Customized Learning Sequences (CLS) by Metadata.

In response to a longterm research program for a didactical ontology, this report intends to present the results and methods for representing didactical models from the ontology we developed. The question is: How can computer technology be used to support the communication of knowledge in an educational context? This question cannot be answered by psychological experiments that ignore the core of educational behaviour: the transmission of meaning (Hönigswald 1927). Therefore this article focuses on the didactical tradition. Computer technology as a medium requires a special form of knowledge organisation, which allows learners to go individually and in a reflective way through the content (Customized Learning Sequences), thus requiring teachers to produce individually navigable hypertexts. Individualization does not mean offering "pureâ€? self-directed learning, as learning presupposes instruction by others. We have to aid teachers in reorganizing knowledge to hypertexts that allows individual navigation. Supporting learners in finding their individual path is also a crucial factor.How to aid teachers and how to set up meaningful navigation aids will be discussed in four steps:
1.) Theoretical considerations; 2.) First step of Web-Didactics: Decontextualisation; 3.) Second step of Web-
Didactics: Recontextualisation; 4.) Research. Which theoretical considerations are eternal for Web-Didactics?