Offline e-courses Number:7,153,137 from the United States Patent and Trademark Office (PTO) owispatent A repository manager and copy editor may be used to create an offline course, which allow learners to process course material locally on their computer without the need to connect to the e-learning system. A generic packaging list is created when the course is offered offline. A specific packaging list customized for the learner is created when the offline course is downloaded. An offline manager tool provides an interface for taking the course offline.<H courses, Offline, Offline, e, cours, 7153137.html, Patent, pto, 7153137

Title: Offline e-courses

Abstract: A repository manager and copy editor may be used to create an offline course, which allow learners to process course material locally on their computer without the need to connect to the e-learning system. A generic packaging list is created when the course is offered offline. A specific packaging list customized for the learner is created when the offline course is downloaded. An offline manager tool provides an interface for taking the course offline.

Patent Number: 7,153,137 Issued on 12/26/2006 to Altenhofen, et al.

Inventors: Altenhofen; Michael (Karlsruhe, DE), Theilmann; Wolfgang (Karlsruhe, DE), Krebs; Andreas S. (Karlsruhe, DE)
Assignee: SAP AG (Walldorf, DE)

Appl. No.: 10/208,190

Filed: July 31, 2002

Current U.S. Class: 434/118 ; 434/350; 434/362

Current International Class: G09B 19/00 (20060101)

Field of Search: 434/362,350,118

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Primary Examiner: Harris; Chanda L.
Attorney, Agent or Firm: Fish & Richardson P.C.

Parent Case Text

CROSS-REFERENCE TO RELATED APPLICATIONS

This application is a continuation-in-part of U.S. application Ser. No. 10/134,676, filed Apr. 30, 2002, and titled E-LEARNING SYSTEM, which claims the benefit of U.S. Provisional Application No. 60/354,945, filed Feb. 11, 2002, and titled FLEXIBLE INSTRUCTIONAL ARCHITECTURE FOR E-LEARNING, and this application claims the benefit of U.S. Provisional Application No. 60/396,108, filed Jul. 17, 2002, and titled OFFLINE LEARNING, all of which are hereby incorporated by reference in their entirety for all purposes.

Claims

What is claimed is:

1. A method, performed by one or more processing devices, for making an electronic course available offline, the method comprising: generating, via a processing device, a generic packaging list for the electronic course, the generic packaging list comprising learner-independent metadata, the learner-independent metadata corresponding to content associated with the electronic course that is not specific to a learner, the content comprising structural elements that make up the electronic course; generating, via a processing device, learner-specific metadata, the learner-specific metadata comprising data associated with the electronic course that is specific to the learner, the data corresponding to a learning strategy for selecting structural elements to define a path through the electronic course, the learning strategy comprising a macrostrategy and a microstrategy, the macrostrategy defining an order in which to present a first set of the structural elements, the microstrategy defining an order in which to present a second set of the structural elements, the second set of structural elements comprising constituents of structural elements in the first set of structural elements, the macrostrategy and the microstrategy being independent of one another allowing customizing of both the macrostrategy and the microstrategy during the electronic course, and the learning strategy being applicable to the structural elements to define the path through the electronic course, the structural elements storing attributes relating to the learning strategy, and the learning strategy altering at least one of the attributes when the learning strategy is applied to the structural elements; merging, via a processing device, the generic packaging list and the learner-specific metadata to form a learner-specific packaging list; downloading the learner-specific packaging list to a target processing device; and downloading, for presentation offline, at least part of the electronic course to the target processing device, the at least part of the electronic course being downloaded based on the learner-specific packaging list.

2. The method of claim 1, wherein generating the generic packaging list comprises obtaining, for the electronic course, one or more of a title, a global unique identifier (GUID), a content management system path, and resources.

3. The method of claim 1, further comprising storing the generic packaging list in a content repository.

4. The method of claim 1, further comprising testing the content to determine whether structural elements of the course are accessible to the target processing device.

5. The method of claim 4, further comprising storing the generic packaging list in a content repository if it is determined that all structural elements are accessible.

6. The method of claim 1, further comprising publishing an indication that the electronic course is offered offline.

7. The method of claim 6, wherein the indication is published in a course catalog for the electronic course, the course catalog being accessible online.

8. The method of claim 6, wherein the indication comprises an access path for the generic packaging list.

9. The method of claim 1, wherein the learner-specific packaging list further comprises one or both of a training participation document and a resource reference.

