cultural heritage institutions.These elements can
be linked and placed in a context by subject-matter
experts using ontologies or substructures.'
Artacho continues: `From these substructures,
which are still very much content-oriented, a teacher
should be able to build a course by sequencing the
substructures. It is a bit like using scissors and glue to
personalise and re-arrange printed material. On the
next level educative processes and activities can be
defined as well as tasks that students have to perform.
So you go from elements to substructures and then
to full courses. On top of that you have another two
layers: one containing the pedagogical information -
for example, the objectives of the learning process,
and the other containing the management infor-
The layered model for educational content can
be used to bridge the gap between the `raw material'
from the repositories of the cultural heritage sector
and the teacher and learner, says Artacho. `Cultural
heritage institutions do not have to make lessons or
courses themselves.They can leave that to inter-
mediates, the content experts and the teachers.'
Activity / Task
meters with LMS
Educative processes &
tasks & aktivities
Small LOs, assets and
Description levels of
IMS Learning Design
IMS Question & Test
Digicult_THI4_backup_13_10_03 24.10.2003 11:54 Uhr Seite 13