyze the gap and propose a framework for student projects which integrates a model of the computer based system as a solution to business challenges into a template for a business requirements document. The first model comes from information systems literature and the second from an object oriented analysis approach for business analysis. A CASE (computer aided software engineering) tool to support UML (unified modeling language) modeling is also used and we give some guidelines to reduce risks of premature requirements modeling due to students’ tendency to start modeling, even if business analysis and requirements elicitation have just started. The proposed framework has been defined in many years of teaching and allowed to overcome some of the limitations of a traditional UML-focused course. Student projects of different academic terms – in different courses and different degrees – showed improved requirements models and better comprehension of the role of requirements in the later terms. Moreover, the students appeared to have greater interest and motivation towards this area of software engineering.
Jacynthe Roberge & JÖRN MESSETER & JONAS FRITSCHGeoffrey Dorne
L’enseignement supérieur du design interactif soulève de nombreuses questions. Pour en discuter, nous nous sommes entretenue avec Jörn Messeter et Jonas Fritsch, professeurs-chercheurs en design d’interaction, tous deux affiliés à des universités scandinaves reconnues pour leurs programmes d’enseignement et de recherche en design d’interaction ainsi que pour leur contribution au développement de la discipline.
Authors: Pedro Leão Ramos Ferreira Neto, Margarida Amaral.
This case study was conducted by the senior lecturer in charge of the Computer Architectural Aided Design (CAAD) course, with the support and active collaboration of Instituto de Recursos e Iniciativas Comuns da Universidade do Porto (IRICUP). CAAD is an optional course for fifth-year students at the Faculty of Architecture of the University of Porto (FAUP).
An exploration of the RAPTA tool (Review and Plan for Technology in Action), and how it can be used to support the Self Assessment review process (SAR) and development of a Quality Improvement plan (QIP)
Using Groupsites to Construct Knowledge Sharing and Learning InfrastructuresPeter Bond
Presentation of a case in which an online collaboration platform was used to support a university based course in technology entrepreneurship. Exemplifies the opportunities and problems of using collaboration platforms to support learner networks including Communities of Practice.
digital divide between teachers and students in urban bangladeshKhalid Md Saifuddin
Md. Saifuddin Khalid, 2011, Digital divide between teachers and students in urban Bangladesh, International Technology Education and Development Conference, INTED 2011, Valencia, Spain, 7-9 March, 2011, ABSTRACTS CD ISBN: 978-84-614-7422-6
PROCEEDINGS CD: 978-84-614-7423-3, pp. 2010- 2020.
Embedding Employability Survey - Staff
This instrument was developed from our Focus Group Consultation. It is a new survey tool, with important differences observed between stakeholders (employer, DkIT Staff, DkIT Students, DkIT Graduates). Please review each and you are welcome to modify and use for your own surveys at your own institution.
Embedding Employability Survey - Students
This instrument was developed from our Focus Group Consultation. It is a new survey tool, with important differences observed between stakeholders (employer, DkIT Staff, DkIT Students, DkIT Graduates). Please review each and you are welcome to modify and use for your own surveys at your own institution.
Designing for knowledge maturing: from knowledge driven software to supportin...Andreas Schmidt
Software engineering has been transformed in recent years by understanding the interaction with customers and the target context as an ongoing learning process. Responsiveness to change and user-centered design have been the consequences. In a similar way, knowledge and ontology engineering are undergoing fundamental changes to acknowledge the fact that they are part of a collective knowledge maturing process. We explore three examples: (i) social media based competence management in career guidance, (ii) ontology-centered reflection in multi-professional environments in palliative care, and (iii) aligning individual mindlines in pratice networks of General Practitioners. Based on these, we extract four levels of designing for knowledge maturing and associated technical implementations. This shows that future technology support should especially target facilitation of self-organized, but tool-mediated knowledge development processes, where, e.g., workplace learning analytics can play a prominent role
An exploration of the RAPTA tool (Review and Plan for Technology in Action), and how it can be used to support the Self Assessment review process (SAR) and development of a Quality Improvement plan (QIP)
Using Groupsites to Construct Knowledge Sharing and Learning InfrastructuresPeter Bond
Presentation of a case in which an online collaboration platform was used to support a university based course in technology entrepreneurship. Exemplifies the opportunities and problems of using collaboration platforms to support learner networks including Communities of Practice.
digital divide between teachers and students in urban bangladeshKhalid Md Saifuddin
Md. Saifuddin Khalid, 2011, Digital divide between teachers and students in urban Bangladesh, International Technology Education and Development Conference, INTED 2011, Valencia, Spain, 7-9 March, 2011, ABSTRACTS CD ISBN: 978-84-614-7422-6
PROCEEDINGS CD: 978-84-614-7423-3, pp. 2010- 2020.