10. The method of claim 1, wherein the learner-specific metadata further comprises a reference to training specific metadata.

11. A learning system for making an electronic course available offline on a target processing device, comprising: memory that stores executable instructions; and one or more processing devices that execute the instructions to: generate a generic packaging list for the electronic course, the generic packaging list comprising learner-independent metadata, the learner-independent metadata corresponding to content associated with the electronic course that is not specific to a learner, the content comprising structural elements that make up the electronic course; generate learner-specific metadata, the learner-specific metadata comprising data associated with the electronic course that is specific to the learner, the data corresponding to a learning strategy for selecting structural elements to define a path through the electronic course, the learning strategy comprising a macrostrategy and a microstrategy, the macrostrategy defining an order in which to present a first set of the structural elements, the microstrategy defining an order in which to present a second set of the structural elements, the second set of structural elements comprising constituents of structural elements in the first set of structural elements, the macrostrategy and the microstrategy being independent of one another allowing customizing of both the macrostrategy and the microstrategy during the electronic course, and the learning strategy being applicable to the structural elements to define the path through the electronic course, the structural elements storing attributes relating to the learning strategy, and the learning strategy altering at least one of the attributes when the learning strategy is applied to the structural elements; merge the generic packaging list and the learner-specific metadata to form a learner-specific packaging list; download the learner-specific packaging list to the target processing device; and download, for presentation offline, at least part of the electronic course to the target processing device, the at least part of the electronic course being downloaded based on the learner-specific packaging list.

12. The system of claim 11, wherein the generic packaging list comprises, for the electronic course, one or more of a title, a global unique identifier (GUID), a content management system path, and resources.

13. The system of claim 11, further comprising a content repository to store the structural elements; wherein the one or more processing devices execute instructions to store the generic packaging list in the content repository.

14. The system of claim 11, wherein the one or more processing devices execute instructions to test the content to determine whether structural elements of the electronic course are accessible to the target processing device.

15. The system of claim 14, wherein the one or more processing devices execute instructions to store the generic packaging list in a content repository if it is determined that the structural elements of the electronic course are accessible.

16. The system of claim 11, wherein the one or more processing devices execute instructions to publish an indication that the electronic course is offered offline.

17. The system of claim 16, wherein the indication is published in a course catalog for the electronic course, the course catalog being accessible online.

18. The system of claim 16, wherein the indication comprises an access path for the generic packaging list.

19. The system of claim 11, wherein the learner-specific packaging list further comprises one or both of a training participation document and a resource reference.

20. The system of claim 11, wherein the learner-specific metadata comprises a reference to training-specific metadata.

21. A method performed by one or more processing devices for making an electronic course available offline to a target processing device, the method comprising: generating, via a processing device, a generic packaging list for the electronic course, the generic packaging list comprising learner-independent metadata, the learner-independent metadata corresponding to content associated with the electronic course that is not specific to a learner, the content comprising structural elements that make up the electronic course; generating, via a processing device, learner-specific metadata, the learner-specific metadata comprising data associated with the electronic course that is specific to the learner, the data corresponding to a learning strategy for selecting structural elements to define a path through the electronic course, the learning strategy comprising a macrostrategy and a microstrategy, the macrostrategy defining an order in which to present a first set of the structural elements, the microstrategy defining an order in which to present a second set of the structural elements, the second set of structural elements comprising constituents of structural elements in the first set of structural elements, the macrostrategy and the microstrategy being independent of one another allowing customizing of both the macrostrategy and the microstrategy during the electronic course, and the learning strategy being applicable to the structural elements to define the path through the electronic course, the structural elements storing attributes relating to the learning strategy, and the learning strategy altering at least one of the attributes when the learning strategy is applied to the structural elements; and merging the generic packaging list and the learner-specific metadata to form a learner-specific packaging list for use by the target processing device in presenting the electronic course offline.

22. The method of claim 21, wherein the generic packaging list comprises, for the electronic course, one or more of a title, a global unique identifier (GUID), a content management system path, and resources.

23. The method of claim 21, wherein the learner-specific packaging list comprises one or both of a training participation document and a resource reference.

