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The basic idea of service-oriented learning is that a learning environment should be conceived as a set of independent units of learning packaged as learning services. The design, development and deployment of a learning system based on integrating different learning services needs both a technological platform to support the system as well as a methodology that manages the development process. Such technological platform is provided by the Service-Oriented Learning Architecture (SOLA). SOLA proposes an architecture style, which defines how to deploy several units of packeged-learning services. The purpose of this paper is to review the SOLA concept and to present a specific method based on specifying instructional domains, to complement the SOLA approach. Our method suggests the definition of a feature model, which represents the characteristics of the instructional domain, in order to address the identification and clasiffication of candidate services. The approach here proposed facilitates the definition of candidate-learning services in order to enhance the integration of such services. [ABSTRACT FROM AUTHOR]

The development of computer-supported learning systems is a complex task that must take into account diverse issues and perspectives. Given the difficulties attached to this process, different authors have proposed the use of software engineering as a reference to optimize the courseware development process. Following this trend, and given the efficiency of the outcomes, it seems convenient to adapt existing product line development principles from software engineering to the development of learning resources. The purpose of this paper is to postulate a specific analysis method for computer-supported learning systems that guarantees the quality of the development. This specific analysis method can facilitate the learning object reusability and minimize the relevance of the expertise in the development of learning resources. [ABSTRACT FROM AUTHOR]

Instructional engineering provides methods to conduct the design and adaptation of competence development programmes by the combination of diverse learning components (i.e. units of learning, learning activities, learning resources and learning services). It occurs through an established process workflow in which models with diverse levels of abstraction are used to depict such learning components. This paper presents a model-driven generative method used to adapt and reuse a set of learning components for the delivery of a competence development programme concerned with a given learning objective and which serves for a specific instructional context. [ABSTRACT FROM AUTHOR]

In this paper, the authors describe a mechanism for the introduction of small variations in the original learning design process defined in a particular Unit of Learning (UoL). The objective is to increase the UoL reusability by offering the designers an alternative to introduce slight variations on the original design instead of creating a new one each time they want to reuse it. No changes or extensions to the Learning Design definition are required to perform these modifications. The use of design patterns to include the adaptations offers the possibility to easily introduce new operations, such as tracing the activity progress, for instance. The structure of a Learning Design player that is able to process the desired adaptation information and to apply it at runtime will be outlined. The player will be part of an architecture for the automatic adaptation of UoLs to their actual context of execution. [ABSTRACT FROM AUTHOR]