Embedding Employability Survey - Staff
This instrument was developed from our Focus Group Consultation. It is a new survey tool, with important differences observed between stakeholders (employer, DkIT Staff, DkIT Students, DkIT Graduates). Please review each and you are welcome to modify and use for your own surveys at your own institution.
Embedding Employability Survey - Students
This instrument was developed from our Focus Group Consultation. It is a new survey tool, with important differences observed between stakeholders (employer, DkIT Staff, DkIT Students, DkIT Graduates). Please review each and you are welcome to modify and use for your own surveys at your own institution.
Designing for knowledge maturing: from knowledge driven software to supportin...Andreas Schmidt
Software engineering has been transformed in recent years by understanding the interaction with customers and the target context as an ongoing learning process. Responsiveness to change and user-centered design have been the consequences. In a similar way, knowledge and ontology engineering are undergoing fundamental changes to acknowledge the fact that they are part of a collective knowledge maturing process. We explore three examples: (i) social media based competence management in career guidance, (ii) ontology-centered reflection in multi-professional environments in palliative care, and (iii) aligning individual mindlines in pratice networks of General Practitioners. Based on these, we extract four levels of designing for knowledge maturing and associated technical implementations. This shows that future technology support should especially target facilitation of self-organized, but tool-mediated knowledge development processes, where, e.g., workplace learning analytics can play a prominent role
Recap of business plan development; Detail your e-learning project goals; Describe critical competencies; Outline your project; Validate with major stakeholders
Methodology with evaluation - Recreate.pdfPOUVarazdin
The e-learning teaching methodology used within the Recreate project for the e-learning platform recreate-educate.eu
based on active learning principles, web 2.0 and connectivism.
Bridget Middlemas, Senior Lecturer in Learning & Teaching in HE and Brian Kilpatrick, Technical Development Manager & eLearning Advisor, Roehampton University
- Identify the factors which will ensure that a similar educational development activity in their HEI is effective.
- Consider the professional development needs of a wide range of staff who enhance student learning using ICT.
- Articulate the benefits of professional development activity.
The e-learning teaching methodology used within the Recreate project for the e-learning platform recreate-educate.eu
The teaching methodology is based on active learning principles, web 2.0 and connectivism.
HEAP SORT ILLUSTRATED WITH HEAPIFY, BUILD HEAP FOR DYNAMIC ARRAYS.
Heap sort is a comparison-based sorting technique based on Binary Heap data structure. It is similar to the selection sort where we first find the minimum element and place the minimum element at the beginning. Repeat the same process for the remaining elements.
Literature Review Basics and Understanding Reference Management.pptxDr Ramhari Poudyal
Three-day training on academic research focuses on analytical tools at United Technical College, supported by the University Grant Commission, Nepal. 24-26 May 2024
NO1 Uk best vashikaran specialist in delhi vashikaran baba near me online vas...Amil Baba Dawood bangali
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ACEP Magazine edition 4th launched on 05.06.2024Rahul
This document provides information about the third edition of the magazine "Sthapatya" published by the Association of Civil Engineers (Practicing) Aurangabad. It includes messages from current and past presidents of ACEP, memories and photos from past ACEP events, information on life time achievement awards given by ACEP, and a technical article on concrete maintenance, repairs and strengthening. The document highlights activities of ACEP and provides a technical educational article for members.