24. A computer program product for making an electronic course available offline to a target processing device, the computer program product being tangibly embodied on one or more machine-readable media, the computer program product being operable to cause a machine to: generate a generic packaging list for the electronic course, the generic packaging list comprising learner-independent metadata, the learner-independent metadata corresponding to content associated with the electronic course that is not specific to a learner, the content comprising structural elements that make up the electronic course; generate learner-specific metadata, the learner-specific metadata comprising data associated with the electronic course that is specific to the learner, the data corresponding to a learning strategy for selecting structural elements to define a path through the electronic course, the learning strategy comprising a macrostrategy and a microstrategy, the macrostrategy defining an order in which to present a first set of the structural elements, the microstrategy defining an order in which to present a second set of the structural elements, the second set of structural elements comprising constituents of structural elements in the first set of structural elements, the macrostrategy and the microstrategy being independent of one another allowing customizing of both the macrostrategy and the microstrategy during the electronic course, and the learning strategy being applicable to the structural elements to define the path through the electronic course, the structural elements storing attributes relating to the learning strategy, and the learning strategy altering at least one of the attributes when the learning strategy is applied to the structural elements; and merge the generic packaging list and the learner-specific metadata to form a learner-specific packaging list for use by the target processing device in presenting the electronic course offline.

25. The computer program product of claim 24, wherein the computer program product is operable to cause the machine to: download the learner-specific packaging list to the target processing device; and download, for presentation offline, at least part of the electronic course to the target processing device, the at least part of the electronic course being downloaded based on the learner-specific packaging list.

26. The computer program product of claim 24, wherein generating the generic packaging list comprises obtaining, for the electronic course, one or more of a title, a global unique identifier (GUID), a content management system path, and resources.

27. The computer program product of claim 24, wherein the computer program product is operable to cause the machine to store the generic packaging list in a content repository.

28. The computer program product of claim 24, wherein the computer program product is operable to cause the machine to test the content to determine whether structural elements of the course are accessible to the target processing device.

29. The computer program product of claim 28, wherein the computer program product is operable to cause the machine to store the generic packaging in a content repository list if it is determined that all structural elements are accessible.

30. The computer program product of claim 24, the computer program product is operable to cause the machine to publish an indication that the electronic course is offered offline.

31. The computer program product of claim 30, wherein the indication is published in a course catalog for the electronic course, the course catalog being accessible online.

32. The computer program product of claim 31, wherein the indication comprises an access path for the generic packaging list.

33. The computer program product of claim 24, wherein the learner-specific packaging list further comprises one or both of a training participation document and a resource reference.

34. The computer program product of claim 24, wherein the learner-specific metadata further comprises a reference to training specific metadata.

Description

TECHNICAL FIELD

The following description relates generally to e-learning and in particular to offline e-courses.

BACKGROUND

Systems and applications for delivering computer-based training (CBT) have existed for many years. However, CBT systems historically have not gained wide acceptance. A problem hindering the reception of CBTs as a means of training workers and learners is the compatibility between systems. A CBT system works as a stand-alone system that is unable to use content designed for use with other CBT systems.

Early CBTs also were based on hypermedia systems that statically linked content. User guidance was given by annotating the hyperlinks with descriptive information. The trainee could proceed through learning material by traversing the links embedded in the material. The structure associated with the material was very rigid, and the material could not be easily written, edited, or reused to create additional or new learning material.

Newer methods for intelligent tutoring and CBT systems are based on special domain models that must be defined prior to creation of the course or content. Once a course is created, the material may not be easily adapted or changed for different learners' specific training needs or learning styles. As a result, the courses often fail to meet the needs of the trainee and/or trainer.

The special domain models also have many complex rules that must be understood prior to designing a course. As a result, a course is too difficult for most authors to create who have not undergone extensive training in the use of the system. Even authors who receive sufficient training may find the system difficult and frustrating to use. In addition, the resulting courses may be incomprehensible due to incorrect use of the domain model by the authors creating the course.

Furthermore, although online training provides a robust environment for learning, it is not always convenient for a learner to take courses online. In addition, there are also times when an online connections is not available. Therefore, for the above and other reasons, new methods and technology are needed to supplement traditional computer based training and instruction and provide offline training.

SUMMARY

In one general aspect, creating an offline course includes determining content associated with an online course; and determining a packaging list for an offline course including an access path and metadata, wherein the metadata is associated with the online course and the content. The packaging list may be a generic packaging list. The generic packaging list may include metadata including one or more of a title, a GUID, a content management system path, and resources. The generic packaging list may be stored in a content repository.

The content of an online course may be tested to determine whether all structural elements of the course are accessible from the content management system. The packaging list may be stored in the content repository if it is determined that all structural elements are accessible.

