Reuse, portability and interoperability of learning content: Or why an educational modelling language

This paper discusses two approaches to the reuse of learning materials. The first approach is a familiar one, it uses chunks of content that are described through metadata. The metadata should afford their reuse by detailing the conditions of their deployment. This approach, I contend, is not satisfactory and will ultimately fail to elicit actual reuse. The second approach is relatively new, it builds on recently developed pedagogical meta-languages with which the pedagogical inner-structure of learning objects may be described. Through the use of such languages, one of which is described in some detail, actual reuse may be brought about