1. Model Based Learning – The Learn PAd Way
Andrea Polini
Computer Science Division – University of Camerino
Nemo Summer School
Wien – July 22nd , 2016
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http://www.learnpad.eu
http://www.learnpad.eu
2. Outline
1 The Learn PAd project
2 Learning and Models
3 The Learn PAd modeling method
4 The Learn PAd architecture and mechanisms
5 Conclusions
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http://www.learnpad.eu
3. Outline
1 The Learn PAd project
2 Learning and Models
3 The Learn PAd modeling method
4 The Learn PAd architecture and mechanisms
5 Conclusions
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http://www.learnpad.eu
4. What is Learn PAd?
Learn PAd is a EU commission financed collaborative project
Fact sheet
Call: FP7-ICT-2013-11
Objective: ICT-2013.8.2 – Technology-Enhanced Learning
Target: Holistic learning solutions for managing, reaching and
engaging learners in public administrations
Kick-off: February 1st, 2014 (30 months)
End date: October 31st, 2016 (3 months extension)
Total Cost: e 3,535,000 (EU Contribution: e 2,635,000)
Effort: 388,5MM
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http://www.learnpad.eu
5. Learn PAd: Partners and People
The Learn PAd consortium includes 9 partners from 5 EU countries:
Partner Key Personnel (Unit and WP Leaders)
CNR-ISTI IT Antonia Bertolino (PC), Stefania Gnesi
Guglielmo De Angelis (TL)
BoC Asset Management AT Robert Woitsch, Nesat Efendioglu
Linagora SGO FR Jean-Pierre Lorr´e
No Magic Europe LT Darius Silingas (EL)
Regione Marche IT Andrea Sergiacomi
University of Applied CH Barbara Th¨onssen, Knut Hinkelmann
Sciences and Arts
Northwestern Switzerland
University of Camerino IT Andrea Polini (SL), Barbara Re
University of L’Aquila IT Alfonso Pierantonio
XWiki FR Fabio Mancinelli, Jean Simard,
Caleb De Lisle
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http://www.learnpad.eu
6. Project Context
Current trends in PA organizations
PA from controllers to proactive service providers
continuous need for service improvements
fast changing context, decreasing budget and decreasing numbers
people relocation
In carrying on their daily activities civil servants are nowadays much more
challenged, and need effective support to better understand their activities
Tutoring cannot be considered anymore a viable solution!
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http://www.learnpad.eu
7. Project Context
Current trends in PA organizations
PA from controllers to proactive service providers
continuous need for service improvements
fast changing context, decreasing budget and decreasing numbers
people relocation
In carrying on their daily activities civil servants are nowadays much more
challenged, and need effective support to better understand their activities
Tutoring cannot be considered anymore a viable solution!
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http://www.learnpad.eu
8. Project Context
“Requirements” from the call for proposal
Holistic learning solutions
Effective solutions for adaptation to rapidly changing external/internal
environment, changing task/competence requirements
Support to the development of performance culture, engaging the
entire organisation at all levels, providing an efficient measuring
method based on clearly defined performance metrics
Solutions should foster the development of critical skills, including
transversal skills such as effective communication, collaborative
building of knowledge resources, critical thinking, self-management
Solutions should be validated in public administrations
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http://www.learnpad.eu
9. Outline
1 The Learn PAd project
2 Learning and Models
3 The Learn PAd modeling method
4 The Learn PAd architecture and mechanisms
5 Conclusions
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http://www.learnpad.eu
10. Learning. . . a really complex topic
Definition
According to Merriam Webster learning is “the activity or process of
gaining knowledge or skills by studying, practicing, being taught, or
experiencing something: the activity of someone who learns.”
Learning complexities
Different people learn accordingly to different styles
Different topics generally benefit from different approaches
Learning is clearly dominated by motivation
Learning is a continuous activity
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http://www.learnpad.eu
11. Learning. . . a really complex topic
Definition
According to Merriam Webster learning is “the activity or process of
gaining knowledge or skills by studying, practicing, being taught, or
experiencing something: the activity of someone who learns.”
Learning complexities
Different people learn accordingly to different styles
Different topics generally benefit from different approaches
Learning is clearly dominated by motivation
Learning is a continuous activity
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http://www.learnpad.eu
13. Learning in PA
Some charactistics on learning in PA:
generally relies informative and instructivist approaches
based on long tutoring periods
one for all learning strategies
address book is the most used “tool” to find solutions to problem
(difficulties in sharing knowledge)
difficulties in relating activities “in the small” with the overall
objective
generally no ICT system is available to provide access to information
and guidelines while serving real requests
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http://www.learnpad.eu
14. Learn PAd proposal to learning in PA
→ provide learners with a wide range of services to assist and facilitate
knowledge construction and sharing, rather than imposing a particular
learning method on them
→ informative learning
→ collaborative learning
→ case based learning
→ learning by doing
→ “early adopters” in PA are starting to introduce modeling and
enterprise architecture strategies to reason on the various aspect of
the organization
Learn PAd intuition is to reuse models to make knowledge more easily
accessible, and to permit to civil servant to become proficient in
performing, cooperating and reasoning on the activities to be carried on.