The offline course associated with the stored generic packaging list may be published. Publishing the offline course may include storing an indication in a course catalog for access by a learning interface that an online course is available offline. The indication may include an access path for the generic packaging list.

Creating the course also may include determining a learner specific packaging list that includes learner dependent metadata. Determining the learner specific packaging list may includes merging a generic packaging list with the learner specific metadata. The learner specific packaging list may include determining one or more of a microstrategy, a macrostrategy, a TPARTDOC, and a resourceref.

In another general aspect, a learning system may be used to create and offline course. The learning management system may include a content management system to store online courses including structure and content; and a repository manager to query the content management system to determine content associated with an online course and to determine a packaging list including an access path and metadata associated with all files that are part of the online course. The packaging list may be a generic packaging list. The generic packaging list may include learner independent metadata including one or more of a title, a GUID, a content management system path, and resources. The content repository may be configured to write the generic packaging list in the content repository.

The repository manager may be configured to test the content to determine whether all structural elements of the course are accessible from the content management system. The repository manager also may be configured to write the packaging list in the content repository if it is determined that all structural elements of the online course are accessible. The repository manager may publish the offline course associated with the stored generic packaging list and store an indication in a course catalog that an online course is available offline. The indication may include an access path for the generic packaging list.

The learning system also may a learning management system to determine a learner specific packaging list that includes learner dependent metadata. The learner specific packaging list may include merging a generic packaging list with the learner specific metadata. The learner specific packaging list may include one or more of a microstrategy, a macrostrategy, a TPARTDOC, and a resourceref.

Other features and advantages will be apparent from the description, the drawings, and the claims.

DESCRIPTION OF DRAWINGS

FIG. 1 is an exemplary content aggregation model.

FIG. 2 is an example of an ontology of knowledge types.

FIG. 3 is an example of a course graph for e-learning.

FIG. 4 is an example of a sub-course graph for e-learning.

FIG. 5 is an example of a learning unit graph for e-learning.

FIGS. 6 and 7 are exemplary block diagrams of e-learning systems.

FIGS. 8 21 are exemplary screen shots of a learning interface.

FIG. 22 is an exemplary course.

FIGS. 23 27 an exemplary navigation paths.

FIG. 28 is an exemplary block diagram of a learning system for offline learning.

FIG. 29 is an exemplary process for creating an offline course.

FIG. 30 is an exemplary process for downloading offline course.

FIG. 31 is an exemplary process for processing an offline course.

FIG. 32 is an exemplary offline store class diagram.

FIG. 33 is exemplary learner independent metadata for offline training.

FIG. 34 is exemplary learner specific metadata for offline training.

FIG. 35 is an example of a user specific packaging list.

FIG. 36 is an exemplary offline manager interface.

FIG. 37 is an example showing v as the vertex that represents the learning unit LU where v.sub.1,v.sub.2 are the vertices.

Like reference symbols in the various drawings indicate like elements.

DETAILED DESCRIPTION

E-learning Content Structure

The e-learning system and methodology structures content so that the content is reusable and flexible. For example, the content structure allows the creator of a course to reuse existing content to create new or additional courses. In addition, the content structure provides flexible content delivery that may be adapted to the learning styles of different learners.

E-learning content may be aggregated using a number of structural elements arranged at different aggregation levels. Each higher level structural element may refer to any instances of all structural elements of a lower level. At its lowest level, a structural element refers to content and may not be further divided. According to one implementation shown in FIG. 1, course material 100 may be divided into four structural elements: a course 110, a sub-course 120, a learning unit 130, and a knowledge item 140.

Starting from the lowest level, knowledge items 140 are the basis for the other structural elements and are the building blocks of the course content structure. Each knowledge item 140 may include content that illustrates, explains, practices, or tests an aspect of a thematic area or topic. Knowledge items 140 typically are small in size (i.e., of short duration, e.g., approximately five minutes or less).

A number of attributes may be used to describe a knowledge item 140, such as, for example, a name, a type of media, and a type of knowledge. The name may be used by a learning system to identify and locate the content associated with a knowledge item 140. The type of media describes the form of the content that is associated with the knowledge item 140. For example, media types include a presentation type, a communication type, and an interactive type. A presentation media type may include a text, a table, an illustration, a graphic, an image, an animation, an audio clip, and a video clip. A communication media type may include a chat session, a group (e.g., a newsgroup, a team, a class, and a group of peers), an email, a short message service (SMS), and an instant message. An interactive media type may include a computer based training, a simulation, and a test.

