Open and Distance Learning

Abstract:For effective processes of knowledge assessment, teaching, information presentation and information use, the information should be presented on basis of a structure which is defined by prerequisite relationships (Which information do I have to know before I'm able to understand and integrate the newly presented information ?). This kind of prerequisite relation for information units has to be determined and tested before using it.

A non-numerical theory for representing these structures is already worked out, and several techniques have been suggested to obtain these structures, e.g.


• mass data collection,
• analysis of didactics and curricula,
• querying experts on prerequisite relationships, competence and performance
• analysis of demands
• analysis of competence and performance,

and also techniques are available to test the obtained structures empirically, which - in principle - is a necessary precondition for using them.

However, domains and thus the related knowledge nowadays change very fast - an impressive example is the internet.

Therefore techniques for convergent structuring, for dynamic testing and for dynamic refinement have to be developed. This article will give an overview of existing techniques in the static case, i.e. the domain doesn't change at all or only very slowly, and discuss advancements towards the use of these techniques in dynamic domains.

• 1.Introduction
• 2. Knowledge Structures
• 3. Mass Data Collection
• 4. Analysis Of Didactics and Curricula
• 5. Querying Experts
• 6. Analysis Of Demands
• 7. Competence and Performance
• 8. Conclusion
• References
• About this document ...

Next: 1.Introduction