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http://www.learnpad.eu
15. Learn PAd proposal to learning in PA
→ provide learners with a wide range of services to assist and facilitate
knowledge construction and sharing, rather than imposing a particular
learning method on them
→ informative learning
→ collaborative learning
→ case based learning
→ learning by doing
→ “early adopters” in PA are starting to introduce modeling and
enterprise architecture strategies to reason on the various aspect of
the organization
Learn PAd intuition is to reuse models to make knowledge more easily
accessible, and to permit to civil servant to become proficient in
performing, cooperating and reasoning on the activities to be carried on.
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http://www.learnpad.eu
16. Outline
1 The Learn PAd project
2 Learning and Models
3 The Learn PAd modeling method
4 The Learn PAd architecture and mechanisms
5 Conclusions
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http://www.learnpad.eu
17. Model Based Learning
Intuition
A model is an abstract representation of a reality of interest, it codifies knowledge that
can help to organize knowledge
Project focal point
Learn PAd defined and implemented mechanisms permitting to transform models into a
collaborative infrastructure, that keeps model structural properties, and organizes
learning and collaboration activities around the same models
What we needed to do
Identify relevant perspectives, concepts and relations useful for learning within a PA
Define relations among the different perspectives
Define mechanisms permitting to derive a collaborative infrastructure from a set of
models
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http://www.learnpad.eu
18. Model Based Learning
Intuition
A model is an abstract representation of a reality of interest, it codifies knowledge that
can help to organize knowledge
Project focal point
Learn PAd defined and implemented mechanisms permitting to transform models into a
collaborative infrastructure, that keeps model structural properties, and organizes
learning and collaboration activities around the same models
What we needed to do
Identify relevant perspectives, concepts and relations useful for learning within a PA
Define relations among the different perspectives
Define mechanisms permitting to derive a collaborative infrastructure from a set of
models
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http://www.learnpad.eu
19. Resources
WP3 - Approaches Enabling Model-Based Learning
→ WP Leader: Alfonso Pierantonio – University of L’Aquila
Deliverables (available at http://www.learnpad.eu)
→ D3.1 – Domain Analysis of Business Processes in Public
Administrations
→ D3.2 – Design and Initial Implementation of Metamodels for
Describing Business Processes in Public Administrations
→ D3.3 – Final Learn PAd Metamodels and Implementation of Model
Transformations for Managing Business Processes Models in Public
Administrations
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http://www.learnpad.eu
20. Meta-modeling in Learn PAd
In a given domain and given a perspective the codification of knowledge
happens at first identifying basic concepts and their relations
Learn PAd has defined a meta-model structured on three layers
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http://www.learnpad.eu
21. Models for Learning in PA
Included model kinds
The Learn PAd has identified the following aspects, considered useful to
structure and organize knowledge
Business Process
Case Management
Data and Knowledge
Business Motivation
Competency
Organizational
Key Performance Indicators
Building a single “mega modeling” notation would have been an unfeasible
task. When possible Learn PAd does not reinvent the wheel.
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http://www.learnpad.eu
22. Models for Learning in PA
Included model kinds
The Learn PAd has identified the following aspects, considered useful to
structure and organize knowledge
Business Process
Case Management
Data and Knowledge
Business Motivation
Competency
Organizational
Key Performance Indicators
Building a single “mega modeling” notation would have been an unfeasible
task. When possible Learn PAd does not reinvent the wheel.