A knowledge item 140 also may be described by the attribute of knowledge type. For example, knowledge types include knowledge of orientation, knowledge of action, knowledge of explanation, and knowledge of source/reference. Knowledge types may differ in learning goal and content. For example, knowledge of orientation offers a point of reference to the learner, and, therefore, provides general information for a better understanding of the structure of interrelated structural elements. Each of the knowledge types is described in further detail below.

Knowledge items 140 may be generated using a wide range of technologies, however, a browser (including plug-in applications) should be able to interpret and display the appropriate file formats associated with each knowledge item. For example, markup languages (such as a Hypertext Markup language (HTML), a standard generalized markup language (SGML), a dynamic HTML (DHTML.RTM.), or an extensible markup language (XML)), JAVASCRIPT.RTM. (a client-side scripting language), and/or FLASH.RTM. may be used to create knowledge items 140.

HTML may be used to describe the logical elements and presentation of a document, such as, for example, text, headings, paragraphs, lists, tables, or image references.

FLASH.RTM. may be used as a file format for FLASH.RTM. movies and as a plug-in for playing FLASH.RTM. files in a browser. For example, FLASH.RTM. movies using vector and bitmap graphics, animations, transparencies, transitions, MP3 audio files, input forms, and interactions may be used. In addition, FLASH.RTM. allows a pixel-precise positioning of graphical elements to generate impressive and interactive applications for presentation of course material to a learner.

Learning units 130 may be assembled using one or more knowledge items 140 to represent, for example, a distinct, thematically-coherent unit. Consequently, learning units 130 may be considered containers for knowledge items 140 of the same topic. Learning units 130 also may be considered relatively small in size (i.e., duration) though larger than a knowledge item 140.

Sub-courses 120 may be assembled using other sub-courses 120, learning units 130, and/or knowledge items 140. The sub-course 120 may be used to split up an extensive course into several smaller subordinate courses. Sub-courses 120 may be used to build an arbitrarily deep nested structure by referring to other sub-courses 120.

Courses may be assembled from all of the subordinate structural elements including sub-courses 120, learning units 130, and knowledge items 140. To foster maximum reuse, all structural elements should be self-contained and context free.

Structural elements also may be tagged with metadata that is used to support adaptive delivery, reusability, and search/retrieval of content associated with the structural elements. For example, learning object metadata (LOM) defined by the IEEE "Learning Object Metadata Working Group" may be attached to individual course structure elements. The metadata may be used to indicate learner competencies associated with the structural elements. Other metadata may include a number of knowledge types (e.g., orientation, action, explanation, and resources) that may be used to categorize structural elements.

As shown in FIG. 2, structural elements may be categorized using a didactical ontology 200 of knowledge types 201 that includes orientation knowledge 210, action knowledge 220, explanation knowledge 230, and reference knowledge 240. Orientation knowledge 210 helps a learner to find their way through a topic without being able to act in a topic-specific manner and may be referred to as "know what." Action knowledge 220 helps a learner to acquire topic related skills and may be referred to as "know how." Explanation knowledge 230 provides a learner with an explanation of why something is the way it is and may be referred to as "know why." Reference knowledge 240 teaches a learner where to find additional information on a specific topic and may be referred to as "know where."

The four knowledge types (orientation, action, explanation, and reference) may be further divided into a fine grained ontology as shown in FIG. 2. For example, orientation knowledge 210 may refer to sub-types 250 that include a history, a scenario, a fact, an overview, and a summary. Action knowledge 220 may refer to sub-types 260 that include a strategy, a procedure, a rule, a principle, an order, a law, a comment on law, and a checklist. Explanation knowledge 230 may refer to sub-types 270 that include an example, a intention, a reflection, an explanation of why or what, and an argumentation. Resource knowledge 240 may refer to sub-types 280 that include a reference, a document reference, and an archival reference.

Dependencies between structural elements may be described by relations when assembling the structural elements at one aggregation level. A relation may be used to describe the natural, subject-taxonomic relation between the structural elements. A relation may be directional or non-directional. A directional relation may be used to indicate that the relation between structural elements is true only in one direction. Directional relations should be followed. Relations may be divided into two categories: subject-taxonomic and non-subject taxonomic.

