Abstract: The literature of learning objects has suggested that an explicit organizational structure of the repository of learning objects can be an informing layer between the user and the repository to sup- port planned teaching and learning. This paper describes how domain knowledge can be used to develop organizational structures of learning objects to support designed teaching and learning. The theme of this study is the design of organizational structures of e-portfolios for reflection. The paper proposes a model of inquiry-directed organization of e-portfolio artifacts based on the paradigms and models of reflection. It presents a case study of implementation of this model.
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