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http://www.learnpad.eu
23. Learn PAd Conceptual Metamodel
The Learn PAd Conceptual Metamodel (LCMM) captures only the major concepts and
relations. Each of these concepts will be refined as a separate meta-model in the Learn
PAd Platform Independent Metamodel (LPIMM)
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http://www.learnpad.eu
24. Learn PAd Platform Independent Metamodel
When possible Learn PAd reused existing meta-models covering the listed
perspectives. In particular the following existing notations have been
considered:
→ Business Process → Business Process Modeling Notation (BPMN)
→ Business Motivation → Business Motivation Model (BMM)
→ Case Management → Case Management Model and Notation
(CMMN)
The following meta-model have been instead built from scratch:
→ Competency metamodel
→ Document and knowledge metamodel
→ Key performance indicator metamodel
→ Organization metamodel
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http://www.learnpad.eu
28. Weavings
Weaving models are typically used for defining correspondences between modeling
elements belonging to different metamodels
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http://www.learnpad.eu
29. Learn PAd Platform-Specific Metamodel (LPSMM)
→ The LPIMM has been implemented on ADOxx which is the reference
implementation for the Learn PAd platform.
→ Concrete syntax has been defined to derive a fully functional modeling
environment
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http://www.learnpad.eu
30. Learn PAd Platform-Specific Metamodel (LPSMM)
→ The LPIMM has been implemented on ADOxx which is the reference
implementation for the Learn PAd platform.
→ Concrete syntax has been defined to derive a fully functional modeling
environment
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http://www.learnpad.eu
38. Outline
1 The Learn PAd project
2 Learning and Models
3 The Learn PAd modeling method
4 The Learn PAd architecture and mechanisms
5 Conclusions
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http://www.learnpad.eu
39. High level architecture
→ Roughly based on a repository based architecture
→ integrated components do not interact directly
→ the core mediates interactions among plugged and decide on
components to activate for each event
→ component can be logically substituted (plug-in based integration)
→ Learn PAd provides a reference implementation to validate the ideas
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http://www.learnpad.eu
41. Core Platform
→ The core platform permits the interconnection of all the other
components. Main functionalities
→ coordinate and mediate the interactions
→ include software to perform model transformations (from models to the
collaborative infrastructure)
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http://www.learnpad.eu
43. Collaborative Infrastructure
Main characteristics:
→ For each element in a model the infrastructure include a description
page and a set of pages that can be collaboratively edited
→ The BP model is transformed in a flow of pages
→ for each element links to other related models are available (e.g. for a
task information concerning required competences, people involved
and so on according to concretized weavings)
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http://www.learnpad.eu
49. Comments and Feedbacks lifecycle
For each element page it is possible to introduce:
→ Comments
→ Introduced by the users in order to get clarification, provide suggestions
for improvements, and any possible request a user could have
→ considered, and then possibly deleted, by content managers that can
update the descriptions. If modifications have an impact on models the
content manager can issue a feedback to the modeler
→ Feedbacks are issued by content manager and managed by modelers
within the modeling platform
This mechanisms permit to monitor if organizational learning and critical
thinking are really activated
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http://www.learnpad.eu
50. Additional components/funtionalities
→ Model Analysis
→ Structural Properties Verification
→ Understandability Guidelines
→ Recommender and Ontology reasoner
→ given competencies model permit to suggest contents and previous
cases to consider. Also expert identification is possible
→ Simulator and case manager
→ enable the learn by doing paradigm
→ collaborative simulations – enable collaborative learning
→ Questionnaire component
→ automatic generation of questionnaire from models
→ KPI dashboard and monitoring component
→ enable self-evaluation and self improvment
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http://www.learnpad.eu
51. Outline
1 The Learn PAd project
2 Learning and Models
3 The Learn PAd modeling method
4 The Learn PAd architecture and mechanisms
5 Conclusions
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http://www.learnpad.eu
52. Learn PAd modeling method – final remarks
Let’s reconsider everything in the context of the Karagiannis - K¨uhn
framework
Modeling procedure roles: Modelers, Civil Servants, Content Managers
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http://www.learnpad.eu
53. Learn PAd modeling method – final remarks
Let’s reconsider everything in the context of the Karagiannis - K¨uhn
framework
Modeling procedure roles: Modelers, Civil Servants, Content Managers
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54. Enter and contribute to the Learn PAd community
https://www.adoxx.org/live/web/learnpad-developer-space
https://github.com/LearnPAd/learnpad
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http://www.learnpad.eu
55. Thanks!
Andrea Polini PhD
Learn PAd Scientific Leader
andrea.polini@unicam.it
Get in contact with the Learn PAd project:
https://twitter.com/ProjectLearnPAd
https://www.linkedin.com/groups?gid=6661961
http://www.slideshare.net/ProjectLearnPAd
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