Subject-taxonomic relations may be further divided into hierarchical relations and associative relations. Hierarchical relations may be used to express a relation between structural elements that have a relation of subordination or superordination. For example, a hierarchical relation between the knowledge items A and B exists if B is part of A. Hierarchical relations may be divided into two categories: the part/whole relation (i.e., "has part") and the abstraction relation (i.e., "generalizes"). For example, the part/whole relation "A has part B," describes that B is part of A. The abstraction relation "A generalizes B" implies that B is a specific type of A (e.g., an aircraft generalizes a jet or a jet is a specific type of aircraft).

Associative relations may be used refer to a kind of relation of relevancy between two structural elements. Associative relations may help a learner obtain a better understanding of facts associated with the structural elements. Associative relations describe a manifold relation between two structural elements and are mainly directional (i.e., the relation between structural elements is true only in one direction). Examples of associative relations include "determines," "side-by-side," "alternative to," "opposite to," "precedes," "context of," "process of," "values," "means of," and "affinity."

The "determines" relation describes a deterministic correlation between A and B (e.g., B causally depends on A). The "side-by-side" relation may be viewed from a spatial, conceptual, theoretical, or ontological perspective (e.g., A side-by-side with B is valid if both knowledge objects are part of a superordinate whole). The side-by-side relation may be subdivided into relations, such as "similar to," "alternative to," and "analogous to." The "opposite to" relation implies that two structural elements are opposite in reference to at least one quality. The "precedes" relation describes a temporal relationship of succession (e.g., A occurs in time before B (and not that A is a prerequisite of B)). The "context of" relation describes the factual and situational relationship on a basis of which one of the related structural elements may be derived. An "affinity" between structural elements suggests that there is a close functional correlation between the structural elements (e.g., there is an affinity between books and the act of reading because reading is the main function of books).

Non Subject-Taxonomic relations may include the relations "prerequisite of" and "belongs to." The "prerequisite of" and the "belongs to" relations do not refer to the subject-taxonomic interrelations of the knowledge to be imparted. Instead, these relations refer to the progression of the course in the learning environment (e.g., as the learner traverses the course). The "prerequisite of" relation is directional whereas the "belongs to" relation is non-directional. Both relations may be used for knowledge items 140 that cannot be further subdivided. For example, if the size of the screen is too small to display the entire content on one page, the page displaying the content may be split into two pages that are connected by the relation "prerequisite of."

Another type of metadata is competencies. Competencies may be assigned to structural elements, such as, for example, a sub-course 120 or a learning unit 130. The competencies may be used to indicate and evaluate the performance of a learner as the learner traverse the course material. A competency may be classified as a cognitive skill, an emotional skill, an senso-motorical skill, or a social skill.

The content structure associated with a course may be represented as a set of graphs. A structural element may be represented as a node in a graph. Node attributes are used to convey the metadata attached to the corresponding structural element (e.g., a name, a knowledge type, a competency, and/or a media type). A relation between two structural elements may be represented as an edge. For example, FIG. 3 shows a graph 300 for a course. The course is divided into four structural elements or nodes (310, 320, 330, and 340): three sub-courses (e.g., knowledge structure, learning environment, and tools) and one learning unit (e.g., basic concepts). A node attribute 350 of each node is shown in brackets (e.g., the node labeled "Basic concepts" has an attribute that identifies it as a reference to a learning unit). In addition, an edge 380 expressing the relation "context of" has been specified for the learning unit with respect to each of the sub-courses. As a result, the basic concepts explained in the learning unit provide the context for the concepts covered in the three sub-courses.

FIG. 4 shows a graph 400 of the sub-course "Knowledge structure" 350 of FIG. 3. In this example, the sub-course "Knowledge structure" is further divided into three nodes (410, 420, and 430): a learning unit (e.g., on relations) and two sub-courses (e.g., covering the topics of methods and knowledge objects). The edge 440 expressing the relation "determines" has been provided between the structural elements (e.g., the sub-course "Methods" determines the sub-course "Knowledge objects" and the learning unit "Relations".) In addition, the attribute 450 of each node is shown in brackets (e.g., nodes "Methods" and "Knowledge objects" have the attribute identifying them as references to other sub-courses; node "Relations" has the attribute of being a reference to a learning unit).

FIG. 5 shows a graph 500 for the learning unit "Relations" 450 shown in FIG. 4. The learning unit includes six nodes (510, 515, 520, 525, 530, 535, 540, and 545): six knowledge items (i.e., "Associative relations (1)", "Associative relations (2)", "Test on relations", "Hierarchical relations", "Non subject-taxonomic relations", and "The different relations"). An edge 547 expressing the relation "prerequisi